Kaitaia College

Course Overview:
Year Nine Digital Technology is a fun and sometimes challenging introduction to Digital Technology. Students will be taught to code and solve problems in 2D and 3D using Scratch V3 and the Minecraft EDU platform.. The course will give students a good background in Digital Technology that can be used at year 10 and beyond. There will be opportunities for students to take part in group work, where they can form teams to negotiate about decisions, share resources and present and  reflect on their work. By the end of the rotation, students will be able to create a simple 2D game in Scratch and a more complex 3D Digital story in Minecraft.

This a seven week short taster course where students will develop an understanding of:

• Planning, designing, creating, testing and evaluating
• Creating computer game code in Scratch
• Creating Digital stories in Minecraft Education
• Understanding how computers work (theory and practical)
• Literacy and numeracy.

Year 9 English is designed to prepare students for Year 10 and will lead onto NCEA Level 1. Students will study Literature studies, persuasive writing, paragraph writing, unfamiliar texts and produce a personal reading programme.

Year 9 Health is taken by all Year 9 students at some time during the year. It is a half-year course. Students have the opportunity to gain knowledge, skills and understanding about a range of relevant health issues. If they wish to pursue Health Studies, this course can follow right through to Level 3 and University.

Students study: Hauora, Healthy relationships, types of communication, bullying, Sexuality

Year 9 Māori Performing Arts is a half year subject that is shared with Year 9 Te Reo Māori. Students swap subjects half way through the course.

In Year 10 Students develop knowledge of kapa haka and Te Reo through practical demonstration and performance of waiata, waiata-ā-ringa, poi, haka, and whakaraka. 

Year 9 Mathematics is a compulsory year-long subject which leads onto Year 10 and Level 1-3 Mathematics. 

This course is available for students from Year 9 through to Year 13.  Please refer to the Level 1 Ma Rākau page for further information.

This is a "taster" subject, which is offered to all Year 9 students. They are introduced to all aspects of Music and are able to learn an instrument during their cycle. Music can lead on to University Entrance and covers many aspects of life.

Year 9 Physical Education gives students the opportunity to engage in physical activity and learn to work with other students in team sports. If they wish to pursue this subject into senior school, it can lead to Level 3 courses and on to University Entrance.

Topics include: Athletics Pentathlon, Invasion Games, Fitness and a Healthy lifestyle, Summer sports.

Year 9 Science introduces students to Biology, Chemistry, and Physics. They are also given the opportunity to study more about plants, matter and earth and space.

Course Overview:
We are growing and developing our young aspiring Māori Leaders within a Mainstream School setting under the tikanga of Te Ao Māori.  This kaupapa will allow our tai tamariki to aspire to greatness no matter where their future takes them. But still allow them to return home with a sense of self and an air of confidence to stand and be a leader upon their marae and in our rohe.

To create a solid platform for our tai tamariki, made up of four strong walls, bound together by culture, Te hā o te Mauri encompassing Taha Hinengaro, Taha Tinana, Taha Wairua, Taha Whānau.  Underpinned by Mahi Tahi and the values of Manaaki, Achievement, Hau Kāinga and Integrity.  A platform built within Te Whare me ngā pātu e whā and Mahi Tahi acts as a springboard for our Kuaka - our tamariki to soar forth into their future.

Course Content:
Core Te Reo Māori subjects:  

Te Reo Rangatira
Māori Performing Arts
Māori Studies
Tikanga-ā-Iwi/Language Proficiency
Core subjects
Hangarau
Pāngarau
Pūtaiao
Toi Māori
Physical Education/Hauora
Digital technology

The study of Te Reo Māori enables students to understand Te Ao Māori.  

In Year 10 students learn:
- Students learn reo o te kāinga - kī māngai, kīanga, tikanga reo, kupu me ngā whakamārama. Word functions, their uses and how these fit
   together to form sentences.
- The course entails listening, reading, viewing, speaking, writing and presentation skills.

Students swap from Te Reo Māori to Māori Performing Arts half way through the course, so are learning both topics.

Course Overview:
Year 9 Technology is one of the taster subjects that all Year 9 students will study in their first year.

Course Content:
This seven week course introduces students to the concepts of developing a project in Technology, from defining the problem through research and design, to manufacture of prototypes and testing.

Year 9 Visual Arts is a "taster" subject which is offered to all Year 9 students. 

Course Overview:
Students will learn the skills of drawing, design and painting, together with carrying out landscape and figurative studies.

Content:

• Use drawing to record from subject matter in dry and wet media
• Development of drawing into art-work using painting, and other processes
• Learn about artworks of contemporary New Zealand artists, both European and Māori, as models for their own artwork
• Generating and developing ideas within different art disciplines.

This course is available to students from Year 9 through to Year 13.

Mau Rākau is a traditional Māori martial art and this unique programme gives students the opportunity to learn the ancestral practices, values and protocols of the warrior. Students will learn about Māori culture, disciplines and traditions, gain new skills and get fit. They will have fun in an inclusive learning environment while they develop a specialised skill set, and help to preserve the rich culture and art of the warrior.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
This qualification is intended for people seeking some operational and theoretical knowledge, consistent with tikanga and reo, across a range of Ngā Toi art forms. Graduates of this qualification will contribute to New Zealand by applying a broad range of skills and knowledge across a range of Ngā Toi art forms. Graduates will have a set of knowledge and skills at an introductory level, and will be able to work independently under limited supervision. They will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori, and demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The qualification provides a pathway for those seeking to improve or further develop their skills and knowledge in Ngā Toi. Graduates may progress to New Zealand Certificate in Ngā Toi (Whakairo/Ngā Mahi ā te Whare Pora/Toi Ataata/Mau Rākau/Māori Performing Arts) (Level 4).

Learning outcomes/Assessment links:
Students will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori and to demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Relevant standards will be added in 2021.

Progression: (What courses does this course lead to?)
Progression will be the next year level.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)

Teaching and Learning Approaches: (How will I learn in this course?)

Students will be given the opportunity to learn:

• mau rākau and tū taua through the teachings of Te Whare Tū Taua and mōhioranga ā iwi
• sport, games and training exercises of the toa
• whakapapa and pepehā
• karakia
• knowledge, tikanga and values of the toa
• stances, positions, strokes, body movements, facial expressions, blocks, counters, engagement.

Resource requirements: (What resources will I need to have to learn in this course?)

This course is available to students frm Year 9 through to Year 13. Please refer to the Level 1 Ma Rākau for more information.

This course is available for students from Year 9 through to Year 13. Please refer to Level 1 Ma Rākau for more information. 

Course Overview
Students will learn about safety in the woodwork shop, and how to use a variety of woodworking hand tools safely. The names of the tools and the processes they are used for. Students will develop their practical skill levels by constructing various practical projects. This is a six month course, students will have the opportunity to take Construction in Terms 1 and 2 or in Terms 3 and 4.

Course Content
This a half-semester course, where both theory and practical lessons are taught. Students will learn:

• Tool handling
• Sketching/cutting lists
• Measurement
• Practical construction processes
• Finishing processes.

Year 10 Dance consists of integrated topic-based activities that provide students with the opportunity to express themselves creatively through Art, Dance and Drama. This subject is very expressive and holistic.

Students will learn to:

• Express ideas creatively in relation to a given theme through Art, Dance and Drama
• Work individually, in small groups and as a whole class to develop their imagination and creativity
• Involve themselves in a class production during which they learn performance, production and technical skills.

Course Overview:
Students will be given a two-term intensive course building on skills and knowledge from Year Nine. After an initial discussion with the Teacher in Charge, an individualised programme of study will be created. Students will be taught about computer hardware and software, game theory and coding, website design and a team-based project decided upon by the students. This course is a mix of theory and practical applications. A major focus will be given to preparing students for Year 11 and beyond. 

Content:
The is a half-semester course and students will learn:

• Planning, designing, creating, testing and evaluating
• Creating computer game code in Scratch
• Creating Digital stories in Minecraft EDU
• Creating apps using the MIT App creation software
• Creating websites using Wordpress and Notepad++
• Understanding how computers work (theory and practical)
• Lego robotics
• Literacy and numeracy.

Drama is a "performance art" course consisting of drama/theatre skills, script work, technical work with lighting and sound-scapes, use of costumes, proprs and sets to perform.

In Year 10 Drama students will:

• be involved in a class play; they will learn performance, production and technical skills
• work in small groups to devise their first play
• be creative, direct and take direction, communicate ideas, rehears and suppport each other
• compete for the "Top Year 10 Performance Group"
• compete for the "Top Year 10 Co-operative Group in Devising Drama Work".

Year 10 English is designed to prepare students for NCEA Level 1.  There may be opportunities to gain Level 1 credits if students meet the Level 1 NCEA standard for: formal writing, creative writing, speaking, creating a visual text and wide reading/personal responses. They will be offered to students according to their skill level, and if their work meets the various NCEA Level 1 standards.

Students will learn:

• Literature studies - novel, short stories, songs and poetry
• Film/Moving images study
• Reading for meaning
• Speaking
• Writing to express ideas in formal and personal writing
• Creative Writing
• Increasing knowledge of language features and their purpose
• Increasing knowledge of punctuation, grammar and spelling.

Year 10 Health builds on learning from Year 9 Health. It aims to provide opportunities for students to gain knowledge, skills and understandings about a range of relevant health issues that will help them in their daily decision-making. Health Education also emphasises the development of literacy, research and critical thinking skills.

Students will study:

• Mental health and Hauora
• Gender and Well-being
• Sexuality and Relationships
• Alcohol and other Drugs.

Course Outline

LDS

There is a growing demand from industry for students who are both creative and technically literate. We start looking at design in its basic form. Students design, model and produce a product from a brief. They learn to communicate design ideas, and cover the technology design process, computer modelling, freehand and technical drawing and prototype production.  Students can choose from a range of products from picture frames, t-shirt transfer design, jewellery and a sign back lit by LEDs. Students may come with their own needs and design ideas..

course content: 

• Product design methods
• Heat transfer
• Sketching
• Drawing
• Computer-aided design
• Design aesthetics
• Materials selection

S.T.E.M

Students will also look at STEM. This is an acronym for Science, Technology, Engineering and Maths. Students will look at a project where they will work as a team using all 4 subject areas. This course is project based. learning.

This course is available to students from Year 9 through to Year 13. Please refer to Level 1 Ma Rākau for more information. 

In Year 10 Māori Performing Arts, studernts develop knowledge of kapa haka and Te Reo through practical demonstration and performance of waitata, waiata-ā-ringa, poi, haka, and whakaraka.

Students will learn through different language modes and various text types, and will gain knowledge and skill in waiata, waiata-ā-ringa, poi, haka, and whakaraka.

Year 10 Mathematics is designed to give all students a firm foundation for the NCEA level 1 programme in Year 11.  The "Achieve" content for the Level 1 standards is covered in depth, and students have the opportunity to obtain five Level 1 credits through Achievement Standards.

Students will learn:
- Number sense
- Phythagoras & Trignometry
- Algebra
- Measurement
- Graphs
- Probability & Statistics
- Transformation Geometry.

Course Overview:
Students will build and programme an autonomous robot to complete a varied terrain race course. They will learn the basics of servo and motor control using printed circuit boards. Using Computer Aided Design (CAD), and the laser cutter they will create the parts of their robot.

Content:
This is a half-semester course which covers Literacy, Laser cutter, micro controller programming  and Electronics.

Course Overview:
This is a half-year course. Students complete a number of projects which will involve the use of particular tools and machinery. This will reinforce the importance of basic mathematical measurement skills and science to enable them to understand metal structures and welding processes.

Content:

• How to use a number of tools and techniques; welding, lathes, guillotine, band-saws, drill press, battery
• Use precision tools for measuring
• Engineering processes are encouraged to create projects that are authentic and unique
• Literacy is an important part of this course.
• Both theory and practical lessons are taught.

FIRST HALF-YEAR
Week 1: 
Course induction and expectations; walk through classroom and workshop; question sheets for students to complete; inquire about their experiences.
Weeks 2-3:
Complete Health & Safety unit digitally online.
Weeks 4-8:
Project 1 - Accurately follow an engineer's plan of a bottle opening; students are informed to gift this project to a whānau member; investigate ideas and plan to adapt it to the shape of the handle.

SECOND HALF-YEAR
Week 3:
Project 2: Investigate ideas and develop plans for a feature, either for a graden or inside the home.
Weeks 4-8:
Project 3: Accurately follow an engineer's plan and, with a metal lathe, mill a 12mm round into a dot punch. Harden punch tip using heat and dipped into carbon.
For those that finish early: 
Project 4: Students choose a project to complete (only for advanced students).

Music students work individually and collaboratively to explore the potential of sounds and technologies for creating, interpreting, performing and representing music ideas.

In Year 10, students will:

• choose an instrument to learn (drums, guitar, bass, keyboard/piano, voice) and will participate in free lessons for that instrument each week. They will perform individually to the rest of the class and in a group at prizegiving.
• compose music as an individual using various technologies
• create, perform and record a song in a group
• develop music reading and writing skills
• learn about various styles of music.

NOTE: Students must commit to practising their instrument at least four times a week outside of class time. It is vital that a student has learned an instrument or sung for at least one year before taking NCEA Level 1 Music.

Year 10 Photography & Design students will have an introduction to Typography (styles of lettering), and Photography and Photoshop skills. These skills will give them a strong foundation for the Level 1 programme in Year 11.

• In Typography, they will learn:
  • fonts and their meaning
  • drawing different styles of lettering
  • 3D typography.
• In Photography. Lighting and Editing
  • portraits
  • landscape
  • still-life
  • manipulation
  • polaroid transfers
• Photoshop
  • editing photos
  • posters
  • logos.

The Arts are an excellent way to gain balance in your academic programme. Most lead on to level 3 University Approved courses.

Year 10 Physical Education is designed to engage students in physical activity with the promotion of a healthy lifestyle. Students wishing to continue in Senior Physical Education (Years 11-13) must display excellent participation, be consistent in their efforts and have a positive and thoughtful attitude throughout the year, to be considered.

Students are given the opportunity to gain three level one credits through a Quality Sports performance Achievement Standard. They will also participate in team events such as games from around the world, summer & winter sports, and learn about fitness and living a healthy lifestyle.

Course Overview:

This course is an introduction to the skills required to work in a commercial kitchen environment. 

Students will work towards gaining five credits in this hospitality course, where they will learn about knife care, and boiling and baking. Students are expected to clean and be responsible for their working area. This is a half-semester course and both theory and practical lessons are taught. Students must wear closed shoes in the cooking room. All Theory work is done through Google classroom.

Content: Ingredient knowledge and associated cookery methods, Food preparation skills and Food safety and hygiene practices. Packaging and product development.

Year 10 Science is organised into 4-5 weekly units of study, from all strands of the New Zealand Curriculum, and is linked directly to NCEA Level 1. The units are from Biology (Genetics & inheritance, Animals & plants, Medical science), Chemistry (Atomic structure, Acids & bases), Physics (Electricity, Forces & motion), and Planet Earth (Geology & natural disasters).

• Students will gain the skills and knowledge to gain Level 1 by experimenting, investigating, reporting, creating and using the digital platform.
• Genetics and inheritance, animals & plants, atomic structure, acids & bases, medical science, electricity, and forces and motion.
• Skills are assessed by practicals, posters, google platform and written tests.

Year 10 Social Studies

MISSION TO MARS

STEM Course Outline

We will look at creating a new community in Mars and how a food source will be needed. This food source will relate around Aqua-Hydroponics. You will learn to apply the principles of design thinking and project-based learning to develop your project ideas. You will work together in team building exercises and as an individual You will develop good thinking skills using your creative and curious mind. Term 2 - Hydroponics.

STEM Content:
Team building; Problem solving skills; Critical thinking; Creativity; Construction; Working with others; 2D and 3D sketching; 3D modelling; Web design; Blogging; Design process. simple plant biology,  use measurement and formulae to build models, graph and model situations to make decisions about growing food, surviving and sharing resources.

In Year 10, the study of Te Reo enables students to understand Te Ao Māori.

Students learn reo o te kāinga - kī māngai, kīanga, tikanga reo, kupu me ngā whakamārama. Word functions, their uses and how these fit together to form sentences. The course entails listening, reading, viewing, speaking, writing and presentation skills.

Year 10 Visual Arts students will learn the skills of drawing, design and painting, together with carrying out landscape and figurative studies.

They will learn this through:

• using drawing to record from subject matter in dry and wet media
• development of drawing into art-work using painting and other processes
• learning about artworks of contemporary New Zealand artists, both European and Māori, as models for their own artwork
• generating and developing ideas within different art disciplines.

This course is available for students from Year 9 through to Year 13.  Please refer to the Level 1 Ma Rākau page for further information.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
StartUp is a Level 1 programme in automotive that covers Level 2 credits. This course is in partnership with MITO and has both theory and practical learning. The theory is completed through e-learning and the practical is done in the automotive workshop.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
https://www.careers.govt.nz/jobs-database/engineering/automotive/automotive-technician/

Learning outcomes/Assessment links:
See standards below. NOTE: Standards are subject to change with the review of courses at the end of each year. Course is not endorsable.

Progression: (What courses does this course lead to?)
This course will lead on to Level 2 Automotive Engineering and Gateway. The Gateway programme offered at school will allow students to work in a local garage one day a week. This is a great opportunity for them to learn how to work with customers and showcase their ability to an employer.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
https://www.careers.govt.nz/searchresults?q=automotive

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Technology in modern vehicles is ever-changing and students need to keep in touch. This is an excellent career pathway for potential students. By the end of the year, all students will have a better understanding about the vehicle they are driving and know what is happening during the different driving phases and conditions. They will develop life skills that will be useful for them in the future. This subject will have 50% theory and 50% practical. The unit standards we use at school are the same as apprentices use in the workplace. This means that when they decide to become an apprentice, they do not have to do again the standards they have already achieved at school.

Teaching and Learning Approaches: (How will I learn in this course?)
Student learning will be through team work, via e-learning and as individuals. They will learn how to work safely in a workshop environment, know how to use all tools, equipment, and correctly raise a vehicle using a two-post hoist. They can bring vehicles to school and carry out the repairs themselves. There is no better learning about vehicles than by working on them. Students will learn about the different systems and components used on motorcycles, light vehicles, and heavy commercial vehicles.

What will I learn and how will I learn?
In this course students will explore the five key themes (business formation, functions of business, people in business, business management and the business environment) within the context of a small-to-medium business, of local or community significance (or focus) and connected to their life; for example, a local farm, tourist operator, retail outlet, franchise, or early childcare centre. Students will study the internal features of businesses, external factors that influence their success, operational business problems and provide causes, impacts, possible solutions and recommendations to address these.

The marketing mix and the human resources process are also studied in this course. Students will gain knowledge of enterprising behaviour, innovation and entrepreneurship in business contexts. One of the internals will require students to form a small business and develop a business plan and product and sell it to students at a market day. 

Conditions of Assessment
Collection of evidence for the internally assessed standards can include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film) or a portfolio of evidence. Assessment can be integrated into one activity that collects evidence towards two or three different standards from a programme of learning.  Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). Authenticity of student evidence needs to be assured regardless of the method of collecting evidence.  

Submitting Internal Assessment
Depending on the nature of the assessment, this can be electronic or hard copy. The mode depends on the assessment conditions.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Construction is part of Te Tai Tokerau Trades Academy. The resources for the unit standards in these courses are from the BCITO BConstructive programmes for schools. BConstructive are hands on programmes that are innovative, practical and multi-disciplinary programmes for students, providing them with the skills and knowledge to springboard into any career in the construction industry. The BConstructive programmes are primarily workshop based. Rather than focusing on any one trade the programmes build skills and an understanding of all trades in the construction industry. Students who participate in the BConstructive programme can go on to consider apprenticeships in a variety of trades such as: building, construction, plumbing, drain laying, roofing, gas-fitting, painting and decorating, infrastructure, flooring and joinery. The programme also provides a good base for students who would like to enter other related areas of the construction industry such as architecture, quantity surveying and estimating.

How will I learn and what will I learn?
This Level 1 Construction course focuses on building upon the skills students have learned in Year 10 Construction theory and works towards completing the National Certificate in Building, Construction and Allied Trades Skills Level 1. The course will take you through a series of units to build your skills and knowledge in this field, including Workshop and Site Safety, Workshop procedures and processes, Learning about construction materials, joints and fasteners and Constructing a bookshelf and a coffee table.

Conditions of Assessment
NZQA/BCITO conditions of assessment.

Submitting Internal Assessments
All internal assessments must be submitted on or prior to the due date, unless prior approval has been granted for special circumstances (refer to NCEA guidelines or discuss with the Teacher in Charge).

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once, and at the discretion of the Teacher in Charge.

What will I learn and how will I learn?
Level 1 Dance students will compose dance sequences for given briefs and performances, demonstrate ensemble skills in dance, demonstrate understanding of the elements of dance, and also their understanding of a dance performance.  Students will also learn by dance practice, plus it is expected they will put in one to two hours of theory homework per week.  Students will require a refill and folder (or clear file), and blue or black pen for class work. Highlighters are highly recommended. To have a realistic chance of passing the course and gaining entry into the next level, students MUST attend 95% of lessons. Students must perform in the Performing Arts Evening.

Conditions of Assessment
Assessment is by Achievement Standards - one externally assessed and four internally assessed. All work for assessment must be submitted to the teacher by the due date. Any work not submitted by the deadline will receive a "Not Achieved" grade.  If a student is sick on the day their work is due, they must get a Doctor's Certificate. (Refer Student Handbook for full assessment details).  APA referencing must be used if relevant to the task. All students are expected to follow the policy "authenticity" outlined in the Kaitaia College Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment/s.

Derived Grade Examinations
School internal examination results are used in the event that a student may have to apply for a derived grade for externally assessed standards.

NOTE: Course is subject to change with the review of standards at the end of each year.

Digital Technologies is the use of any digital resource that can be used  to effectively find, analyse, create, communicate and use information in a digital context. This includes the use of a variety of digital media tools, programming tools, communication tools and software applications. At each level of learning students will enhance their skills in the use of the media, programming, communication and software application tools.

What will I learn and how will I learn?
Students will develop their skills in using a variety of software applications to create basic outcomes such as games, web pages, manipulated images, databases etc. They will be further challenged by applying a range of coding conventions to demonstrate forms of communication. Everyone will have an opportunity to share, learn and refine their skills through group work, individual programmes and inquiry learning. Four internally assessed standards will be covered with an opportunity to do one externally assessed standard. Students being offered the unit standards course will learn from a range of up-to-date technologies on how to set up and manage common devices. They will be given comprehensive instruction on how to plan, design, create, test and evaluate a range of Information Technology outcomes. This course option has been designed to give all students practical skills in Information Technology.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment.

Conditions of Assessment
Most assessments will be completed with a mixture of in class and out of class time. However, some standards require work only to be completed in class time. This is to ensure authenticity - that all work that students submit is their own. Failure to comply will result in a "Not Achieved" grade for the affected assessment. Discussions during assessment events will negate Merit and Excellence grades. There are no external examinations for the Unit Standards offered.

Submitting Internal Assessments
It is important that students take note of the due dates for the internal assessments. All internal assessments must be submitted on or prior to the due date, unless prior approval has been granted for special circumstances (refer to your NCEA guidelines or talk to your teacher about this). Assessments that are submitted after the due date, without prior approval, will receive a Not Achieved.

Resubmissions and Reassessments
Apart from the CAT external, which cannot be resubmitted, all standards will be decided on a case by case basis. Criteria such as regular attendance and on task classroom behaviour will be required before any resubmissions or reassessments will be offered.

Note: This course offers a mixture of unit and achievement standards in both Digital Technologies and Information & Communication Technology. Students have the option of creating individual programmes, in consultation with the Teacher in Charge.

What will I learn and How will I learn?
This Level 1 Drama course focusses on building upon the skills students have learned in Junior Drama.  They will work in groups, learning to co-operate and collaborate. They will also develop their awareness of dramatic techniques, elements and conventions and how to use these and dramatic techniques to create theatre pieces.  As well, they will develop their acting and performance skills which will prepare them for NCEA assessments.  They will learn how to devise drama, how to interpret a script, and how to perform in front of others and through different types of theatre.

Submitting Internal Assessments
All assessments are done in groups and are "live".  Some written work may be required and is due on the day of the performance, unless otherwise stated by the Teacher in Charge. There is one written external paper.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only if the whole group are willing.  There is no further teaching available. Further assessment opportunities are not available.

NOTE: Course is subject to change with the review of standards at the end of each year.

What will I learn and how will I learn?
Economics is the practical study of scarcity and its impact on society.  Basically students who take this course will study local firms to understand how decisions are made to manage New Zealand’s resources.  They will also learn to understand consumer choices and demand.

Conditions of Assessment
Collection of evidence for the internally assessed standards can include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film) or a portfolio of evidence. Assessment can be integrated into one activity that collects evidence towards two or three different standards from a programme of learning.  Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). Authenticity of student evidence needs to be assured regardless of the method of collecting evidence.  

Submitting Internal Assessment
Depending on the nature of the assessment, this can be electronic or hard copy. The mode depends on the assessment conditions.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Graduate Profile: (What qualities/additional skills will learners achieve by taking this course?)
This course focuses on building upon the skills students have learned in junior English and further develops their language skills to prepare them for NCEA assessment.  They will learn:

• how to write confidently in a range of styles to express their ideas.
• how to explore and articulate their ideas verbally through speeches, presentations and debates.
• how to closely read and analyse moving visual texts.
• how to use processes and structures to understand and respond to surface level and deeper ideas within texts.
• why and how to use accurate and appropriate language in a range of situations and for different audiences.

Learning outcomes/Assessment links:
See list of standards.

Progression: (Learner progression to further qualifications and/or employent from this learning programme?)
This course leads to Level 2 English or Level 2 Work Ready English. This is dependent on the ability, needs and interests of the student.

Vocational/Industry Links (Industry valued content): (work integrated learning experiences, trips to industry sites)

Contextualised Contexts: (What local, cultural, real-life content is involved in this course?)
Students will study and discuss texts that both mirror their world and open a window to the world around them. 

Teaching and Learning Approaches: (How will I learn in this course?)
Students will be engaging in texts, such as short films, novels, poems, and songs, myths and legends. This course will develop their writing skills, reading comprehension, speaking skills, cinematographic and visual skills as well as critical thinking skills.

Resource Requirements: 
See contributions.

What will I learn and how will I learn?
Geography is the study of the natural and cultural environments and the interaction between them.  Over the course of the year, students will learn about extreme natural events, directed research, contemporary issues, global study, population studies, sustainability, and learn skills in mapping, graphing and valuing. There may be a field trip opportunity.

Conditions of Assessment
Assessment is by Achievement Standards, three externally assessed and five internally assessed.

Submitting Internal Assessment
Achievement Standard 91007 in a folder; Achievement Standards 91008 and 91010 electronically.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available.  Further assessment opportunities are available in every standard.

What will I learn and how will I learn?
This course will give students the opportunity to take action and enhance their own personal well-being, demonstrate ways to be resilient and manage change and stress, how to enhance relationships through effective use of communication skills, develop strategies to promote positive sexuality, and understand the importance of making health-enhancing decisions in drug-related situations.

Students develop an understanding of well-being by learning about the Model of Hauora. They develop respect and compassion for others and an appreciation of diversity. They are encouraged to think critically and view situations from personal, interpersonal, and societal perspectives.

Using digital technology is encouraged and promoted in this course. Teachers use Google Classroom and are heading towards using google sites for teaching and learning. An awareness of current affairs and researching using the internet to investigate topics is encouraged. Students are expected to complete regular homework tasks. Learning in interactive.

Knowledge, skills and experiences gained in Health Education are beneficial for many types of occupations. Students may want to take this course to learn more about their own health, or they may be looking for a career in some of the fields below.

Conditions of Assessment
Four of the achievement standards offered are internally assessed. Evidence of learning is collected using a variety of methods, encouraging students to be creative and innovative in their way of presenting information to be assessed. For example, creating a magazine, keeping a journal, digital recording, role play and written assessment. There will be one external examination at the end of the year, completed under examination conditions. It is a written examination, lasting one and a half hours. Students are expected to have an 85% or above attendance rate in order to have the knowledge required for assessments.

Submitting Internal Assessments
Assessment will be submitted in relation to the calendar which will be supplied each year.

Resubmissions and Further Assessment Opportunities
A resubmission opportunity for the work of students who just miss out on achieving a particular grade may be granted at the discretion of the teacher. 

NOTE: Courses may change with the review of standards at the end of each year.

History is the study of a past notable for its important, unusual or interesting events that will or can shape the course of the future. Students also have the opportunity to mix with students from all over New Zealand to Wellington for MUNA (Model United Nations Assembly) in the middle of the year.

What will I learn and how will I learn?
This course focuses on developing the student's research and interpretive skills. This then enables them to develop the ability to examine and argue from an historian’s point of view. It teaches most useful skills for use at university and in other school subjects.  The course uses a topic approach. Students will learn how to write confidently in a range of styles to express their ideas, how to explore and articulate their ideas both in written and verbal work, how to closely read, analyse and interpret cartoons, sketches, pictures, and texts, and how to use processes and structures to understand and respond to surface level and deeper ideas within texts. Opportunities for travel to history competitions, museums, and places of historical significance may be available.

Conditions of Assessment
Two internals are "open" assessments.  The third has some degree of in-class compulsory work as a requirement.

Submitting Internal Assessment
Achievement Standard 91001 - in a folder; Achievement Standards 91002 and 91004 - electronically.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are available in every standard.

Hospitality involves the teaching of cookery processes and techniques expected in the Hospitality Industry. Students have the opportunity to learn in a state-of-the-art hospitality kitchen.

What will I learn and how will I learn?
Senior students work towards achieving unit standards from the hospitality industry.  Each standard is dedicated to a cooking technique or process and outlines a range of dishes to be taught.

Conditions of Assessment
Assessments will be completed within class time. This is to ensure authenticity, ie, that all work students submit is their own. It is important that students understand the conditions of assessment for these standards and that they direct any questions about when and how they are able to work on them to their teacher.

Submitting Internal Assessment
It is important that students take note of the due dates for their internal assessments. All internal assessments must be submitted on or prior to the due date, unless prior approval has been granted for special circumstances (refer to your NCEA guidelines or talk to their teacher about this). Assessments that are submitted after the due date, without prior approval, will receive a Not Achieved.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available.  Further assessment opportunities are not available in every standard.

INTERIOR DESIGN, FASHION DESIGN, PRODUCT DESIGN, JEWELLERY, TINY HOUSES, ARCHITECTURE, LIGHTING DESIGN

Laser Design Studio (formerly Textiles & Design) includes understanding design practices and applying them to Materials.  (Textiles, MDF, Plywood, Acrylic).  Students will learn about design elements and use these design ideas to produce concepts and make a prototype. Design a light fixture or Bluetooth speaker. A garment for streetwear or evenings. Create a jewellery collection or other items that you want to make, this course is for the crafter, designer and hands on learner. Learn sketching, model making, and create a portfolio of your work.

What will I learn and how will I learn?
Students can pick and choose what they would like to design and make, from Laser Design to Textiles and Fashion Design. It is up to the students' needs or interests and an individual programme will be designed for them. Students will be learning how to create and make a product using a CAD* programme for the Laser and Engraving machine. Students will use a variety of materials from MDF, acrylic, card, paper and textiles for their product. Students can choose what they wish to design. However, there are specifications to size and cost that will need to be considered in their designs and the ability of the laser cutter. Students will design and make a product for a client's need. This course is for the future fashionista,  interior designer or product designer.  Students will follow the Design Process and have a choice of what assessment standards they wish to cover.  Students will complete three internals and one external from the supplied list of Achievement standards. 

Fushion 360 and LaserWorks will be used along with Vcarve Pro and other computer design aided programs.

Conditions of Assessment
All work must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor's certificate. Read over the student handbook for full assessment details.

Submitting Internal Assessment
Assessments are to be handed in at the end of the lesson on the due date.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Graduate Profile: (What qualities/additional skills learners will achieve by taking this course?)
This course focuses on building upon the skills students have learned in Junior English and further develops their language and literacy skills to prepare them for NCEA assessment. It is for students who struggle with literacy. They can work at their own pace and gain their Literacy requirements for NCEA. The credits offered are internally assessed. However, there is the opportunity for students, depending on their ability, to do an external achievement standard and have an opportunity at other achievement standards. They will learn:

• how to write confidently in a range of styles to express their ideas
• how to explore and articulate their ideas verbally through discussions
• develop their love of reading for pleasure and further develop their reading comprehension skills
• how to analyse visual texts and create a visual text
• how to use processes and structures to understand and respond to surface level and deeper ideas within texts
• why and how to use accurate and appropriate language in a range of situations and for different audiences.

Learning Outcomes/Assessment Links: See standards list. 
NOTE: The course is only endorsable for students who complete achievement standards. Student courses are individualised. Standards to be attempted will be determined in consultation with the teacher.

Progression: (What courses does this course lead to?)
This course will lead on to Level 2 Work Ready English.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Work experience is a possibility through our GATEWAY programme, depending on the student’s age.

Teaching and Learning Approaches: (How will I learn in this course?)
This course helps you develop your reading, writing and speaking skills at a pace to suit your ability.  Placement into the external examination (AS90849) will be dependent on a discussion between you and your teacher.

This course is available to students from Year 9 through to Year 13.

Mau Rākau is a traditional Māori martial art and this unique programme gives students the opportunity to learn the ancestral practices, values and protocols of the warrior. Students will learn about Māori culture, disciplines and traditions, gain new skills and get fit. They will have fun in an inclusive learning environment while they develop a specialised skill set, and help to preserve the rich culture and art of the warrior.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
This qualification is intended for people seeking some operational and theoretical knowledge, consistent with tikanga and reo, across a range of Ngā Toi art forms. Graduates of this qualification will contribute to New Zealand by applying a broad range of skills and knowledge across a range of Ngā Toi art forms. Graduates will have a set of knowledge and skills at an introductory level, and will be able to work independently under limited supervision. They will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori, and demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The qualification provides a pathway for those seeking to improve or further develop their skills and knowledge in Ngā Toi. Graduates may progress to New Zealand Certificate in Ngā Toi (Whakairo/Ngā Mahi ā te Whare Pora/Toi Ataata/Mau Rākau/Māori Performing Arts) (Level 4).

Learning outcomes/Assessment links:
Students will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori and to demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Relevant standards will be added in 2021.

Progression: (What courses does this course lead to?)
Progression will be the next year level.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)

Teaching and Learning Approaches: (How will I learn in this course?)

Students will be given the opportunity to learn:

• mau rākau and tū taua through the teachings of Te Whare Tū Taua and mōhioranga ā iwi
• sport, games and training exercises of the toa
• whakapapa and pepehā
• karakia
• knowledge, tikanga and values of the toa
• stances, positions, strokes, body movements, facial expressions, blocks, counters, engagement.

Resource requirements: (What resources will I need to have to learn in this course?)

What will I learn and how will I learn?
Level 1 Māori Performing Arts investigates and studies the foundation of Kapa Haka performance, with a major focus on the elementary components (wiri, takahia etc), disciplines (haka, poi etc) and the importance of costuming for the purpose of performance. This course also integrates Kapa Haka as a form of cultural dance and utilises dance assessments to reflect this kaupapa.  Students will be required to perform two full Kapa Haka brackets in order to receive assessment marks for the practical components of Achievement Standard 90002 and Unit Standard 22752.  All practical assessment material will be the responsibility of the kaiako.  

Conditions of Assessment
NCEA internal assessments allow a flexible approach to the collection of achievement evidence. Therefore, assessment conditions will vary from theoretical assessments, supervised by the teacher, to practical performance assessments. All assessments will be monitored by the subject teacher to ensure authenticity of student work. Specific assessment conditions will be provided for individual achievement standards.

Submitting Internal Assessment
All paperwork for assessment must be submitted to the teacher by the due date. Students will have three practical classes and one theory class every week. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade and students will not be eligible for a reassessment opportunity. If students are sick on the day their work is due, they must get a doctor’s certificate.  (Read over Student Handbook for full assessment details).

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available.  Further assessment opportunities are not available in every standard.

What will I learn and how will I learn?
Success in this course is largely dependent on regular attendance at school, commitment to the work required in class and homework. The mathematical skills necessary for this course are learnt through practise and more practise. It is not sufficient to do a few problems in class and then to stop. Every night after Mathematics, students need to go over the work that they did in the classroom.

During the year, students receive many pieces of paper. They will all contain important information that they will need to refer to from time to time. Students are strongly advised to buy a clear file and use it to store this information. They should also keep all their assignments, tests, exams etc as they are all very useful for study purposes.

A scientific calculator is essential. While the school has sets available for use at school, students need their own for homework and other out of school activities. The school uses a Jastek JasCS1. The department has some calculators available for purchase at very competitive prices. Check with your teacher or Mr Small.

Conditions of Assessment
Some topics are internally assessed and some are externally assessed (i.e. students sit a Ministry of Education exam at the end of the year). The Level 1 Mathematics course has six internal topics and one external topic. 

Resubmission and Further Assessment Opportunities
In some internal topics you will get one (and only one) reassessment, so don’t panic if you miss out on the first try, but be aware that you only get one chance at the external topics at the end of the year (November). Your teacher will advise when a reassessment will take place but it is usually after school. Reassessments are optional.

Currently, reassessments are being offered in the following standards ONLY:
- MATS 1.1 - Apply numeric reasoning in solving problems
- MATS 1.5 - Apply measurement in solving problems

Students will be assessed on 18 credits but their previous results (Year 10) will be added and, therefore, 23 credits are available in the following year.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
The certificate at level 1 qualifies individuals with basic knowledge and skills for work, further learning and/or community involvement. It may also be used as an entry for wānanga, private training establishments, and institutes of technology, polytechnics, Army, Navy or Air Force, police officer or a firefighter etc. This course will help students gain the required knowledge for further learning and ten numeracy credits towards NCEA Level 1 certificate.

Success in this course is largely dependent on regular attendance at school, commitment to the work required in class and homework. The mathematical skills necessary for this course are learned through practise and more practise. It is not sufficient to do a few problems in class and then to stop. Every night after Mathematics, students need to go over the work that they did in the classroom. Entry into this course is by teacher recommendation and suitable career pathways.   To gain entry to Level 2 Mathematics (pre-calculus course) students MUST pass the MCAT (Achievement Standard 91027).

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
This course can lead students to tertiary education in Mathematics, Chemistry, Physics, Engineering, Structural Design, Economics, Architecture or any career that has a major Mathematical component.

Learning outcomes/Assessment links: See standards list
NOTE:  Courses are subject to change with the review of courses at the end of each year

Progression: (What courses does this course lead to?)
Entry to Level 1 Mathematics courses in 2021 is dependent on students’ Mathematics results from the previous year. This course leads students to the Level 2 Mathematics with Calculus course (L2MAT) or Level 2 Mathematics with Statistics course (L2MAS).

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This course at present is mostly a theoretical Level 1 course in Mathematics. It involves considerable algebraic content. Vocational and industry links are yet to be established and explored.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
The contextualised contexts in this course balances the time of learning in class and out of class experiences. The local context is integrated in the way we learn and teach. The activities selected involve local concepts which are familiar to our students.

Teaching and Learning Approaches: (How will I learn in this course?)
Success in this course is largely dependent on their regular attendance at school, commitment to the work required in class and homework. The mathematical skills necessary for this course are learned through practise and more practise. It is not sufficient to do a few problems in class and then stop. Regular revision is one of the keys to success in this course. Preferably, students need to go over the work that they learnt in the classroom every night.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
The certificate at Level 1 qualifies individuals with basic knowledge and skills for work, further learning and/or community involvement. This course will help students gain the required knowledge and ten numeracy credits towards NCEA Level 1 certificate.

Success in this course is largely dependent on regular attendance at school, commitment to the work required in class and homework. The mathematical skills necessary for this course are learnt through practise and more practise. It is not sufficient to do a few problems in class and then to stop. Every night after mathematics students need to go over the work that they did in the classroom. All topics in this course are internally assessed, ie, the school assesses students.  If they wish to do a Mathematicscourse in Year 12, they MUST obtain at least 14 credits from this course.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The certificate at level 1 qualifies individuals with basic knowledge and skills for work, further learning and/or community involvement. For example; It may also be used as an entry for wānanga, private training establishments, and institutes of technology and polytechnics e.g. Level 1 to 4 certificates may not have particular NCEA requirements. However, literacy and numeracy are usually useful, and some courses require specific NCEA subjects.  

It may be used for entry to the Army, Navy or Air Force, they need to pass aptitude tests on maths, reasoning and intelligence, for example. (NCEA Level 1 Mathematics, English and Science will help to pass these tests.) Students may also need to meet other NCEA requirements, depending on the Defense job they apply for. For example, in the Army; trainee communications system operators need ten credits in literacy and ten in numeracy at NCEA Level 1. Also, if a student wants to become a police officer or a firefighter, NCEA literacy and numeracy credits at Level 1 are useful, but not essential.

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This course offers a hands-on experience to students interested in practical mathematics which helps students connect to number sense, measurement and statistics in a real-life situation. It provides basic knowledge and skills for general work, further learning and/or community involvement. 

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
The contextualised contexts in this course is presented in a different way for learning both in class and out of class experiences. The local cultural context is integrated in the way we learn and teach. The activities selected involve situations which are familiar to our students e.g. investigating data involving local rugby teams, design 3D sculptures, real-life money transactions and currency exchange in current online situations, and etc.

Teaching and Learning Approaches: (How will I learn in this course?)
This Level 1 Mathematics Practical course has been designed for students who, in the past, have found mathematics difficult or who have missed previous sections of work. It covers some of the work in the Level 1 Mathematics Extension and Level 1 Mathematics courses to an Achieved level. This course is covering less work than the other Level 1 classes, and this allows us to be able to go slower and be more flexible in our approach.

Mechanical Engineering gives students practical and theoretical skills to enable them to investigate ideas, draw concepts, be creative and develop new technical solutions. Students will learn workshop safety and also gain credits towards a National Certificate in Engineering - Level 1 & 2.

What will I learn and how will I learn?
Mechanical engineers make things! They use a variety of materials and manufacturing processes to design and build machinery, products and other cool stuff. It’s mechanical engineers who make motorbikes, cars, tools, cell phone towers, aluminium boats, wrought iron products and so much more.

The Engineering Industry Training Organisation (Competenz) offers schools the National Certificate in Mechanical Engineering Level 1. This qualification prepares students for real jobs in the engineering industry by developing all kinds of relevant skills and knowledge. Students develop confidence using a variety of hand and machine tools, measuring and welding equipment. This empowers them to work more and more independently and with increasing skill. Students learn to communicate ideas through drawings and plans. This enables them to reproduce products to a high standard or to design and develop their own ideas and share them efficiently with others.

Students are taught safe practices in preparation for industry. Caring for our excellent facilities make students part of a long tradition of quality students who can be recommended by Kaitaia College staff to future employers.

Year 11 students complete two major projects, a compulsory project plus one chosen by the student.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment/s.

Conditions of Assessment
All work must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor's certificate. Read over the student handbook for full assessment details.

Submitting Internal Assessment
Assessments are to be handed in at the end of the lesson on the due date.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

What Will I Learn and How will I Learn?
Imagine it, engineer it, and make it go. Create a micro-computer controlled Mars Autonomous Rover Vehicle (MARV) to pilot around an obstacle course. Robotics provides students with opportunities to question, think about, and create technological tools, rather than just becoming passive users of technology.

 The course will take students through the basic concepts of electronics, DC electrical systems, control programming and interfacing. Students will learn to control simple motors and actuators, and to interface with simple sensors in the building of a robotic device. They will design and  build using the 3D printer and the laser cutter to create the body of their MARV.

Note: The base total of available credits for this is 22. However, AS91047 is an optional standard, which takes the total available credits to 28.

Conditions of Assessment
All work must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor's certificate. Read over the student handbook for full assessment details.

Submitting Internal Assessment
Assessments are to be handed in at the end of the lesson on the due date.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

What Will I Learn and How Will I Learn?
Music Studies at school are not just for students who wish to follow a career path in Music. Skills and key competencies learnt in this discipline are transferable to a wide range of careers. Research has shown that students who take Music develop more self-confidence, are conditioned to work hard for results, are more creative, are better at problem-solving and analysing patterns (Maths), can work better in a group, and connect better with others. Credits in level 3 Music carry just as much weight for University Entrance as any other subject and are valued by many other disciplines. Students cover solo performance, group performance, composition, sound technology and music theory. They continue to receive one hour of free instrumental tuition every week. They are encouraged to perform at the A&P Show, Soirees, Talent Quest, Rockquest, Pacifica Beats and more.

In Level 1 Music, all students must commit to practising at least four times a week, for thirty minutes, outside of class time.  This may be at home or in the Music Department during break times. To have a realistic chance of passing this course and gaining entry into the next level, students MUST attend 95% of lessons.  This is especially important for group rehearsals.

Students will have solo performance opportunities at Kaitaia Abundant Life Performance Evenings, Soiree Term 2 and 3, Talent Quest Term 2 and FNGT Term 3, Rockquest and Pacifica Beats Term 2, Te Ahu and Switzer lunchtime concerts, Class assessments Term 1, 2, 3 & 4 and Busking and other public performances.

Students must commit to practising at least four times a week out of class time, for an average of 30 minutes per practice.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook. Failure to comply will result in a "Not Achieved" grade for the affected assessments.

Conditions of Assessment
For performance standards: Ideally, the audience should include the assessor.  The audience could comprise class members, other school students, and/or members of the community. A second assessment opportunity should be offered to any student who does not meet the standard on the first attempt.

Submitting Internal Assessment
Students may perform at any of the opportunities throughout the year to receive feedback or to be assessed.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further Assessment Opportunities are available for performance standards.

What will I learn and how will I learn?
This course explores typography (styles of lettering), photography and design techniques using Photoshop and Indesign to bring these ideas together in practice. In this course students will design their own typography, develop an understanding of the visual elements of photography, e.g. line, shape, colour, balance and contrast, produce images related to a chosen theme and use Photoshop and Indesign to layout images, for magazine covers and double page magazine spreads. 

Please note that homework is an essential part of Photography & Design as photos usually need to be taken at home. Also, it is very useful for students to have their own camera as resources are limited.

Submitting Internal Assessment
Students must hand in their work to the teacher by the specified due date. If any work is missing or not handed in, they will receive a non-achieved, unless they supply a medical note and notify the teacher or HoLA (Mrs Chuck) beforehand.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

NOTE: Courses are subject to change with the review of courses at the end of each year. Achievement Standard 91018 is optional.

Graduate Profile? (What qualities/additional skills learners will achieve by taking this course)
Level 1 Physical Education Academic is split into two areas. It aims to develop understanding and apply strategies to improve an individual's level of skill in a range of activities; to explore the biomechanics of movement and anatomical principles, and how they influence our body to work; to examine interpersonal skills and how we apply them in order to develop leadership; and use teamwork to build a sense of confidence, pride and determination to succeed.

Students have the opportunity to gain 20 Level 1 achievement standard credits, all of which are internally assessed. They also have the opportunity to gain Course Endorsement with Merit or Excellence in this subject. To gain an Excellence endorsement, students need to gain 14 or more credits at Excellence level. To gain a Merit endorsement, they need to gain 14 or more credits at Merit (or a combination of Merit and Excellence). Individual teachers will also give students access to their own Google Classroom site.  This is a safe digital environment for student learning that enables students to view assessments, ask online questions about work and allows students to catch up on any work/resources that are missed if absent.   It also allows research resources to be posted by both student and teacher encouraging collaborative learning. It would be advantageous if they have gained Achievement Standard 90964. 

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Vocational Pathways is a tool that helps you to see how your strengths, interests and achievements relate to future study options and job opportunities. The pathways provide clear study options that are valued by employers and show you what employers expect you to achieve in your learning. The pathways cover six industry sectors:
Manufacturing and technology, Construction and infrastructure, Primary industries, Services industries, Social and community services and Creative industries. 

Learning outcomes/Assessment links: See standards list
NOTE: Courses may change with the review of standards at the end of each year.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Team work, Interpersonal skills, Leadership

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Students will take part in the Level 1 Hike at Lake Ngātu.

Teaching and Learning Approaches: (How will I learn in this course?) 
Students will learn individually, in pairs and within groups. Some teaching/learning will occur through our online Google Classroom.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Level 1 Physical Education Academic is split into two areas. It aims to develop understanding and apply strategies to improve an individual's level of skill in a range of activities; to explore the biomechanics of movement and anatomical principles, and how they influence our body to work; to examine interpersonal skills and how we apply them in order to develop leadership; and use teamwork to build a sense of confidence, pride and determination to succeed.

Students have the opportunity to gain 20 Level 1 achievement standard credits, all of which are internally assessed. They also have the opportunity to gain Course Endorsement with Merit or Excellence in this subject. To gain an Excellence endorsement, students need to gain 14 or more credits at Excellence level. To gain a Merit endorsement, they need to gain 14 or more credits at Merit (or a combination of Merit and Excellence). Individual teachers will also give students access to their own Google Classroom site.  This is a safe digital environment for student learning that enables students to view assessments, ask online questions about work and allows students to catch up on any work/resources that are missed if absent.  It also allows research resources to be posted by both student and teacher encouraging collaborative learning. It would be advantageous if they have gained Achievement Standard 90964. 

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Vocational Pathways is a tool that helps you to see how your strengths, interests and achievements relate to future study options and job opportunities. The pathways provide clear study options that are valued by employers and show you what employers expect you to achieve in your learning. The pathways cover six industry sectors: Manufacturing and technology, Construction and infrastructure, Primary industries, Services industries, Social and community services and Creative industries.

Learning outcomes/Assessment links: (See standards list)
Note: Courses are subject to change with the reveiw of courses at the end of each year. 

Progression: (What courses does this course lead to?)
This course leads on to either Level 2 Physical Education Academic, or Level 2 Physical Education Recreation.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Team work, Interpersonal skills, Leadership.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Students will take part in the Level 1 Hike at Lake Ngātu.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn individually, in pairs and within groups. Some teaching/learning will occur through our online Google Classroom.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?) 
Students will learn about general garden maintenance, germinating seeds, transplanting seedlings, compost management and identification of growing media and common native plants. Students will also learn about livestock management practices.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Primary industries: horticulture, agriculture, forestry, conservation.

Learning outcomes/Assessment links: 
NOTE: Note: Courses are subject to change with the review of courses at the end of each year. 

Optional Standards: Students who intend to study Level 2 Agricultural Science may select to study Achievement Standard 90921, although students will be required to work individually in class, with supervision, and at home to cover the content required.

Progression: (What courses does this course lead to?)
Level 2 Primary Industries: Agriculture and Level 2 Primary Industries: Horticulture.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Class trips to local businesses in the industry.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Local industry.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, field trips, working outdoors, practical skills in primary industries, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing, and scientific investigation and laboratory work.

Graduate Profile: (What qualities/additional skills will learners achieve by taking this course?)
Students will study Chemistry and Physics through doing practical investigations.  There are three external examinations on offer in the three sciences: Chemistry, Biology and Physics.  Students will pick two of these.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. Students will select two of the three external examinations to attempt.

Progression: (What courses does this course lead to?)
This course leads to any one of the Level 2 Sciences.  This is dependent on the strength of the student’s Science ability.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This is a pure science course.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Teachers make links to the real world with most concepts they introduce to help with understanding and connectedness of ideas.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, field trips, future-relevant foundationalunderstanding of the world, applied mathematics and statistics, scientific writing and Scientific investigation.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
This course prepares students primarily for Level 2 NCEA Science subjects. It also offers an in-depth study of Living things, including genetic variation, the chemistry of substances, and forces and motion of objects. This is an extension course and students are expected to aim for the higher assessment grades. Students will have opportunities to gain in-depth of selected areas of the New Zealand Curriculum at Level 6. This will be via practicals, research and written reporting. There are three externally assesses standards covered.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)

Learning outcomes/Assessment links: See standards list
Note: Courses are subject to change with the review of courses at the end of each year. Course is endorsable.

Progression: (What courses does this course lead to?)
Depending on the outcomes, in particular external assessments, this course can lead to any of the Level 2 Science courses.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This is a pure science course.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Teachers make links to the real world with most concepts they introduce to help with understanding and connectedness of ideas.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, field trips, future-relevant foundational understanding of the world, Applied mathematics and statistics, Scientific writing and Scientific investigation and laboratory work.

What will I learn and how will I learn?
By the end of Level 6 akonga can converse with Te Reo Māori speakers in familiar social situations and cope with some less familiar ones. They will be able to use basic Māori language patterns spontaneously, show a willingness to experiment with new language and to read independently, and write short passages, personal letters, and simple formal letters in Te Reo Māori. Akonga will become increasingly confident in using a range of strategies for learning Te Reo Māori and for communicating with others in predominantly Māori social contexts.

Conditions of Assessment

Submitting Internal Assessment
All work for assessment must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor’s certificate.  (Read over Student Handbook for full assessment details). APA Referencing must be used if relevant to the task.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available.  Further assessment opportunities are not available in every standard.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
Trades Science covers standards that may be of use to students aiming for careers in the trades. The course consists of 20 Level 1 Credits. There are two investigations, involving experiments and written work. There is one external examination, Level 1 Mechanics.

Most assessment will be completed with a mixture of in class and out of class time. However, some standards require work only to be completed in class time. This is to ensure authenticity - that all work that you submit is your own. It is important that you understand the conditions of assessment for these standards and that you direct any questions about when and how you're able to work on them to your teacher.

The Teacher(s) will be working together to get the best results for students as individuals from their year of study. There will be two school examinations. These will be set and marked to the same standard as NZQA. They are very good indicators for progress towards gaining NCEA, and students should take them seriously by preparing themselves through revision.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)

Learning outcomes/Assessment links: See standards list.
Note: Courses are subject to change with the review of courses at the end of each year.

Progression: (What courses does this course lead to?)
This course leads to the Trades - technology, Level 2 Physics based on performance in Mechanics external.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Trades - engineering

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Home insulation, automotive and mechanical engineering, fuels.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, Future-relevant foundational understanding of the world, Applied mathematics and statistics, Scientific writing and Scientific investigation and laboratory work.

What will I learn and how will I learn?
This course focuses on building upon the skills students have learned in junior Art and further develops their practical skills, and awareness of Art conventions and contemporary practice. This course will prepare them for NCEA assessment.  It involves working on a negotiated cultural theme.

Students will learn:
1. Drawing from subject matter using wet and dry media. 
2. Developing Art ideas through the production of related drawings and paintings.
3. Research artworks from various NZ and international culturally significant artists. 
4. Optional extension standards will be available.

Submitting Internal Assessment
Art panels will be due by the end of Term 3.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

NOTE:
Course is subject to change with the review of standards at the end of each year.

This course is available for students from Year 9 through to Year 13.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
This qualification is intended for people seeking some operational and theoretical knowledge, consistent with tikanga and reo, across a range of Ngā Toi art forms. Graduates of this qualification will contribute to New Zealand by applying a broad range of skills and knowledge across a range of Ngā Toi art forms. Graduates will have a set of knowledge and skills at an introductory level, and will be able to work independently under limited supervision. They will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori, and demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The qualification provides a pathway for those seeking to improve or further develop their skills and knowledge in Ngā Toi. Graduates may progress to New Zealand Certificate in Ngā Toi (Whakairo/Ngā Mahi ā te Whare Pora/Toi Ataata/Mau Rākau/Māori Performing Arts) (Level 4).

Learning outcomes/Assessment links:
Students will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori and to demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Relevant standards will be added in 2021.

Progression: (What courses does this course lead to?)
Progression will be the next year level. New Zealand Certificate in Nga Toi Level 3 (Begins in Level 1 and works up to Level 3 and 4).

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Te Aurere, Kauri Unearthed - waka building, Te Puia.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Te Whakaruruhau.

Teaching and Learning Approaches: (How will I learn in this course?)

Students will learn:

• the techniques and skills required to transmit Māori concepts and kōrero (narratives) through carving and to create different taonga Māori (treasures)
• about the materials used in traditional carving as well as practice in drawing and painting
• how to produce carving in our tribal styles
• how to design and manufacture pou, as well as taonga, long and short hand weapons
• about waka functions, spirituality, design and manufacture
• the historical and spiritual significance of Taonga and manufacture including Taonga pūoro (Māori instruments)
• the historical and spiritual significance of customary practices used by tūpuna (ancestors)
• functions and manufacture of whare
• how to select logs and the appropriate ceremonies to accompany this selection.

This course is available to students frm Year 9 through to Year 13. Please refer to the Level 1 Ma Rākau for more information.

This course is available for students from Year 9 through to Year 13. Please refer to Level 1 Whakairo for more information.

This course is available for students from Year 9 through to Year 13. Please refer to Level 1 Ma Rākau for more information. 

This course is available for students from Year 9 to Year 13. Please refer Level 1 Whakairo for more information.

This course is available to students from Year 9 through to Year 13. Please refer to Level 1 Ma Rākau for more information. 

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
StartUp is a Level 1 programme in automotive that covers Level 2 credits. This course is in partnership with MITO and has both theory and practical learning. The theory is completed through e-learning and the practical is done in the automotive workshop.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
https://www.careers.govt.nz/jobs-database/engineering/automotive/automotive-technician/

Learning outcomes/Assessment links:
See standards below. NOTE: Standards are subject to change with the review of courses at the end of each year. Course is not endorsable.

Progression: (What courses does this course lead to?)
This course will lead on to Level 2 Automotive Engineering and Gateway. The Gateway programme offered at school will allow students to work in a local garage one day a week. This is a great opportunity for them to learn how to work with customers and showcase their ability to an employer.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
https://www.careers.govt.nz/searchresults?q=automotive

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Technology in modern vehicles is ever-changing and students need to keep in touch. This is an excellent career pathway for potential students. By the end of the year, all students will have a better understanding about the vehicle they are driving and know what is happening during the different driving phases and conditions. They will develop life skills that will be useful for them in the future. This subject will have 50% theory and 50% practical. The unit standards we use at school are the same as apprentices use in the workplace. This means that when they decide to become an apprentice, they do not have to do again the standards they have already achieved at school.

Teaching and Learning Approaches: (How will I learn in this course?)
Student learning will be through team work, via e-learning and as individuals. They will learn how to work safely in a workshop environment, know how to use all tools, equipment, and correctly raise a vehicle using a two-post hoist. They can bring vehicles to school and carry out the repairs themselves. There is no better learning about vehicles than by working on them. Students will learn about the different systems and components used on motorcycles, light vehicles, and heavy commercial vehicles.

What will I learn and how will I learn?
Level 1 Dance students will compose dance sequences for given briefs and performances, demonstrate ensemble skills in dance, demonstrate understanding of the elements of dance, and also their understanding of a dance performance.  Students will also learn by dance practice, plus it is expected they will put in one to two hours of theory homework per week.  Students will require a refill and folder (or clear file), and blue or black pen for class work. Highlighters are highly recommended. To have a realistic chance of passing the course and gaining entry into the next level, students MUST attend 95% of lessons. Students must perform in the Performing Arts Evening.

Conditions of Assessment
Assessment is by Achievement Standards - one externally assessed and four internally assessed. All work for assessment must be submitted to the teacher by the due date. Any work not submitted by the deadline will receive a "Not Achieved" grade.  If a student is sick on the day their work is due, they must get a Doctor's Certificate. (Refer Student Handbook for full assessment details).  APA referencing must be used if relevant to the task. All students are expected to follow the policy "authenticity" outlined in the Kaitaia College Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment/s.

Derived Grade Examinations
School internal examination results are used in the event that a student may have to apply for a derived grade for externally assessed standards.

NOTE: Course is subject to change with the review of standards at the end of each year.

Digital Technologies is the use of any digital resource that can be used  to effectively find, analyse, create, communicate and use information in a digital context. This includes the use of a variety of digital media tools, programming tools, communication tools and software applications. At each level of learning students will enhance their skills in the use of the media, programming, communication and software application tools.

What will I learn and how will I learn?
Students will develop their skills in using a variety of software applications to create basic outcomes such as games, web pages, manipulated images, databases etc. They will be further challenged by applying a range of coding conventions to demonstrate forms of communication. Everyone will have an opportunity to share, learn and refine their skills through group work, individual programmes and inquiry learning. Four internally assessed standards will be covered with an opportunity to do one externally assessed standard. Students being offered the unit standards course will learn from a range of up-to-date technologies on how to set up and manage common devices. They will be given comprehensive instruction on how to plan, design, create, test and evaluate a range of Information Technology outcomes. This course option has been designed to give all students practical skills in Information Technology.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment.

Conditions of Assessment
Most assessments will be completed with a mixture of in class and out of class time. However, some standards require work only to be completed in class time. This is to ensure authenticity - that all work that students submit is their own. Failure to comply will result in a "Not Achieved" grade for the affected assessment. Discussions during assessment events will negate Merit and Excellence grades. There are no external examinations for the Unit Standards offered.

Submitting Internal Assessments
It is important that students take note of the due dates for the internal assessments. All internal assessments must be submitted on or prior to the due date, unless prior approval has been granted for special circumstances (refer to your NCEA guidelines or talk to your teacher about this). Assessments that are submitted after the due date, without prior approval, will receive a Not Achieved.

Resubmissions and Reassessments
Apart from the CAT external, which cannot be resubmitted, all standards will be decided on a case by case basis. Criteria such as regular attendance and on task classroom behaviour will be required before any resubmissions or reassessments will be offered.

Note: This course offers a mixture of unit and achievement standards in both Digital Technologies and Information & Communication Technology. Students have the option of creating individual programmes, in consultation with the Teacher in Charge.

What will I learn and How will I learn?
This Level 1 Drama course focusses on building upon the skills students have learned in Junior Drama.  They will work in groups, learning to co-operate and collaborate. They will also develop their awareness of dramatic techniques, elements and conventions and how to use these and dramatic techniques to create theatre pieces.  As well, they will develop their acting and performance skills which will prepare them for NCEA assessments.  They will learn how to devise drama, how to interpret a script, and how to perform in front of others and through different types of theatre.

Submitting Internal Assessments
All assessments are done in groups and are "live".  Some written work may be required and is due on the day of the performance, unless otherwise stated by the Teacher in Charge. There is one written external paper.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only if the whole group are willing.  There is no further teaching available. Further assessment opportunities are not available.

NOTE: Course is subject to change with the review of standards at the end of each year.

This course is available to students from Year 9 through to Year 13.

Mau Rākau is a traditional Māori martial art and this unique programme gives students the opportunity to learn the ancestral practices, values and protocols of the warrior. Students will learn about Māori culture, disciplines and traditions, gain new skills and get fit. They will have fun in an inclusive learning environment while they develop a specialised skill set, and help to preserve the rich culture and art of the warrior.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
This qualification is intended for people seeking some operational and theoretical knowledge, consistent with tikanga and reo, across a range of Ngā Toi art forms. Graduates of this qualification will contribute to New Zealand by applying a broad range of skills and knowledge across a range of Ngā Toi art forms. Graduates will have a set of knowledge and skills at an introductory level, and will be able to work independently under limited supervision. They will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori, and demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The qualification provides a pathway for those seeking to improve or further develop their skills and knowledge in Ngā Toi. Graduates may progress to New Zealand Certificate in Ngā Toi (Whakairo/Ngā Mahi ā te Whare Pora/Toi Ataata/Mau Rākau/Māori Performing Arts) (Level 4).

Learning outcomes/Assessment links:
Students will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori and to demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Relevant standards will be added in 2021.

Progression: (What courses does this course lead to?)
Progression will be the next year level.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)

Teaching and Learning Approaches: (How will I learn in this course?)

Students will be given the opportunity to learn:

• mau rākau and tū taua through the teachings of Te Whare Tū Taua and mōhioranga ā iwi
• sport, games and training exercises of the toa
• whakapapa and pepehā
• karakia
• knowledge, tikanga and values of the toa
• stances, positions, strokes, body movements, facial expressions, blocks, counters, engagement.

Resource requirements: (What resources will I need to have to learn in this course?)

What Will I Learn and How Will I Learn?
Music Studies at school are not just for students who wish to follow a career path in Music. Skills and key competencies learnt in this discipline are transferable to a wide range of careers. Research has shown that students who take Music develop more self-confidence, are conditioned to work hard for results, are more creative, are better at problem-solving and analysing patterns (Maths), can work better in a group, and connect better with others. Credits in level 3 Music carry just as much weight for University Entrance as any other subject and are valued by many other disciplines. Students cover solo performance, group performance, composition, sound technology and music theory. They continue to receive one hour of free instrumental tuition every week. They are encouraged to perform at the A&P Show, Soirees, Talent Quest, Rockquest, Pacifica Beats and more.

In Level 1 Music, all students must commit to practising at least four times a week, for thirty minutes, outside of class time.  This may be at home or in the Music Department during break times. To have a realistic chance of passing this course and gaining entry into the next level, students MUST attend 95% of lessons.  This is especially important for group rehearsals.

Students will have solo performance opportunities at Kaitaia Abundant Life Performance Evenings, Soiree Term 2 and 3, Talent Quest Term 2 and FNGT Term 3, Rockquest and Pacifica Beats Term 2, Te Ahu and Switzer lunchtime concerts, Class assessments Term 1, 2, 3 & 4 and Busking and other public performances.

Students must commit to practising at least four times a week out of class time, for an average of 30 minutes per practice.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook. Failure to comply will result in a "Not Achieved" grade for the affected assessments.

Conditions of Assessment
For performance standards: Ideally, the audience should include the assessor.  The audience could comprise class members, other school students, and/or members of the community. A second assessment opportunity should be offered to any student who does not meet the standard on the first attempt.

Submitting Internal Assessment
Students may perform at any of the opportunities throughout the year to receive feedback or to be assessed.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further Assessment Opportunities are available for performance standards.

What will I learn and how will I learn?
This course explores typography (styles of lettering), photography and design techniques using Photoshop and Indesign to bring these ideas together in practice. In this course students will design their own typography, develop an understanding of the visual elements of photography, e.g. line, shape, colour, balance and contrast, produce images related to a chosen theme and use Photoshop and Indesign to layout images, for magazine covers and double page magazine spreads. 

Please note that homework is an essential part of Photography & Design as photos usually need to be taken at home. Also, it is very useful for students to have their own camera as resources are limited.

Submitting Internal Assessment
Students must hand in their work to the teacher by the specified due date. If any work is missing or not handed in, they will receive a non-achieved, unless they supply a medical note and notify the teacher or HoLA (Mrs Chuck) beforehand.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

NOTE: Courses are subject to change with the review of courses at the end of each year. Achievement Standard 91018 is optional.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?) 
Students will learn about general garden maintenance, germinating seeds, transplanting seedlings, compost management and identification of growing media and common native plants. Students will also learn about livestock management practices.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Primary industries: horticulture, agriculture, forestry, conservation.

Learning outcomes/Assessment links: 
NOTE: Note: Courses are subject to change with the review of courses at the end of each year. 

Optional Standards: Students who intend to study Level 2 Agricultural Science may select to study Achievement Standard 90921, although students will be required to work individually in class, with supervision, and at home to cover the content required.

Progression: (What courses does this course lead to?)
Level 2 Primary Industries: Agriculture and Level 2 Primary Industries: Horticulture.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Class trips to local businesses in the industry.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Local industry.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, field trips, working outdoors, practical skills in primary industries, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing, and scientific investigation and laboratory work.

What will I learn and how will I learn?
This course focuses on building upon the skills students have learned in junior Art and further develops their practical skills, and awareness of Art conventions and contemporary practice. This course will prepare them for NCEA assessment.  It involves working on a negotiated cultural theme.

Students will learn:
1. Drawing from subject matter using wet and dry media. 
2. Developing Art ideas through the production of related drawings and paintings.
3. Research artworks from various NZ and international culturally significant artists. 
4. Optional extension standards will be available.

Submitting Internal Assessment
Art panels will be due by the end of Term 3.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

NOTE:
Course is subject to change with the review of standards at the end of each year.

This course is available for students from Year 9 through to Year 13.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
This qualification is intended for people seeking some operational and theoretical knowledge, consistent with tikanga and reo, across a range of Ngā Toi art forms. Graduates of this qualification will contribute to New Zealand by applying a broad range of skills and knowledge across a range of Ngā Toi art forms. Graduates will have a set of knowledge and skills at an introductory level, and will be able to work independently under limited supervision. They will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori, and demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The qualification provides a pathway for those seeking to improve or further develop their skills and knowledge in Ngā Toi. Graduates may progress to New Zealand Certificate in Ngā Toi (Whakairo/Ngā Mahi ā te Whare Pora/Toi Ataata/Mau Rākau/Māori Performing Arts) (Level 4).

Learning outcomes/Assessment links:
Students will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori and to demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Relevant standards will be added in 2021.

Progression: (What courses does this course lead to?)
Progression will be the next year level. New Zealand Certificate in Nga Toi Level 3 (Begins in Level 1 and works up to Level 3 and 4).

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Te Aurere, Kauri Unearthed - waka building, Te Puia.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Te Whakaruruhau.

Teaching and Learning Approaches: (How will I learn in this course?)

Students will learn:

• the techniques and skills required to transmit Māori concepts and kōrero (narratives) through carving and to create different taonga Māori (treasures)
• about the materials used in traditional carving as well as practice in drawing and painting
• how to produce carving in our tribal styles
• how to design and manufacture pou, as well as taonga, long and short hand weapons
• about waka functions, spirituality, design and manufacture
• the historical and spiritual significance of Taonga and manufacture including Taonga pūoro (Māori instruments)
• the historical and spiritual significance of customary practices used by tūpuna (ancestors)
• functions and manufacture of whare
• how to select logs and the appropriate ceremonies to accompany this selection.

Key Dates: Assessments will be in order of the standards. As students are ready, assessments are handed out to complete. Resits will be completed in the same term. Practical assessments will be completed when vehicles are available to carry out tests. There are no end of year examinations.

What will I learn and how will I learn?
Students will learn how to safe in a workshop environment, know how to use all tools, equipment and correctly raise a vehicle using a two-post hoist. They can bring vehicles to school and they carry out the repairs themselves. There is no better way of learning about vehicles than by working on them. Students will learn about the different system and components used on motorcycles, light vehicles, and heavy commercial vehicles. Gateway programme offered at school will allow students to work in a local garage one day a week. This is a great opportunity for them to learn how to work with customers and showcase their ability to an employer.

Technology in modern vehicles is ever-changing and students need to keep in touch. This is an excellent career pathway for potential students. By the end of the year, all students will have a better understanding about the vehicle they are driving and know what is happening during the different driving phases and conditions. They will develop life skills that will be useful for them in the future. This subject will have 50% theory and 50% practical. The unit standards we use at school are the same as apprentices use in the workplace. This means that when they decide to become an apprentice, they do not have to do again the standards they have already achieved at school.

Students who have completed all standards offered, and who look at this subject as a career pathway, are able to work on three additional Level 2 standards for an extra seven credits: 

US21721 - Demonstrate knowledge of vehicle steering and suspension systems (2 credits)
US26282 - Demonstrate knowledge of an oxy-acetylene welding plant in the motor industry (2 credits)
US21685 - Use oxy-acetylene welding plant in the motor industry (3 Credits).

 Authenticity
Each unit standard has an authenticity form that students must sign and endorsed by the teacher.

Conditions of Assessment
All assessments are Internal and theory assessments are closed book meaning that they are completed without any resources. Practical assessments are completed on a vehicle. Students will need to demonstrate the ability to successfully carry out the task on a vehicle.

Submitting Internal Assessments
Assessments are marked by the teacher who is a fully qualified Automotive Engineer. 

Resubmission and Further Assessment Opportunities
Resubmission can be done several times over until the assessment achieves 100% correct answers. Resets of the assessment must be completed within 10 days following ‘not achieved’ results given to student by the teacher.

The study of Biology is effectively the study of how to not 'end up dead'. Biology explores life at the cellular and genetic level, and how organisms have adapted different ways of dealing with the same life processes. At our Kura, students will find in-depth information about Level 2 and Level 3 Biology on the links on this page.  They will find resources used in class as well as extras that may help in their studies. It will be beneficial for them to check the sites frequently, as resources are added and updated by the Teachers in Charge. On this site, will be resources used in class as well as extras that may help them in their study.  

Graduate profile:  (What qualities/additional skills will learners achieve by taking this course?) 
Students should be looking at the Level 2 Biology website frequently, as resources will be added and updated. If they are absent, they should look here for any notes, videos or worksheets that they may have missed. It is the student’s responsibility to catch up. Level 2 Biology requires study at home. Students will not get the marks they want or need from only turning up to class.  Only occasionally will specific homework be set, so students need to focus their study on reviewing what has been covered in class and practising examination questions.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Conservation, marine biology and aquaculture.

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. 

Progression: (What courses does this course lead to?)
This course leads to Level 3 Biology.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Primary industries: aquaculture, horticulture, agriculture. Marine biology and conservation - Papa Taiao.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Teachers make links to the real world with most concepts they introduce to help with understanding and connectedness of ideas.  There is a rocky shore field trip to Ahipara.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, field trips, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing and scientific investigation and laboratory work.

What will I learn and how will I learn?
The course includes both group and individual work, as well as internal assessments and external exams. Students will be working together to set up and run a business where they will support a community organisation in some way. Students will work through units on: Marketing and Market Research, Community Enterprise and Business Planning, functions of a large business, and the business environment.  

Conditions of Assessment 
Collection of evidence for the internally assessed standards can include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film) or a portfolio of evidence. Assessment can be integrated into one activity that collects evidence towards two or three different standards from a programme of learning.  Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). Authenticity of student evidence needs to be assured regardless of the method of collecting evidence.  

Submitting Internal Assessment
Depending on the nature of the assessment, this can be electronic or hard copy. The mode depends on the assessment conditions.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
Chemistry is the study of materials, their structure, properties and chemical reactivity. This course leads on to Level 3 Chemistry and tertiary study. Students will learn about quantitative and qualitative analysis, structure, bonding and energetics of particles, organic chemistry, chemical reactivity and oxidation-reduction reactions.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. 

Progression: (What courses does this course lead to?)
This course leads to Level 3 Chemistry.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This is a pure science course.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Teachers make links to the real world with most concepts they introduce to help with understanding and connectedness of ideas.  

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing and scientific investigation and laboratory work.

Classical Studies is the study of civilisations of classical Greece and Rome.

What will I learn and how will I learn?
Although some aspects of the Classical Greek world will be covered, all assessment work is derived from the study of ancient Rome. The course includes an overview of the classical world, Mythology - including Greek mythology; Greek/Roman gods; the Trojan War; Homer’s Illiad and/or Odyssey (epic Greek texts), Greek history (Republic to Empire), and Greek art and architecture. Classical Studies students learn to question cultural assumptions, think creatively, appreciate different cultures and value systems, develop writing and research skills, and to understand the cultural heritage of art and literature over time.

Conditions of Assessment
Both internals are ‘open’ assessments. They are worked on both in and outside of class.

Submitting Internal Assessment
Varied formats including written reports, dialogues, and presentations.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in students’ work in a short period of time. There is no further teaching available.

How will I learn and what will I learn?
This Level 2 course focuses on building upon the skills students have learned in Level 1 Construction and where they continue to work towards completing the National Certificate in Building, Construction and Allied Trades Skills Level 1.  The course will take them through a series of units to build their skills and knowledge in this field, including Workshop and Site Safety, Care and Use of Hand tools, Care and Use of Power tools, and Construction of timber garden furniture and basic construction equipment.

Conditions of Assessment
NZQA/BCITO conditions of assessment.

Submitting Internal Assessments
All internal assessments must be submitted on or prior to the due date, unless prior approval has been granted for special circumstances (refer to NCEA guidelines or discuss with the Teacher in Charge).

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once, and at the discretion of the Teacher in Charge.

What Will I learn and How will I learn?
Level 2 Dance students will learn to understand dance in context, to develop practical knowledge and ideas and communication and interpretation.  They will choreograph a group dance to communicate an intention, perform  repertoire of dance, perform an ethnic or social dance, perform in a theatre dance work, provide an interpretation of a dance performance, and demonstrate understanding of dance genre in context. Students will also learn by dance practice, plus it is expected they will put in one to two hours of theory homework per week.  Students will require a refill and folder (or clear file), and blue or black pen for class work. Highlighters are highly recommended. To have a realistic chance of passing the course and gaining entry into the next level, students MUST attend 95% of lessons.

Conditions of Assessment
Assessment is by Achievement Standards - one externally assessed and four internally assessed. All work for assessment must be submitted to the teacher by the due date. Any work not submitted by the deadline will receive a "Not Achieved" grade.  If a student is sick on the day their work is due, they must get a Doctor's Certificate. (Refer Student Handbook for full assessment details).  APA referencing must be used if relevant to the task. All students are expected to follow the policy "authenticity" outlined in the Kaitaia College Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment/s.

Derived Grade Examinations
School internal examination results are used in the event that a student may have to apply for a derived grade for externally assessed standards.

What will I learn and how will I learn?
The main course will offer four achievement standards worth 19 credits (internal and external) and be eligible for course endorsement. It will mirror the Level 1 Digital Technologies course where possible and be run as a year long project following normal business practice of a proposal, a media campaign, a programming product (e.g. a game design) and a final summary for the external component of the course. The achievement standards on offer are listed below, together with the unit standard options for students requiring an Individualised Education Program (IEP). 

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment.

Conditions of Assessment
Most assessments will be completed with a mixture of in class and out of class time. However, some standards require work only to be completed in class time. This is to ensure authenticity - that all work that students submit is their own. Discussions during assessment events will negate Merit and Excellence grades. There are no external examinations for unit standards.

Submitting Internal Assessments
It is important that students take note of the due dates for the internal assessments. All internal assessments must be submitted on or prior to the due date, unless prior approval has been granted for special circumstances (refer to your NCEA guidelines or talk to your teacher about this). Assessments that are submitted after the due date, without prior approval, will receive a Not Achieved.

Resubmissions and Reassessments
Apart from the CAT External which cannot be resubmitted all achievement standards will be decided on a case by case basis. Criteria such as regular attendance and on task classroom behaviour will be required before any resubmissions or reassessments will be offered.

What will I learn and how will I learn?
This course focusses on building upon the skills students have learned in Level 1 Drama. They will work together with their classmates to create original pieces of theatre using elements, conventions and techniques creatively and purposefully. They will develop their voice, body, movement and use of space techniques in order to enhance their character’s authenticity and create a strong performance. These will prepare them for NCEA assessments.  Students will learn how to develop their devising techniques to create impact, how to interpret a character - their backstory, intention, posture, and apply it in a scripted performance and be able to work as part of an ensemble. 

Submitting Internal Assessments
All assessments are done in groups and are "live". Some written work will be required and is due on the day of the performance, unless otherwise stated by the Teacher in Charge. There is one written external paper.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only if the whole group are willing. There is no further teaching available. Further assessment opportunities are not available.

NOTE: Course is subject to change with the review of standards at the end of each year.

What will I learn and how will I learn?
In Level 2, students develop reasoning and analytical skills that will help them to present and interpret economic data and arguments in a clear and coherent manner. Students also learn to describe and measure these issues as well as understand their causes and possible effects. They also develop an awareness of policies that a government could implement to address the issues in the New Zealand economy.

Conditions of Assessment
Collection of evidence for the internally assessed standards can include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film) or a portfolio of evidence. Assessment can be integrated into one activity that collects evidence towards two or three different standards from a programme of learning.  Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). Authenticity of student evidence needs to be assured regardless of the method of collecting evidence.  

Submitting Internal Assessment
Depending on the nature of the assessment this can be electronic or hard copy. The mode depends on the assessment conditions.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Level 2 Economics can lead to Level 3 Economics (a University Entrance approved subject), which is offered via E-Learning / Video Conferencing.

Graduate Profile: (What qualities/additional skills will learners achieve by taking this course?)
This course focuses on building upon the skills students have learned in Level 1 English, and further develops their productive and receptive language skills to prepare them for NCEA Level 3 and tertiary education.  The course aims to give students the opportunity to gain the English criteria for university entry.  Students must be prepared to do homework. That will involve reading novels or extended texts and written work throughout the year. They will learn:

• how to write confidently in a range of styles to develop and sustain their ideas.
• how to craft their writing.
• how to explore and articulate their ideas verbally through speeches, presentations and debates.
• how to closely read and analyse moving visual texts.
• how to use processes and structures to understand and respond to surface level and deeper ideas within texts.
• why and how to use accurate and appropriate language in a range of situations and for different audiences.

Learning outcomes/Assessment Links:
See standards list.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)

Contextualised contexts: (What local, cultural, real-life content is involves in this course?)
English holds a mirror and opens a window to a student's life. Where possible, New Zealand texts are used or strong connections are made to the student's life.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through reading, writing (both formal and creative), critical thinking, speaking, listening and analysing texts - both visual and verbal approaches. The willingness to read extended texts and write extended responses and essays is a requirement. Students will be taught how to do this. A good work ethic will go a long way. Writing, reading and analysis skills will be taught by the teacher.

What will I learn and how will I learn?
The focus of this course is Personal Financial Management. It is designed for students who want to gain knowledge about various topics related to their own financial plans and how to manage money. Credits gained in this course are NOT Mathematics credits, but they DO count towards students' NCEA credit total.

It is useful if students have their own calculator. While the school has sets available for use at school, students need their own for homework and other out of school activities. The school uses a Jastek. The department has some calculators available for purchase at very competitive prices. Check with the class teacher or Mrs Blud.

Conditions of Assessment
All topics in this course are internally assessed, ie, the school assesses the students.

Resubmissions and Further Assessment Opportunities

What will I learn and how will I learn?
Students will investigate natural landscapes (Amazon Basin) and undertake urban studies and contemporary issues. They will further develop their mapping, graphing and valuing skills, and carry out research with guidance. They will also look at Global studies and the differences in development.

Conditions of Assessment
Assessment is by Achievement Standards, three externally assessed and five internally assessed.

Submitting Internal Assessment

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available.  Further assessment opportunities are available in every standard.

What will I learn and how will I learn?
In the Level 2 Health course students will study health issues as they relate to adolescents, but increasingly consider these issues from a socio-ecological (society as a whole) perspective rather than just their effect on the health of individuals. Students will learn to:

- promote health and well-being by taking action in the school or wider community
- understand issues that arise around sexuality and gender, and suggest ways of dealing with these
- manage changes that affect mental health and understand how to build resilience
- investigate an adolescent health issue (topics change each year).

The teaching, learning and assessment in this course also considers issues from the perspective of the following attitudes and values:
- A positive and responsible attitude to your own well-being
- Respect for the rights of others
- Care and concern for other people in the community
- Social justice (fairness, inclusiveness and non-discriminatory practices).

Using digital technology is encouraged and promoted in this course. Teachers use google classroom and are in the process of creating google sites for a more student-centred approach to teaching and learning. An awareness of current affairs and researching using the internet to investigate topics is encouraged.  Students are expected to do at least two hours of study per week in this subject.

Health is a valuable subject choice for students wishing to pursue learning that will take them into further study related to the social and health sciences such as education, psychology, philosophy, politics, law, economics, medicine, and careers in any field where they work with people, such as education, health, justice, and social services.

Conditions of Assessment
Four standards are internally assessed, with one external examination at the end of the year. The majority of the assessment tasks are written and are recourse/investigation based. There is some opportunity for collaboration.

Submitting Internal Assessments
Assessment will be submitted in relation to the supplied calendar. Work must be submitted by the due date. No extensions will be given unless a medical certificate is supplied, or unforeseen circumstances arise.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

NOTE: Courses may change with the review of standards at the end of each year.

What will I learn and how will I learn?
This course focuses on developing the student's research and interpretive skills. This then enables them to develop the ability to examine and argue from an historian’s point of view. It teaches most useful skills for use at university and in other school subjects.  The course uses a topic approach. Students will learn how to write confidently in a range of styles to express their ideas, how to explore and articulate their ideas both in written and verbal work, how to closely read, analyse and interpret cartoons, sketches, pictures, and texts and how to use processes and structures to understand and respond to surface level and deeper ideas within texts. Opportunities for travel to history competitions, museums, and places of historical significance may be available.

Conditions of Assessment
Two internals are "open" assessments.  The third has some degree of in-class compulsory work as a requirement.

Submitting Internal Assessment
Achievement Standard 91229 - in a folder; Achievement Standards 91230 and 91232 - electronically.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available.  Further assessment opportunities are available in every standard.

NCEA Scholarship
For pupils who are working at an Excellence standard at Level 3, there is the opportunity to sit the NCEA Scholarship examination.

What will I learn and how will I learn?
Senior students work towards achieving unit standards from the hospitality industry.  Each standard is dedicated to a cooking technique or process and outlines a range of dishes to be taught.

Students need to be assessed as competent in the practical dishes that are set for each assessment, students must attend all practical and theory lessons if they wish to pass this course. Attendance needs to be above average.

Conditions of Assessment
Assessments will be completed within class time. This is to ensure authenticity, ie, that all work students submit is their own. It is important that students understand the conditions of assessment for these standards and that they direct any questions about when and how they are able to work on them to their teacher. 

Submitting Internal Assessment
It is important that students take note of the due dates for their internal assessments. All internal assessments must be submitted on or prior to the due date, unless prior approval has been granted for special circumstances (refer to your NCEA guidelines or talk to their teacher about this). Assessments that are submitted after the due date, without prior approval, will receive a Not Achieved.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Students are able to design and make what hey would like using the Laser Machine, similar to Level one students can work with Textiles, MDF, plywood, Acrylic, card and paper. Light fixtures and bluetooth speakers are two products that students have developed in 2019. 

What will I learn and how will I learn?
This course focuses on building upon the skills students have learned in Level 1 Laser Design Studio and further develops practical and theory skills to prepare them for NCEA assessments.  They will learn how to use visual communication techniques to create design ideas through drawing and how to develop conceptual designs, including evaluating and decision-making through using stakeholder feedback. 

Conditions of Assessment
All work must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor's certificate. Read over the student handbook for full assessment details.

Submitting Internal Assessment
Assessments are to be handed in at the end of the lesson on the due date.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

This course is available to students frm Year 9 through to Year 13. Please refer to the Level 1 Ma Rākau for more information.

What will I learn and how will I learn?
Level 2 Māori Performing Arts investigates and studies an in depth view of Kapa Haka performance, with a major focus on the disciplines (haka, poi etc). This course places emphasis on tikanga and execution of each discipline as well as researching the varied genre within each discipline. It also integrates kapa haka as a form of cultural dance and utilises dance assessments to reflect this kaupapa. All students will be required to perform two full Kapa Haka brackets this year, in order to receive assessment marks for the practical components of Achievement Standard 91209 and Unit Standards 13363, 13359, 13367 and 13371.

Conditions of Assessment
NCEA internal assessments allow a flexible approach to the collection of achievement evidence. Therefore, assessment conditions will vary from theoretical assessments, supervised by the teacher, to practical performance assessments. All assessments will be monitored by the subject teacher to ensure authenticity of student work. Specific assessment conditions will be provided for individual achievement standards.

Submitting Internal Assessments
All internal assessments are to be submitted to the teacher by the specified due dates. These will be available in 2020.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available.  Further assessment opportunities are not available in every standard.

What will I learn and how will I learn?
By the end of Level 2 ākonga will be able to understand how historical forces and movements have influenced the causes and consequences of events of significance to Māori and wider New Zealand. They will also understand how people’s interpretations of events that are of significance to Māori differ. Akonga will study of Te Ao Māori, Kawa and Tikanga in a bi-lingual setting.  Māori studies examines the Māori people and culture through Te Taiao, the environment, The Language, Māori world view, Kai, Tools, Manaakitanga, Kaitiakitanga, Māori Rongoā, Marae Kawa and Tikanga, Māori Concepts such as whakataukī, tapu, noa, and rāhui.

Conditions of Assessment
Refer to student hand book.

Submitting Internal Assessment
All work for assessment must be submitted to their teacher by the due date.  Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor’s certificate.  (Read over Student Handbook for full assessment details.)  APA Referencing must be used if relevant to the task.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available.  Further assessment opportunities are not available in every standard.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
The certificate at Level 2 qualifies individuals with introductory knowledge and skills for areas of work or study e.g. NCEA maths and English to Level 2 are useful for getting an apprenticeship. For some apprenticeships you need specific NCEA subjects. 

This is a 22-credit course covering Algebra, Calculus, and Probability. It is a mostly theoretical Level 2 course in Mathematics, which involves considerable algebraic content and is designed to lead into Level 3 Mathematics in Calculus or Statistics or BOTH. Success in this course is largely dependent on the students' commitment to the work required in class and their homework. The Mathematical skills necessary for this course are learnt through practice and more practice. For entry into Level 2 Mathematics students must have obtained 14 credits from Level 1 Mathematics standards, including Achievement Standard 91027 (MATS 1.2 (MCAT)).

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
This course can lead students to tertiary education in Mathematics, Chemistry, Physics, Engineering, Structural Design, Economics, Architecture or any career that has a major Mathematical component.

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. 

Progression: (What courses does this course lead to?)
Entry to Level 3 Mathematics courses in 2021 is dependent on your Mathematics results from last year. This course leads students directly to Level 3 Mathematics with Calculus course(L3MAC), Level 3 Mathematics with Statistics course (L3MAS) or both. 

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?) 
This course at present is mostly a theoretical level 2 course in Mathematics. It involves considerable algebraic content and Calculus. Vocational and industry links are yet to be established and explored.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
The contextualised contexts in this course balances the time of learning in class and out of class experiences. The local context is integrated in the way we learn and teach. The activities selected involve local concepts which are familiar to our students.

Teaching and Learning Approaches: (How will I learn in this course?)
Success in this course is largely dependent on their regular attendance at school, commitment to the work required in class and homework. The mathematical skills necessary for this course are learned through practise and more practise. It is not sufficient to do a few problems in class and then stop. Regular revision is one of the keys to success in this course. Preferably, students need to go over the work that they learnt in the classroom every night.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
The certificate at level 2 qualifies individuals with introductory knowledge and skills for a field(s)/areas of work or study e.g. NCEA maths and English to Level 2 are useful for getting an apprenticeship. For some apprenticeships you need specific NCEA subjects. This course will help students gain the required knowledge and required Mathematics credits towards NCEA Level 2 certificate. This is a 19-credit course covering Algebra and Probability. It is designed to lead into Level 3 Statistics.

Success in this course is largely dependent on the students' commitment to the work required in class and their homework. The Mathematical skills necessary for this course are learnt through practice and more practice. It is NOT sufficient to do a few problems in class and then to stop. Every night after Mathematics, they need to go over the work that they did in the classroom. For entry into Level 2 Mathematics with Statistics students must have obtained 14 credits from Level 1 Mathematics standards.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
If students wish to further their learning, this course can lead students to tertiary education in Mathematics with statistics or Pure Sciences (especially Biology), and is also import in subjects like Business Studies, Commerce, Education, Geography, Health Studies, Marketing, Nursing, Politics, Psychology, Social Work, Journalism, Town Planning - any career involving prediction, sampling or probability.

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. Course 

Progression: (What courses does this course lead to?)
Level 2 Mathematics with Statistics is a statistically orientated Level 2 course in Mathematics. It involves some algebraic content and is designed to lead into Level 3 Mathematics with Statistics.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This course offers a reasonable balance of theoretical learning lessons and hands on experience and involves considerable statistical investigations and writing relevant reports. 

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
The contextualised contexts in this course balances the time of learning in class and out of class experiences. The local context is integrated in the way we learn and teach. The activities selected involve local concepts which are familiar to our students.

Teaching and Learning Approaches: (How will I learn in this course?)
Success in this course is largely dependent on their regular attendance at school, commitment to the work required in class and homework. The mathematical skills necessary for this course are learned through practise and more practise. It is not sufficient to do a few problems in class and then stop. Regular revision is one of the keys to success in this course. Preferably, students need to go over the work that they learnt in the classroom every night.

What will I learn and how will I learn?
Mechanical engineers make things! They use a variety of materials and manufacturing processes to design and build machinery, products and other cool stuff. It’s mechanical engineers who make motorbikes, cars, tools, cell phone towers, aluminium boats, wrought iron products and so much more.

The Engineering Industry Training Organisation (Competenz), and the Motor Industry Training Organisation (MITO) both offer schools genuine industry unit standards at Level 2 and 3. This qualification prepares students for real jobs in the engineering industry by developing all kinds of relevant skills and knowledge. Students develop confidence using a variety of hand and machine tools, measuring and welding equipment. This empowers them to work more and more independently and with increasing skill. Students learn to communicate ideas through drawings and plans. This enables them to reproduce products to a high standard or to design and develop their own ideas and share them efficiently with others.

Students are taught safe practices in preparation for industry. Caring for our excellent facilities make students part of a long tradition of quality students who can be recommended by Kaitaia College staff to future employers. 

Level 2 students will be manufacturing an off-road pocket bike.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment/s.

Conditions of Assessment All work must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor's certificate. Read over the student handbook for full assessment details.

Submitting Internal Assessment Assessments are to be handed in at the end of the lesson on the due date.

Resubmissions and Further Assessment Opportunities Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

What will I learn and How will I learn?
Imagine it, engineer it, and make it go. Further develop skills with micro-computer controlled robotic vehicles to solve a problem. Create a robot that will work as part of a team. Robotics provides students with opportunities to question, think about, and create technological tools, rather than just becoming passive users of technology.

The course will take students through the more advanced concepts of electronics, DC electrical systems, control programming and interfacing. Students will learn to control motors and actuators, interface with sensors and other robots in the enhancement of a robotic device. Students will use skills developed in designing, refining and building (using the 3D printer and the laser cutter) to create a robotic vehicle in answer to a defined problem or context.

Note: The base total of available credits is 29. However, for subject endorsement students have the option of taking AS91338 and/or AS91899. 

Conditions of Assessment
All work must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor's certificate. Read over the student handbook for full assessment details.

Submitting Internal Assessment
Assessments are to be handed in at the end of the lesson on the due date.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

What will I learn and how will I learn?
Music studies at school are not just for students who wish to follow a career path in Music. Skills and key competencies learnt in this discipline are transferable to a wide range of careers. Research has shown that students who take Music develop more self-confidence, are conditioned to work hard for results, are more creative, are better at problem-solving and analysing patterns (Mathematics), can work better in a group, and connect with others better. Credits in Level 3 Music carry just as much weight for University Entrance as any other subject and are valued by many other disciplines.

Students continue with solo and group performance and receive one hour of free instrumental tuition each week. They also get to make decisions of the make-up of their course and can choose standards that suit their strengths and future career paths. There is a focus on participation in extra-curricular activities and performing in the community. Opportunities are available in sound and recording technology. Students also participate in event organisation and management.

Students will have solo performance opportunities at Kaitaia Abundant Life Performance Evenings, Soiree Term 2 and 3, Talent Quest Term 2 and FNGT Term 3, Rockquest and Pacifica Beats Term 2, Te Ahu and Switzer lunchtime concerts, Class assessments Term 1, 2, 3 & 4 and Busking and other public performances.

To have a realistic chance of passing this course and gaining entry into the next level, students MUST attend 95% of lessons.  This is especially important for group rehearsals.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessments.

Conditions of Assessment
For performance standards: Ideally the audience should include the assessor. The audience may comprise class members, other school students, or members of the community. Recording must be of sufficient quality to enable viewers/listeners to identify individual performers and musical parts. 
For composition and research standards: Work must be accompanied by a statement of authenticity testifying that it is the student’s own work. The teacher must authenticate work in progress. A second assessment opportunity should be offered to any student who does not meet the standard on the first attempt.

Derived Grade Examination Dates
At Kaitaia College in the last two weeks of Term 3, school examination results are used in the event that students have to apply for a derived grade for externally assessed standards.

Submitting Internal Assessment
Students may perform at any of the opportunities throughout the year to receive feedback or to be assessed.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in your work in a short period of time. There is no further teaching available. Further assessment opportunities are available for performance standards.

What will I learn and how will I learn?
This course focuses on typography (styles of lettering), logos, photography and design techniques using Adobe Photoshop and Indesign to bring these ideas together in practice. Students create logos, posters, and promotional materials (letterheads, business cards, tickets), which are relevant in creative industries and business/marketing. They will produce two panel boards of your own design work, develop understanding of the visual elements in photography, e.g. line, shape, colour, balance and contrast, produce images related to a chosen theme, and develop design skills in Photoshop and InDesign to layout images, design logos, tickets, business cards, posters and brochures.

Please note that homework is an essential part of Photography & Design as photos usually need to be taken at home. Also, it is very useful for students to have their own camera as resources are limited.

NOTE: There are both Design achievement standards and Photography achievement standards on offer in this course.

Submitting Internal Assessment
Students must hand in their work to the teacher by the specified due date. If any work is missing or not handed in, they will receive a non-achieved, unless they supply a medical note and notify the teacher or HoLA (Mrs Chuck) beforehand.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Level 2 Physical Education Academic aims to develop understanding and apply strategies to improve an individual's level of skill in a range of activities; to plan and deliver a training programme, to coach a team for a season; apply risk management strategies in the outdoors; learn and apply Social Responsibility; develop leadership by working with our junior students in a range of physical activities and use teamwork to build a sense of confidence, pride and determination to succeed.

Students have the opportunity to gain 21 Level 2 achievement standard credits, all of which are internally assessed. They also have the opportunity to gain Course Endorsement with Merit or Excellence in this subject. To gain an Excellence endorsement, students need to gain 14 or more credits at Excellence level. To gain a Merit endorsement, they need to gain 14 or more credits at Merit (or a combination of Merit and Excellence). 

Individual teachers will also give students access to their own Google Classroom site. This is a safe digital environment for student learning that enables students to view assessments, ask online questions about work and allows students to catch up on any work/resources that are missed, if absent. It also allows research resources to be posted by both student and teacher encouraging collaborative learning.  Refer to the Head of Learning Area for more information.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Vocational Pathways is a tool that helps you to see how your strengths, interests and achievements relate to future study options and job opportunities. The pathways provide clear study options that are valued by employers and show you what employers expect you to achieve in your learning. The pathways cover six industry sectors:
Manufacturing and technology, Construction and infrastructure, Primary industries, Services industries, Social and community services and Creative industries.

Learning outcomes/Assessment links: See standards list
NOTE: Courses may change with the review of standards at the end of each year.

Progression: (What courses does this course lead to?)
This course leads on to either Level 3 Physical Education Academic, or Level 3 Physical Education Recreation.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Teaching, Health & Safety, Coaching, Fitness Industry, Police, Armed Forces.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Students will partake in teaching/leadership at the local primary schools, Risk Management - Level 2 Hike, Sports Coaching, and will be involved in the planning of fitness programmes.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn individually, in pairs and within groups. Some teaching/learning will occur through our online Google Classroom.

provide clear study options that are valued by employers and show you what employers expect you to achieve in your learning. The pathways cover six industry sectors:
Manufacturing and technology, Construction and infrastructure, Primary industries, Services industries, Social and community services and Creative industries.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Physical Education Recreation is purely based on physical performance across each term, and on-going throughout the year. Students for this course will have two main requirements: 

1. To be changed in physical education gear for every lesson.
2. To perform to the best of their ability, regardless of the activity.

Credits/standards are offered based on what we believe the student is capable of achieving. Optional opportunities are available, eg, Rugby referres course (must pass selected criteria).

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Vocational Pathways is a tool that helps you to see how your strengths, interests and achievements relate to future study options and job opportunities. The pathways provide clear study options that are valued by employers and show you what employers expect you to achieve in your learning. The pathways cover six industry sectors:
Manufacturing and technology, Construction and infrastructure, Primary industries, Services industries, Social and community services and Creative industries.

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year.

Progression: (What courses does this course lead to?)
This course will lead on to Level 3 Physical Education Recreation.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Teaching, Health & Safety, Coaching, Fitness Industry, Police, Armed Forces.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Students will take part in the Level 2 Hike, and also be working in local primary schools.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn individually, in pairs and within groups. Some teaching/learning will occur through our online Google Classroom.

Physics is the study of matter and its motion through space and time, along with related concepts such as energy and force. The topics are: mechanics, atoms and radioactivity, practical physics, waves, electricity and electromagnetism.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
Students will learn how physical quantities inter-relate and how real situations can be modelled using mathematics.  They will also learn how these physical principles are applied in the world, in industry, everyday life and technology.  Students will cover four broad domains of knowledge relating to Physics, make calculations and apply knowledge to solve Physics problems. Top students may be offered a scholarship programme, working at Level 4.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Trades - mechanical engineering, electrical apprenticeship.

Learning outcomes/Assessment links: See standards list.
NOTE: Courses are subject to change with the review of courses at the end of each year.

Progression: (What courses does this course lead to?)
This course leads to Level 3 Physics

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This is a pure science course.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Teachers make links to the real world with most concepts they introduce to help with understanding and connectedness of ideas.  

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing and scientific investigation and laboratory work.

Level 2 and Year 13 Secondary Primary Industries are highly practical courses for students who are interested in a career in primary industries and learning practical skills.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?) 
Students will learn about the possum fur industry and how to trap, pluck fur, skin and the preparation of skins (Project Possum). They will also gain an all terrain vehicle (ATV) safety certificate in safe operation of an ATV, and how to plant and maintain an annual flower garden. The course will provide some of the introductory skills needed for careers in agriculture, horticulture, forestry, apiculture and conservation. Students will learn generic skills and Health & Safety.  Note: They may need to show a passport or birth certificate to gain the credits from this course.

Possible Career/Vocational Pathway(s): (What career pathways are related to this course?)
Agriculture, horticulture, forestry, apiculture and conservation.

Learning outcomes/Assessment links: See standards list.
Note: Courses are subject to change with the review of courses at the end of each year. Course is not endorsable.

Progression: (What courses does this course lead to?)
Year 13 Primary Industries - Agriculture and Level 3 Primary Industries - Horticulture.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Qualifications directly applicable to employment in primary industries.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Local industry.  Practical experience riding quad bikes and trapping pests.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, field trips, working outdoors, practical skills in primary industries, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing, and scientific investigation and laboratory work.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Level 2 Science is internally assessed and has standards in Physics, Chemistry, Biology and Sustainability. The course consists of 16 Level 2 Credits. Students will be assessed by carrying out experiments, practising laboratory techniques and doing research.

Most assessment will be completed with a mixture of in class and out of class time. However, some standards require work only to be completed in class time. This is to ensure authenticity - that all work that you submit is your own. It is important that you understand the conditions of assessment for these standards and that you direct any questions about when and how you're able to work on them to your teacher. The teachers will be working together to get the best results for students as individuals from their year of study. 

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)

Learning outcomes/Assessment links: See standards list
Note: Courses are subject to change with the review of courses at the end of each year. Course is not endorsable.

Progression: (What courses does this course lead to?)
There is a possibility that this course will lead to Level 3 Biology. 

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Conservation. 

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Teachers make links to the real world with most concepts they introduce to help with understanding and connectedness of ideas.  Students have the opportunity to explore a topic of their choice. 

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, Future-relevant foundational understanding of the world, Applied mathematics and statistics, Scientific writing, and Scientific investigation and laboratory work.

Students for this subject are pre-selected the previous year. Applications should be given to the Director, Dudley Andrews, around October/November.

What will I learn and how will I learn?
By the end of Level 7 akonga can take part in general conversation with speakers of Te Reo Māori, understand some of  what is said, and contribute relevant comments.  They are able to explain and discuss some of your own ideas and opinions and may use Te Reo Māori creatively, and read a range of authentic Te Reo Māori materials and write expressively for a purpose.  Students use a range of strategies to help them learn Te Reo Māori effectively, and demonstrate a good level of fluency for an akonga of Te Reo Māori as a second language.

Conditions of Assessment
Click here

Submitting Internal Assessment
All work for assessment must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor’s certificate.  (Read over Student Handbook for full assessment details). APA Referencing must be used if relevant to the task.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available.  Further assessment opportunities are not available in every standard.

Tourism is a course of study focussed on New Zealand and oather world tourist destinations.

What will I learn and how will I learn?
This course includes the study of the skill set required to work in the Tourism Industry. The National Certificate in Tourism is a two-year course. At the completion of year two, successful students will receive a National Certificate in Tourism (Introductory Skill - Level 2). Students will learn how to do calculations for a tourism workplace, and how to read and understand work-related documents in a tourism workplace. They will also learn about work roles in the tourism industry, world tourist destinations and about the business of tourism.  Students will develop knowledge of destination New Zealand and of tourist characteristics and needs, together with the history of tourism.

Conditions of Assessment
All assessments are "open book" and are conducted in class only. Students may refer to their work books.

Submitting Internal Assessment
Booklets will be handed in to the teacher at the end of each assessment period.

Resubmission and Further Assessment Opportunities
Resubmissions are offered once in class time. After that in “out-of-class” time only. There is no further teaching available.

What will I learn and how will I learn?
This course focuses on building upon the skills students have learned in Level 1 Art and further develops their practical skills, and awareness of Art conventions and contemporary practice. It will prepare them for Level 2 NCEA assessment.  The course mainly involves students developing ideas within their own art works based around a subject chosen by themselves.  They will learn:

1. To select a topic of self-interest to explore and develop in art-making.
2. To use model artists to help inform their art works.
3. Make decisions about media, conventions, and ideas within their own painting practice.

Conditions of Assessment
The majority of the panel work must be completed during class time. Lunchtimes may be available to complete work.

Submitting Internal Assessment
Panels are due by the end of Term 3.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

This course is available for students from Year 9 through to Year 13. Please refer to Level 1 Whakairo for more information.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
This course focuses on building upon the skills students have learned in Level 1 Literacy and further develops their productive and receptive language skills. The course aims to give students an opportunity to enhance their language skills based around a future employment focus. 

They will learn:
- how to research a chosen career-based topic and evaluate the success of their research,
- how to document their research findings in a written format,
- how to write both a general and targeted resumé,
- how to conduct themselves in a formal interview,
- how to write a business correspondence,
- how to work and communicate effectively in a group situation, and
- how to communicate effectively and conduct an informal meeting.

Possible Career/Vocational Pathway(s): (What career pathways are related to this course?)
Trade related courses and apprenticeships, office work, service industry, customer service. This course is designed to prepare students for the workforce.

Learning outcomes/Assessment links: See standards list. 
Please Note: Courses are subject to change with the review of standards at the end of each year.

Progression: (What other courses does this course lead to?)
The purpose of this course is to prepare students for employment and/or securing an apprenticeship.

Vocational/Industry Links: (What other courses/industry learning experiences will be included in this course?) 
Students can enrol in a GATEWAY programme, participate in ‘Speed Meets’, and/or be introduced to industry recruiters and services personnel.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
GATEWAY programmes are available for students, together with the opportunity of visiting local industry.

Teaching and Learning Approaches: (How will I learn in this course?)
Work Ready teachers will liaise with automotive, construction, hospitality and tourism teachers. Students will need a positive ‘can do’ attitude, be able to work in a team or independently, have good listening and self-management skills and also a willingness to learn - all employment skills.

This course is available for students from Year 9 through to Year 13. Please refer to Level 1 Ma Rākau for more information. 

This course is available for students from Year 9 to Year 13. Please refer Level 1 Whakairo for more information.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
StartUp is a Level 1 programme in automotive that covers Level 2 credits. This course is in partnership with MITO and has both theory and practical learning. The theory is completed through e-learning and the practical is done in the automotive workshop.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
https://www.careers.govt.nz/jobs-database/engineering/automotive/automotive-technician/

Learning outcomes/Assessment links:
See standards below. NOTE: Standards are subject to change with the review of courses at the end of each year. Course is not endorsable.

Progression: (What courses does this course lead to?)
This course will lead on to Level 2 Automotive Engineering and Gateway. The Gateway programme offered at school will allow students to work in a local garage one day a week. This is a great opportunity for them to learn how to work with customers and showcase their ability to an employer.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
https://www.careers.govt.nz/searchresults?q=automotive

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Technology in modern vehicles is ever-changing and students need to keep in touch. This is an excellent career pathway for potential students. By the end of the year, all students will have a better understanding about the vehicle they are driving and know what is happening during the different driving phases and conditions. They will develop life skills that will be useful for them in the future. This subject will have 50% theory and 50% practical. The unit standards we use at school are the same as apprentices use in the workplace. This means that when they decide to become an apprentice, they do not have to do again the standards they have already achieved at school.

Teaching and Learning Approaches: (How will I learn in this course?)
Student learning will be through team work, via e-learning and as individuals. They will learn how to work safely in a workshop environment, know how to use all tools, equipment, and correctly raise a vehicle using a two-post hoist. They can bring vehicles to school and carry out the repairs themselves. There is no better learning about vehicles than by working on them. Students will learn about the different systems and components used on motorcycles, light vehicles, and heavy commercial vehicles.

What will I learn and How will I learn?
This Level 1 Drama course focusses on building upon the skills students have learned in Junior Drama.  They will work in groups, learning to co-operate and collaborate. They will also develop their awareness of dramatic techniques, elements and conventions and how to use these and dramatic techniques to create theatre pieces.  As well, they will develop their acting and performance skills which will prepare them for NCEA assessments.  They will learn how to devise drama, how to interpret a script, and how to perform in front of others and through different types of theatre.

Submitting Internal Assessments
All assessments are done in groups and are "live".  Some written work may be required and is due on the day of the performance, unless otherwise stated by the Teacher in Charge. There is one written external paper.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only if the whole group are willing.  There is no further teaching available. Further assessment opportunities are not available.

NOTE: Course is subject to change with the review of standards at the end of each year.

This course is available to students from Year 9 through to Year 13.

Mau Rākau is a traditional Māori martial art and this unique programme gives students the opportunity to learn the ancestral practices, values and protocols of the warrior. Students will learn about Māori culture, disciplines and traditions, gain new skills and get fit. They will have fun in an inclusive learning environment while they develop a specialised skill set, and help to preserve the rich culture and art of the warrior.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
This qualification is intended for people seeking some operational and theoretical knowledge, consistent with tikanga and reo, across a range of Ngā Toi art forms. Graduates of this qualification will contribute to New Zealand by applying a broad range of skills and knowledge across a range of Ngā Toi art forms. Graduates will have a set of knowledge and skills at an introductory level, and will be able to work independently under limited supervision. They will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori, and demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The qualification provides a pathway for those seeking to improve or further develop their skills and knowledge in Ngā Toi. Graduates may progress to New Zealand Certificate in Ngā Toi (Whakairo/Ngā Mahi ā te Whare Pora/Toi Ataata/Mau Rākau/Māori Performing Arts) (Level 4).

Learning outcomes/Assessment links:
Students will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori and to demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Relevant standards will be added in 2021.

Progression: (What courses does this course lead to?)
Progression will be the next year level.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)

Teaching and Learning Approaches: (How will I learn in this course?)

Students will be given the opportunity to learn:

• mau rākau and tū taua through the teachings of Te Whare Tū Taua and mōhioranga ā iwi
• sport, games and training exercises of the toa
• whakapapa and pepehā
• karakia
• knowledge, tikanga and values of the toa
• stances, positions, strokes, body movements, facial expressions, blocks, counters, engagement.

Resource requirements: (What resources will I need to have to learn in this course?)

What Will I Learn and How Will I Learn?
Music Studies at school are not just for students who wish to follow a career path in Music. Skills and key competencies learnt in this discipline are transferable to a wide range of careers. Research has shown that students who take Music develop more self-confidence, are conditioned to work hard for results, are more creative, are better at problem-solving and analysing patterns (Maths), can work better in a group, and connect better with others. Credits in level 3 Music carry just as much weight for University Entrance as any other subject and are valued by many other disciplines. Students cover solo performance, group performance, composition, sound technology and music theory. They continue to receive one hour of free instrumental tuition every week. They are encouraged to perform at the A&P Show, Soirees, Talent Quest, Rockquest, Pacifica Beats and more.

In Level 1 Music, all students must commit to practising at least four times a week, for thirty minutes, outside of class time.  This may be at home or in the Music Department during break times. To have a realistic chance of passing this course and gaining entry into the next level, students MUST attend 95% of lessons.  This is especially important for group rehearsals.

Students will have solo performance opportunities at Kaitaia Abundant Life Performance Evenings, Soiree Term 2 and 3, Talent Quest Term 2 and FNGT Term 3, Rockquest and Pacifica Beats Term 2, Te Ahu and Switzer lunchtime concerts, Class assessments Term 1, 2, 3 & 4 and Busking and other public performances.

Students must commit to practising at least four times a week out of class time, for an average of 30 minutes per practice.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook. Failure to comply will result in a "Not Achieved" grade for the affected assessments.

Conditions of Assessment
For performance standards: Ideally, the audience should include the assessor.  The audience could comprise class members, other school students, and/or members of the community. A second assessment opportunity should be offered to any student who does not meet the standard on the first attempt.

Submitting Internal Assessment
Students may perform at any of the opportunities throughout the year to receive feedback or to be assessed.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further Assessment Opportunities are available for performance standards.

What will I learn and how will I learn?
This course focuses on building upon the skills students have learned in junior Art and further develops their practical skills, and awareness of Art conventions and contemporary practice. This course will prepare them for NCEA assessment.  It involves working on a negotiated cultural theme.

Students will learn:
1. Drawing from subject matter using wet and dry media. 
2. Developing Art ideas through the production of related drawings and paintings.
3. Research artworks from various NZ and international culturally significant artists. 
4. Optional extension standards will be available.

Submitting Internal Assessment
Art panels will be due by the end of Term 3.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

NOTE:
Course is subject to change with the review of standards at the end of each year.

This course is available for students from Year 9 through to Year 13.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
This qualification is intended for people seeking some operational and theoretical knowledge, consistent with tikanga and reo, across a range of Ngā Toi art forms. Graduates of this qualification will contribute to New Zealand by applying a broad range of skills and knowledge across a range of Ngā Toi art forms. Graduates will have a set of knowledge and skills at an introductory level, and will be able to work independently under limited supervision. They will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori, and demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The qualification provides a pathway for those seeking to improve or further develop their skills and knowledge in Ngā Toi. Graduates may progress to New Zealand Certificate in Ngā Toi (Whakairo/Ngā Mahi ā te Whare Pora/Toi Ataata/Mau Rākau/Māori Performing Arts) (Level 4).

Learning outcomes/Assessment links:
Students will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori and to demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Relevant standards will be added in 2021.

Progression: (What courses does this course lead to?)
Progression will be the next year level. New Zealand Certificate in Nga Toi Level 3 (Begins in Level 1 and works up to Level 3 and 4).

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Te Aurere, Kauri Unearthed - waka building, Te Puia.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Te Whakaruruhau.

Teaching and Learning Approaches: (How will I learn in this course?)

Students will learn:

• the techniques and skills required to transmit Māori concepts and kōrero (narratives) through carving and to create different taonga Māori (treasures)
• about the materials used in traditional carving as well as practice in drawing and painting
• how to produce carving in our tribal styles
• how to design and manufacture pou, as well as taonga, long and short hand weapons
• about waka functions, spirituality, design and manufacture
• the historical and spiritual significance of Taonga and manufacture including Taonga pūoro (Māori instruments)
• the historical and spiritual significance of customary practices used by tūpuna (ancestors)
• functions and manufacture of whare
• how to select logs and the appropriate ceremonies to accompany this selection.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
This is a combined Level 2 and Level 3 class. Students will learn about production horticulture in Northland.  The course will prepare students for a career pathway in this rapidly growing industry. They will learn about factors affecting production including environmental issues, soil, fertiliser, irrigation and crop management. Students should have succeeded in Level 1 Primary Industries, and/or have approval from the Teacher in Charge and/or Head of Learning Area. Students may gain scholarships through the Trades Academy. Work placements through the Gateway programme are likely for motivated students.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Production horticulture.

Learning outcomes/Assessment links:
See standards list below. This is a draft list of standards to offer: (These exclude standards which may be provided by ITOs). Level 2 students can also choose between AS91292 and AS91298. Course is endorsable.
Level 3 students have a choice of these unit standards, depending on individual Trades Academy scholarship and ITO involvement. (US22175, US22816, US22192, US22193 and US23355).
Note: Courses are subject to change with the review of courses at the end of each year. Course is not endorsable. 

Progression: (What courses does this course lead to?)
Local industry: forestry, agriculture, horticulture.  Tertiary study, industry sponsored scholarship or internship.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Qualifications directly applicable to employment in primary industries.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Local industry, Gateway work placement.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, field trips, working outdoors, practical skills in primary industries, Gateway work placement, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing, and scientific investigation and laboratory work. 

A blueberry orchard under development in Pukenui, in the very Far North.

Key Dates: Assessments will be in order of the standards. As students are ready, assessments are handed out to complete. Resits will be completed in the same term. Practical assessments will be completed when vehicles are available to carry out tests. There are no end of year examinations.

What will I learn and how will I learn?
Students will learn how to safe in a workshop environment, know how to use all tools, equipment and correctly raise a vehicle using a two-post hoist. They can bring vehicles to school and they carry out the repairs themselves. There is no better way of learning about vehicles than by working on them. Students will learn about the different system and components used on motorcycles, light vehicles, and heavy commercial vehicles. Gateway programme offered at school will allow students to work in a local garage one day a week. This is a great opportunity for them to learn how to work with customers and showcase their ability to an employer.

Technology in modern vehicles is ever-changing and students need to keep in touch. This is an excellent career pathway for potential students. By the end of the year, all students will have a better understanding about the vehicle they are driving and know what is happening during the different driving phases and conditions. They will develop life skills that will be useful for them in the future. This subject will have 50% theory and 50% practical. The unit standards we use at school are the same as apprentices use in the workplace. This means that when they decide to become an apprentice, they do not have to do again the standards they have already achieved at school.

Students who have completed all standards offered, and who look at this subject as a career pathway, are able to work on three additional Level 2 standards for an extra seven credits: 

US21721 - Demonstrate knowledge of vehicle steering and suspension systems (2 credits)
US26282 - Demonstrate knowledge of an oxy-acetylene welding plant in the motor industry (2 credits)
US21685 - Use oxy-acetylene welding plant in the motor industry (3 Credits).

 Authenticity
Each unit standard has an authenticity form that students must sign and endorsed by the teacher.

Conditions of Assessment
All assessments are Internal and theory assessments are closed book meaning that they are completed without any resources. Practical assessments are completed on a vehicle. Students will need to demonstrate the ability to successfully carry out the task on a vehicle.

Submitting Internal Assessments
Assessments are marked by the teacher who is a fully qualified Automotive Engineer. 

Resubmission and Further Assessment Opportunities
Resubmission can be done several times over until the assessment achieves 100% correct answers. Resets of the assessment must be completed within 10 days following ‘not achieved’ results given to student by the teacher.

The study of Biology is effectively the study of how to not 'end up dead'. Biology explores life at the cellular and genetic level, and how organisms have adapted different ways of dealing with the same life processes. At our Kura, students will find in-depth information about Level 2 and Level 3 Biology on the links on this page.  They will find resources used in class as well as extras that may help in their studies. It will be beneficial for them to check the sites frequently, as resources are added and updated by the Teachers in Charge. On this site, will be resources used in class as well as extras that may help them in their study.  

Graduate profile:  (What qualities/additional skills will learners achieve by taking this course?) 
Students should be looking at the Level 2 Biology website frequently, as resources will be added and updated. If they are absent, they should look here for any notes, videos or worksheets that they may have missed. It is the student’s responsibility to catch up. Level 2 Biology requires study at home. Students will not get the marks they want or need from only turning up to class.  Only occasionally will specific homework be set, so students need to focus their study on reviewing what has been covered in class and practising examination questions.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Conservation, marine biology and aquaculture.

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. 

Progression: (What courses does this course lead to?)
This course leads to Level 3 Biology.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Primary industries: aquaculture, horticulture, agriculture. Marine biology and conservation - Papa Taiao.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Teachers make links to the real world with most concepts they introduce to help with understanding and connectedness of ideas.  There is a rocky shore field trip to Ahipara.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, field trips, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing and scientific investigation and laboratory work.

What will I learn and how will I learn?
The course includes both group and individual work, as well as internal assessments and external exams. Students will be working together to set up and run a business where they will support a community organisation in some way. Students will work through units on: Marketing and Market Research, Community Enterprise and Business Planning, functions of a large business, and the business environment.  

Conditions of Assessment 
Collection of evidence for the internally assessed standards can include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film) or a portfolio of evidence. Assessment can be integrated into one activity that collects evidence towards two or three different standards from a programme of learning.  Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). Authenticity of student evidence needs to be assured regardless of the method of collecting evidence.  

Submitting Internal Assessment
Depending on the nature of the assessment, this can be electronic or hard copy. The mode depends on the assessment conditions.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
Chemistry is the study of materials, their structure, properties and chemical reactivity. This course leads on to Level 3 Chemistry and tertiary study. Students will learn about quantitative and qualitative analysis, structure, bonding and energetics of particles, organic chemistry, chemical reactivity and oxidation-reduction reactions.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. 

Progression: (What courses does this course lead to?)
This course leads to Level 3 Chemistry.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This is a pure science course.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Teachers make links to the real world with most concepts they introduce to help with understanding and connectedness of ideas.  

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing and scientific investigation and laboratory work.

Classical Studies is the study of civilisations of classical Greece and Rome.

What will I learn and how will I learn?
Although some aspects of the Classical Greek world will be covered, all assessment work is derived from the study of ancient Rome. The course includes an overview of the classical world, Mythology - including Greek mythology; Greek/Roman gods; the Trojan War; Homer’s Illiad and/or Odyssey (epic Greek texts), Greek history (Republic to Empire), and Greek art and architecture. Classical Studies students learn to question cultural assumptions, think creatively, appreciate different cultures and value systems, develop writing and research skills, and to understand the cultural heritage of art and literature over time.

Conditions of Assessment
Both internals are ‘open’ assessments. They are worked on both in and outside of class.

Submitting Internal Assessment
Varied formats including written reports, dialogues, and presentations.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in students’ work in a short period of time. There is no further teaching available.

What Will I learn and How will I learn?
Level 2 Dance students will learn to understand dance in context, to develop practical knowledge and ideas and communication and interpretation.  They will choreograph a group dance to communicate an intention, perform  repertoire of dance, perform an ethnic or social dance, perform in a theatre dance work, provide an interpretation of a dance performance, and demonstrate understanding of dance genre in context. Students will also learn by dance practice, plus it is expected they will put in one to two hours of theory homework per week.  Students will require a refill and folder (or clear file), and blue or black pen for class work. Highlighters are highly recommended. To have a realistic chance of passing the course and gaining entry into the next level, students MUST attend 95% of lessons.

Conditions of Assessment
Assessment is by Achievement Standards - one externally assessed and four internally assessed. All work for assessment must be submitted to the teacher by the due date. Any work not submitted by the deadline will receive a "Not Achieved" grade.  If a student is sick on the day their work is due, they must get a Doctor's Certificate. (Refer Student Handbook for full assessment details).  APA referencing must be used if relevant to the task. All students are expected to follow the policy "authenticity" outlined in the Kaitaia College Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment/s.

Derived Grade Examinations
School internal examination results are used in the event that a student may have to apply for a derived grade for externally assessed standards.

What will I learn and how will I learn?
The main course will offer four achievement standards worth 19 credits (internal and external) and be eligible for course endorsement. It will mirror the Level 1 Digital Technologies course where possible and be run as a year long project following normal business practice of a proposal, a media campaign, a programming product (e.g. a game design) and a final summary for the external component of the course. The achievement standards on offer are listed below, together with the unit standard options for students requiring an Individualised Education Program (IEP). 

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment.

Conditions of Assessment
Most assessments will be completed with a mixture of in class and out of class time. However, some standards require work only to be completed in class time. This is to ensure authenticity - that all work that students submit is their own. Discussions during assessment events will negate Merit and Excellence grades. There are no external examinations for unit standards.

Submitting Internal Assessments
It is important that students take note of the due dates for the internal assessments. All internal assessments must be submitted on or prior to the due date, unless prior approval has been granted for special circumstances (refer to your NCEA guidelines or talk to your teacher about this). Assessments that are submitted after the due date, without prior approval, will receive a Not Achieved.

Resubmissions and Reassessments
Apart from the CAT External which cannot be resubmitted all achievement standards will be decided on a case by case basis. Criteria such as regular attendance and on task classroom behaviour will be required before any resubmissions or reassessments will be offered.

What will I learn and how will I learn?
This course focusses on building upon the skills students have learned in Level 1 Drama. They will work together with their classmates to create original pieces of theatre using elements, conventions and techniques creatively and purposefully. They will develop their voice, body, movement and use of space techniques in order to enhance their character’s authenticity and create a strong performance. These will prepare them for NCEA assessments.  Students will learn how to develop their devising techniques to create impact, how to interpret a character - their backstory, intention, posture, and apply it in a scripted performance and be able to work as part of an ensemble. 

Submitting Internal Assessments
All assessments are done in groups and are "live". Some written work will be required and is due on the day of the performance, unless otherwise stated by the Teacher in Charge. There is one written external paper.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only if the whole group are willing. There is no further teaching available. Further assessment opportunities are not available.

NOTE: Course is subject to change with the review of standards at the end of each year.

What will I learn and how will I learn?
In Level 2, students develop reasoning and analytical skills that will help them to present and interpret economic data and arguments in a clear and coherent manner. Students also learn to describe and measure these issues as well as understand their causes and possible effects. They also develop an awareness of policies that a government could implement to address the issues in the New Zealand economy.

Conditions of Assessment
Collection of evidence for the internally assessed standards can include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film) or a portfolio of evidence. Assessment can be integrated into one activity that collects evidence towards two or three different standards from a programme of learning.  Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). Authenticity of student evidence needs to be assured regardless of the method of collecting evidence.  

Submitting Internal Assessment
Depending on the nature of the assessment this can be electronic or hard copy. The mode depends on the assessment conditions.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Level 2 Economics can lead to Level 3 Economics (a University Entrance approved subject), which is offered via E-Learning / Video Conferencing.

Graduate Profile: (What qualities/additional skills will learners achieve by taking this course?)
This course focuses on building upon the skills students have learned in Level 1 English, and further develops their productive and receptive language skills to prepare them for NCEA Level 3 and tertiary education.  The course aims to give students the opportunity to gain the English criteria for university entry.  Students must be prepared to do homework. That will involve reading novels or extended texts and written work throughout the year. They will learn:

• how to write confidently in a range of styles to develop and sustain their ideas.
• how to craft their writing.
• how to explore and articulate their ideas verbally through speeches, presentations and debates.
• how to closely read and analyse moving visual texts.
• how to use processes and structures to understand and respond to surface level and deeper ideas within texts.
• why and how to use accurate and appropriate language in a range of situations and for different audiences.

Learning outcomes/Assessment Links:
See standards list.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)

Contextualised contexts: (What local, cultural, real-life content is involves in this course?)
English holds a mirror and opens a window to a student's life. Where possible, New Zealand texts are used or strong connections are made to the student's life.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through reading, writing (both formal and creative), critical thinking, speaking, listening and analysing texts - both visual and verbal approaches. The willingness to read extended texts and write extended responses and essays is a requirement. Students will be taught how to do this. A good work ethic will go a long way. Writing, reading and analysis skills will be taught by the teacher.

What will I learn and how will I learn?
The focus of this course is Personal Financial Management. It is designed for students who want to gain knowledge about various topics related to their own financial plans and how to manage money. Credits gained in this course are NOT Mathematics credits, but they DO count towards students' NCEA credit total.

It is useful if students have their own calculator. While the school has sets available for use at school, students need their own for homework and other out of school activities. The school uses a Jastek. The department has some calculators available for purchase at very competitive prices. Check with the class teacher or Mrs Blud.

Conditions of Assessment
All topics in this course are internally assessed, ie, the school assesses the students.

Resubmissions and Further Assessment Opportunities

What will I learn and how will I learn?
Students will investigate natural landscapes (Amazon Basin) and undertake urban studies and contemporary issues. They will further develop their mapping, graphing and valuing skills, and carry out research with guidance. They will also look at Global studies and the differences in development.

Conditions of Assessment
Assessment is by Achievement Standards, three externally assessed and five internally assessed.

Submitting Internal Assessment

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available.  Further assessment opportunities are available in every standard.

What will I learn and how will I learn?
In the Level 2 Health course students will study health issues as they relate to adolescents, but increasingly consider these issues from a socio-ecological (society as a whole) perspective rather than just their effect on the health of individuals. Students will learn to:

- promote health and well-being by taking action in the school or wider community
- understand issues that arise around sexuality and gender, and suggest ways of dealing with these
- manage changes that affect mental health and understand how to build resilience
- investigate an adolescent health issue (topics change each year).

The teaching, learning and assessment in this course also considers issues from the perspective of the following attitudes and values:
- A positive and responsible attitude to your own well-being
- Respect for the rights of others
- Care and concern for other people in the community
- Social justice (fairness, inclusiveness and non-discriminatory practices).

Using digital technology is encouraged and promoted in this course. Teachers use google classroom and are in the process of creating google sites for a more student-centred approach to teaching and learning. An awareness of current affairs and researching using the internet to investigate topics is encouraged.  Students are expected to do at least two hours of study per week in this subject.

Health is a valuable subject choice for students wishing to pursue learning that will take them into further study related to the social and health sciences such as education, psychology, philosophy, politics, law, economics, medicine, and careers in any field where they work with people, such as education, health, justice, and social services.

Conditions of Assessment
Four standards are internally assessed, with one external examination at the end of the year. The majority of the assessment tasks are written and are recourse/investigation based. There is some opportunity for collaboration.

Submitting Internal Assessments
Assessment will be submitted in relation to the supplied calendar. Work must be submitted by the due date. No extensions will be given unless a medical certificate is supplied, or unforeseen circumstances arise.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

NOTE: Courses may change with the review of standards at the end of each year.

What will I learn and how will I learn?
This course focuses on developing the student's research and interpretive skills. This then enables them to develop the ability to examine and argue from an historian’s point of view. It teaches most useful skills for use at university and in other school subjects.  The course uses a topic approach. Students will learn how to write confidently in a range of styles to express their ideas, how to explore and articulate their ideas both in written and verbal work, how to closely read, analyse and interpret cartoons, sketches, pictures, and texts and how to use processes and structures to understand and respond to surface level and deeper ideas within texts. Opportunities for travel to history competitions, museums, and places of historical significance may be available.

Conditions of Assessment
Two internals are "open" assessments.  The third has some degree of in-class compulsory work as a requirement.

Submitting Internal Assessment
Achievement Standard 91229 - in a folder; Achievement Standards 91230 and 91232 - electronically.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available.  Further assessment opportunities are available in every standard.

NCEA Scholarship
For pupils who are working at an Excellence standard at Level 3, there is the opportunity to sit the NCEA Scholarship examination.

This course is available to students frm Year 9 through to Year 13. Please refer to the Level 1 Ma Rākau for more information.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
The certificate at Level 2 qualifies individuals with introductory knowledge and skills for areas of work or study e.g. NCEA maths and English to Level 2 are useful for getting an apprenticeship. For some apprenticeships you need specific NCEA subjects. 

This is a 22-credit course covering Algebra, Calculus, and Probability. It is a mostly theoretical Level 2 course in Mathematics, which involves considerable algebraic content and is designed to lead into Level 3 Mathematics in Calculus or Statistics or BOTH. Success in this course is largely dependent on the students' commitment to the work required in class and their homework. The Mathematical skills necessary for this course are learnt through practice and more practice. For entry into Level 2 Mathematics students must have obtained 14 credits from Level 1 Mathematics standards, including Achievement Standard 91027 (MATS 1.2 (MCAT)).

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
This course can lead students to tertiary education in Mathematics, Chemistry, Physics, Engineering, Structural Design, Economics, Architecture or any career that has a major Mathematical component.

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. 

Progression: (What courses does this course lead to?)
Entry to Level 3 Mathematics courses in 2021 is dependent on your Mathematics results from last year. This course leads students directly to Level 3 Mathematics with Calculus course(L3MAC), Level 3 Mathematics with Statistics course (L3MAS) or both. 

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?) 
This course at present is mostly a theoretical level 2 course in Mathematics. It involves considerable algebraic content and Calculus. Vocational and industry links are yet to be established and explored.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
The contextualised contexts in this course balances the time of learning in class and out of class experiences. The local context is integrated in the way we learn and teach. The activities selected involve local concepts which are familiar to our students.

Teaching and Learning Approaches: (How will I learn in this course?)
Success in this course is largely dependent on their regular attendance at school, commitment to the work required in class and homework. The mathematical skills necessary for this course are learned through practise and more practise. It is not sufficient to do a few problems in class and then stop. Regular revision is one of the keys to success in this course. Preferably, students need to go over the work that they learnt in the classroom every night.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
The certificate at level 2 qualifies individuals with introductory knowledge and skills for a field(s)/areas of work or study e.g. NCEA maths and English to Level 2 are useful for getting an apprenticeship. For some apprenticeships you need specific NCEA subjects. This course will help students gain the required knowledge and required Mathematics credits towards NCEA Level 2 certificate. This is a 19-credit course covering Algebra and Probability. It is designed to lead into Level 3 Statistics.

Success in this course is largely dependent on the students' commitment to the work required in class and their homework. The Mathematical skills necessary for this course are learnt through practice and more practice. It is NOT sufficient to do a few problems in class and then to stop. Every night after Mathematics, they need to go over the work that they did in the classroom. For entry into Level 2 Mathematics with Statistics students must have obtained 14 credits from Level 1 Mathematics standards.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
If students wish to further their learning, this course can lead students to tertiary education in Mathematics with statistics or Pure Sciences (especially Biology), and is also import in subjects like Business Studies, Commerce, Education, Geography, Health Studies, Marketing, Nursing, Politics, Psychology, Social Work, Journalism, Town Planning - any career involving prediction, sampling or probability.

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. Course 

Progression: (What courses does this course lead to?)
Level 2 Mathematics with Statistics is a statistically orientated Level 2 course in Mathematics. It involves some algebraic content and is designed to lead into Level 3 Mathematics with Statistics.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This course offers a reasonable balance of theoretical learning lessons and hands on experience and involves considerable statistical investigations and writing relevant reports. 

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
The contextualised contexts in this course balances the time of learning in class and out of class experiences. The local context is integrated in the way we learn and teach. The activities selected involve local concepts which are familiar to our students.

Teaching and Learning Approaches: (How will I learn in this course?)
Success in this course is largely dependent on their regular attendance at school, commitment to the work required in class and homework. The mathematical skills necessary for this course are learned through practise and more practise. It is not sufficient to do a few problems in class and then stop. Regular revision is one of the keys to success in this course. Preferably, students need to go over the work that they learnt in the classroom every night.

What will I learn and how will I learn?
Mechanical engineers make things! They use a variety of materials and manufacturing processes to design and build machinery, products and other cool stuff. It’s mechanical engineers who make motorbikes, cars, tools, cell phone towers, aluminium boats, wrought iron products and so much more.

The Engineering Industry Training Organisation (Competenz), and the Motor Industry Training Organisation (MITO) both offer schools genuine industry unit standards at Level 2 and 3. This qualification prepares students for real jobs in the engineering industry by developing all kinds of relevant skills and knowledge. Students develop confidence using a variety of hand and machine tools, measuring and welding equipment. This empowers them to work more and more independently and with increasing skill. Students learn to communicate ideas through drawings and plans. This enables them to reproduce products to a high standard or to design and develop their own ideas and share them efficiently with others.

Students are taught safe practices in preparation for industry. Caring for our excellent facilities make students part of a long tradition of quality students who can be recommended by Kaitaia College staff to future employers. 

Level 2 students will be manufacturing an off-road pocket bike.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment/s.

Conditions of Assessment All work must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor's certificate. Read over the student handbook for full assessment details.

Submitting Internal Assessment Assessments are to be handed in at the end of the lesson on the due date.

Resubmissions and Further Assessment Opportunities Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

What will I learn and How will I learn?
Imagine it, engineer it, and make it go. Further develop skills with micro-computer controlled robotic vehicles to solve a problem. Create a robot that will work as part of a team. Robotics provides students with opportunities to question, think about, and create technological tools, rather than just becoming passive users of technology.

The course will take students through the more advanced concepts of electronics, DC electrical systems, control programming and interfacing. Students will learn to control motors and actuators, interface with sensors and other robots in the enhancement of a robotic device. Students will use skills developed in designing, refining and building (using the 3D printer and the laser cutter) to create a robotic vehicle in answer to a defined problem or context.

Note: The base total of available credits is 29. However, for subject endorsement students have the option of taking AS91338 and/or AS91899. 

Conditions of Assessment
All work must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor's certificate. Read over the student handbook for full assessment details.

Submitting Internal Assessment
Assessments are to be handed in at the end of the lesson on the due date.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

What will I learn and how will I learn?
Music studies at school are not just for students who wish to follow a career path in Music. Skills and key competencies learnt in this discipline are transferable to a wide range of careers. Research has shown that students who take Music develop more self-confidence, are conditioned to work hard for results, are more creative, are better at problem-solving and analysing patterns (Mathematics), can work better in a group, and connect with others better. Credits in Level 3 Music carry just as much weight for University Entrance as any other subject and are valued by many other disciplines.

Students continue with solo and group performance and receive one hour of free instrumental tuition each week. They also get to make decisions of the make-up of their course and can choose standards that suit their strengths and future career paths. There is a focus on participation in extra-curricular activities and performing in the community. Opportunities are available in sound and recording technology. Students also participate in event organisation and management.

Students will have solo performance opportunities at Kaitaia Abundant Life Performance Evenings, Soiree Term 2 and 3, Talent Quest Term 2 and FNGT Term 3, Rockquest and Pacifica Beats Term 2, Te Ahu and Switzer lunchtime concerts, Class assessments Term 1, 2, 3 & 4 and Busking and other public performances.

To have a realistic chance of passing this course and gaining entry into the next level, students MUST attend 95% of lessons.  This is especially important for group rehearsals.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessments.

Conditions of Assessment
For performance standards: Ideally the audience should include the assessor. The audience may comprise class members, other school students, or members of the community. Recording must be of sufficient quality to enable viewers/listeners to identify individual performers and musical parts. 
For composition and research standards: Work must be accompanied by a statement of authenticity testifying that it is the student’s own work. The teacher must authenticate work in progress. A second assessment opportunity should be offered to any student who does not meet the standard on the first attempt.

Derived Grade Examination Dates
At Kaitaia College in the last two weeks of Term 3, school examination results are used in the event that students have to apply for a derived grade for externally assessed standards.

Submitting Internal Assessment
Students may perform at any of the opportunities throughout the year to receive feedback or to be assessed.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in your work in a short period of time. There is no further teaching available. Further assessment opportunities are available for performance standards.

What will I learn and how will I learn?
This course focuses on typography (styles of lettering), logos, photography and design techniques using Adobe Photoshop and Indesign to bring these ideas together in practice. Students create logos, posters, and promotional materials (letterheads, business cards, tickets), which are relevant in creative industries and business/marketing. They will produce two panel boards of your own design work, develop understanding of the visual elements in photography, e.g. line, shape, colour, balance and contrast, produce images related to a chosen theme, and develop design skills in Photoshop and InDesign to layout images, design logos, tickets, business cards, posters and brochures.

Please note that homework is an essential part of Photography & Design as photos usually need to be taken at home. Also, it is very useful for students to have their own camera as resources are limited.

NOTE: There are both Design achievement standards and Photography achievement standards on offer in this course.

Submitting Internal Assessment
Students must hand in their work to the teacher by the specified due date. If any work is missing or not handed in, they will receive a non-achieved, unless they supply a medical note and notify the teacher or HoLA (Mrs Chuck) beforehand.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Level 2 Physical Education Academic aims to develop understanding and apply strategies to improve an individual's level of skill in a range of activities; to plan and deliver a training programme, to coach a team for a season; apply risk management strategies in the outdoors; learn and apply Social Responsibility; develop leadership by working with our junior students in a range of physical activities and use teamwork to build a sense of confidence, pride and determination to succeed.

Students have the opportunity to gain 21 Level 2 achievement standard credits, all of which are internally assessed. They also have the opportunity to gain Course Endorsement with Merit or Excellence in this subject. To gain an Excellence endorsement, students need to gain 14 or more credits at Excellence level. To gain a Merit endorsement, they need to gain 14 or more credits at Merit (or a combination of Merit and Excellence). 

Individual teachers will also give students access to their own Google Classroom site. This is a safe digital environment for student learning that enables students to view assessments, ask online questions about work and allows students to catch up on any work/resources that are missed, if absent. It also allows research resources to be posted by both student and teacher encouraging collaborative learning.  Refer to the Head of Learning Area for more information.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Vocational Pathways is a tool that helps you to see how your strengths, interests and achievements relate to future study options and job opportunities. The pathways provide clear study options that are valued by employers and show you what employers expect you to achieve in your learning. The pathways cover six industry sectors:
Manufacturing and technology, Construction and infrastructure, Primary industries, Services industries, Social and community services and Creative industries.

Learning outcomes/Assessment links: See standards list
NOTE: Courses may change with the review of standards at the end of each year.

Progression: (What courses does this course lead to?)
This course leads on to either Level 3 Physical Education Academic, or Level 3 Physical Education Recreation.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Teaching, Health & Safety, Coaching, Fitness Industry, Police, Armed Forces.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Students will partake in teaching/leadership at the local primary schools, Risk Management - Level 2 Hike, Sports Coaching, and will be involved in the planning of fitness programmes.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn individually, in pairs and within groups. Some teaching/learning will occur through our online Google Classroom.

provide clear study options that are valued by employers and show you what employers expect you to achieve in your learning. The pathways cover six industry sectors:
Manufacturing and technology, Construction and infrastructure, Primary industries, Services industries, Social and community services and Creative industries.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Physical Education Recreation is purely based on physical performance across each term, and on-going throughout the year. Students for this course will have two main requirements: 

1. To be changed in physical education gear for every lesson.
2. To perform to the best of their ability, regardless of the activity.

Credits/standards are offered based on what we believe the student is capable of achieving. Optional opportunities are available, eg, Rugby referres course (must pass selected criteria).

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Vocational Pathways is a tool that helps you to see how your strengths, interests and achievements relate to future study options and job opportunities. The pathways provide clear study options that are valued by employers and show you what employers expect you to achieve in your learning. The pathways cover six industry sectors:
Manufacturing and technology, Construction and infrastructure, Primary industries, Services industries, Social and community services and Creative industries.

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year.

Progression: (What courses does this course lead to?)
This course will lead on to Level 3 Physical Education Recreation.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Teaching, Health & Safety, Coaching, Fitness Industry, Police, Armed Forces.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Students will take part in the Level 2 Hike, and also be working in local primary schools.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn individually, in pairs and within groups. Some teaching/learning will occur through our online Google Classroom.

Physics is the study of matter and its motion through space and time, along with related concepts such as energy and force. The topics are: mechanics, atoms and radioactivity, practical physics, waves, electricity and electromagnetism.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
Students will learn how physical quantities inter-relate and how real situations can be modelled using mathematics.  They will also learn how these physical principles are applied in the world, in industry, everyday life and technology.  Students will cover four broad domains of knowledge relating to Physics, make calculations and apply knowledge to solve Physics problems. Top students may be offered a scholarship programme, working at Level 4.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Trades - mechanical engineering, electrical apprenticeship.

Learning outcomes/Assessment links: See standards list.
NOTE: Courses are subject to change with the review of courses at the end of each year.

Progression: (What courses does this course lead to?)
This course leads to Level 3 Physics

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This is a pure science course.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Teachers make links to the real world with most concepts they introduce to help with understanding and connectedness of ideas.  

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing and scientific investigation and laboratory work.

Level 2 and Year 13 Secondary Primary Industries are highly practical courses for students who are interested in a career in primary industries and learning practical skills.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?) 
Students will learn about the possum fur industry and how to trap, pluck fur, skin and the preparation of skins (Project Possum). They will also gain an all terrain vehicle (ATV) safety certificate in safe operation of an ATV, and how to plant and maintain an annual flower garden. The course will provide some of the introductory skills needed for careers in agriculture, horticulture, forestry, apiculture and conservation. Students will learn generic skills and Health & Safety.  Note: They may need to show a passport or birth certificate to gain the credits from this course.

Possible Career/Vocational Pathway(s): (What career pathways are related to this course?)
Agriculture, horticulture, forestry, apiculture and conservation.

Learning outcomes/Assessment links: See standards list.
Note: Courses are subject to change with the review of courses at the end of each year. Course is not endorsable.

Progression: (What courses does this course lead to?)
Year 13 Primary Industries - Agriculture and Level 3 Primary Industries - Horticulture.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Qualifications directly applicable to employment in primary industries.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Local industry.  Practical experience riding quad bikes and trapping pests.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, field trips, working outdoors, practical skills in primary industries, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing, and scientific investigation and laboratory work.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Level 2 Science is internally assessed and has standards in Physics, Chemistry, Biology and Sustainability. The course consists of 16 Level 2 Credits. Students will be assessed by carrying out experiments, practising laboratory techniques and doing research.

Most assessment will be completed with a mixture of in class and out of class time. However, some standards require work only to be completed in class time. This is to ensure authenticity - that all work that you submit is your own. It is important that you understand the conditions of assessment for these standards and that you direct any questions about when and how you're able to work on them to your teacher. The teachers will be working together to get the best results for students as individuals from their year of study. 

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)

Learning outcomes/Assessment links: See standards list
Note: Courses are subject to change with the review of courses at the end of each year. Course is not endorsable.

Progression: (What courses does this course lead to?)
There is a possibility that this course will lead to Level 3 Biology. 

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Conservation. 

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Teachers make links to the real world with most concepts they introduce to help with understanding and connectedness of ideas.  Students have the opportunity to explore a topic of their choice. 

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, Future-relevant foundational understanding of the world, Applied mathematics and statistics, Scientific writing, and Scientific investigation and laboratory work.

Tourism is a course of study focussed on New Zealand and oather world tourist destinations.

What will I learn and how will I learn?
This course includes the study of the skill set required to work in the Tourism Industry. The National Certificate in Tourism is a two-year course. At the completion of year two, successful students will receive a National Certificate in Tourism (Introductory Skill - Level 2). Students will learn how to do calculations for a tourism workplace, and how to read and understand work-related documents in a tourism workplace. They will also learn about work roles in the tourism industry, world tourist destinations and about the business of tourism.  Students will develop knowledge of destination New Zealand and of tourist characteristics and needs, together with the history of tourism.

Conditions of Assessment
All assessments are "open book" and are conducted in class only. Students may refer to their work books.

Submitting Internal Assessment
Booklets will be handed in to the teacher at the end of each assessment period.

Resubmission and Further Assessment Opportunities
Resubmissions are offered once in class time. After that in “out-of-class” time only. There is no further teaching available.

What will I learn and how will I learn?
This course focuses on building upon the skills students have learned in Level 1 Art and further develops their practical skills, and awareness of Art conventions and contemporary practice. It will prepare them for Level 2 NCEA assessment.  The course mainly involves students developing ideas within their own art works based around a subject chosen by themselves.  They will learn:

1. To select a topic of self-interest to explore and develop in art-making.
2. To use model artists to help inform their art works.
3. Make decisions about media, conventions, and ideas within their own painting practice.

Conditions of Assessment
The majority of the panel work must be completed during class time. Lunchtimes may be available to complete work.

Submitting Internal Assessment
Panels are due by the end of Term 3.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

This course is available for students from Year 9 through to Year 13. Please refer to Level 1 Whakairo for more information.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
This course focuses on building upon the skills students have learned in Level 1 Literacy and further develops their productive and receptive language skills. The course aims to give students an opportunity to enhance their language skills based around a future employment focus. 

They will learn:
- how to research a chosen career-based topic and evaluate the success of their research,
- how to document their research findings in a written format,
- how to write both a general and targeted resumé,
- how to conduct themselves in a formal interview,
- how to write a business correspondence,
- how to work and communicate effectively in a group situation, and
- how to communicate effectively and conduct an informal meeting.

Possible Career/Vocational Pathway(s): (What career pathways are related to this course?)
Trade related courses and apprenticeships, office work, service industry, customer service. This course is designed to prepare students for the workforce.

Learning outcomes/Assessment links: See standards list. 
Please Note: Courses are subject to change with the review of standards at the end of each year.

Progression: (What other courses does this course lead to?)
The purpose of this course is to prepare students for employment and/or securing an apprenticeship.

Vocational/Industry Links: (What other courses/industry learning experiences will be included in this course?) 
Students can enrol in a GATEWAY programme, participate in ‘Speed Meets’, and/or be introduced to industry recruiters and services personnel.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
GATEWAY programmes are available for students, together with the opportunity of visiting local industry.

Teaching and Learning Approaches: (How will I learn in this course?)
Work Ready teachers will liaise with automotive, construction, hospitality and tourism teachers. Students will need a positive ‘can do’ attitude, be able to work in a team or independently, have good listening and self-management skills and also a willingness to learn - all employment skills.

What will I learn and how will I learn?
Students who have completed Level 2 Automotive will find the transition to Level 3 much easier. They will focus their learning on specialist areas engine powered machinery and equipment. They will learn by participating in the removal of components to reach the cambelt for replacement. Thereafter, they have to time the rotation of all the cogs for the cambelt to ensure the timing marks are aligned. Then they will assemble, check, recheck and start the engine. This is a good test on students’ capabilities. Students learn the functions and purpose of an exhaust system, how to service trailers to warrant of fitness requirements, how hydraulic pressure operates so commonly on heavy machinery. They will service motorbikes, quad bikes and motor vehicles in our modern workshop. They will learn to use an arc welder to join metal together, and will also learn life skills that will lead them to career pathways or skills that will be useful for their future.

This subject will have 50% theory and 50% practical. Unit Standards we use at school are same as apprentices use in the workplace. This means that when students decide to become an apprentice, they do not have to do again the standards they have already achieved at school.

In consultation with the Teacher in Charge, students have the option of gaining a further 16 Level 2 credits through the following extra standards:
US231 - Demonstrate knowledge of the operation of two and four stroke petrol and diesel engines (4 credits)
US245 - Select and apply lubricants and sealants for automotaive and related industry applications (2 credits)
US3877 - Demonstrate knowledge of protecting vehicle electronics in the motor industry (2 credits)
US16113 - Demonstrate knowledge of safe working practices in an automotive workshop (2 credits)
US21685 - Use oxy-acetylene welding plant in the motor industry (3 credits)
US21720 - Demonstrate knowledge of motorcycle, car, light and heavy commercial vehicle braking systems (3 credits).

Authenticity
Each unit standard has an authenticity form that students must sign and which is endorsed by the teacher.

Conditions of Assessment
All standards are internally assessed, and moderated through NorthTec.  Students earn credits towards a Level 2 National Certificate in the Motor Industry, with strands in Automotive, Electrical and Mechanical. All credits gained will count towards an apprenticeship.

Submitting Internal Assessments
All Level 3 Unit Standards are open book, but it must follow procedures and processes. It is marked by the teacher who is a fully qualified Automotive Engineer.

Resubmission and Further Assessment Opportunities
Resubmissions can be done several times over until the assessment achieves 100% correst answers. Resits of the assessment must be completed within ten days following "not achieved" results being given to the student by the teacher.

Key Dates: Assessments will be in order of the standards. As students are ready, assessments are handed out to complete. Resits will be completed in the same term. Practical assessments will be completed when vehicles are available to carry out tests. There are no end of year examinations.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?) 
Students should be looking at the Level 3 Biology website frequently, as resources will be added and updated. If they are absent, they should look here for any notes, videos or worksheets that they may have missed. It is the student's responsibility to catch up. Level 3 Biology requires study at home. Students will not get the marks they want or need from only turning up to class.  Only occasionally will specific homework be set, so students need to focus their study on reviewing what has been covered in class and practising exam questions.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Primary industries: aquaculture, horticulture, forestry, agriculture.

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. This is a University entrance approved course. Scholarship Biology may be available. 

Progression: (What courses does this course lead to?)
University Biology and related fields.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Marine biology and conservation - Papa Taiao.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
This is a pure science course.  Students are able to research a local issue for Achievement Standard 91602 (3.2).

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing and scientific investigation and laboratory work. 

What will I learn and how will I learn? 
In Level 3 Business Studies, students develop their understanding of business theory and practices in a range of relevant contexts, through experiential as well as theoretical approaches to learning.

Students will gain knowledge, skills, and experience to :

• Analyse how and why businesses in New Zealand operating in the national and global markets make operational and strategic decisions in response to interacting internal and external factors.
• Plan, investigate a product with an export potential and link it to a business marketing plan.
• Students will plan and carry out their own business.

Conditions of Assessment
Collection of evidence for the internally assessed standards can include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film) or a portfolio of evidence. Assessment can be integrated into one activity that collects evidence towards two or three different standards from a programme of learning.  Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). Authenticity of student evidence needs to be assured regardless of the method of collecting evidence.  

Submitting Internal Assessment
Depending on the nature of the assessment, this can be electronic or hard copy. The mode depends on the assessment conditions.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
Chemistry is the study of materials, their structure, properties and chemical reactivity.   This course leads on to tertiary study. Students will learn interpretation of spectroscopic data, structure, bonding and energetics of particles, organic chemistry, aqueous systems, and reduction-oxidation reactions.

Entry is by earning a minimum of fourteen Level 2 Chemistry credits, with at least one external standard from Level 2 Chemistry. Preference will be given to students who have earned grades at Merit and Excellence level. Additionally, students must have earned both Level 1 Literacy and Level 1 Numeracy. Top students may be included in a included in a scholarship programme, working at Level 4.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. This is a University entrance approved course.  Scholarship Chemistry may be available.  

Progression: (What courses does this course lead to?)
University chemistry and related fields - chemical engineering, medical industry, soil science, pharmaceuticals.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This is a pure science course. 

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Teachers make links to the real world with most concepts they introduce to help with understanding and connectedness of ideas.  

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing and scientific investigation and laboratory work.

What will I learn and how will I learn?
Although some aspects of the Classical Greek world will be covered, all assessment work is derived from the study of ancient Rome. The course includes an overview of the classical world, Mythology - including Greek mythology; Greek/Roman gods; the Trojan War; the birth of Rome, Virgil’s Aeneid (epic Roman text) - Foci: beliefs, identity, power, and relationships, Roman history  (Republic to Empire),  and Augustus ( first Roman Emperor) - Foci: conflict, imperialism, leadership, and ideology. Classical Studies students learn to question cultural assumptions, think creatively, appreciate different cultures and value systems, develop writing and research skills, and to understand the cultural heritage of art and literature over time.

Conditions of Assessment
Both internals are ‘open’ assessments. They are worked on both in and outside of class.

Submitting Internal Assessment
Written report format. All notes and drafting must be submitted for authenticity purposes. Final report published in electronic format.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in students’ work in a short period of time. There is no further teaching available.

Further Assessment Opportunities are available in every standard.
NCEA Scholarship.  For pupils who are working at an Excellence standard at Level 3, there is the opportunity to sit the NCEA Scholarship examination this year.

How will I learn and what will I learn?
This course focuses on adding to the skills students have learned in Level 2 Construction. It involves students undertaking a significant project which could be a school or a community based project. It will also involve the use of carpentry hand tools and portable power tools whilst constructing the projects. The course will take students through a series of units to build their skills and knowledge in building and allied trades, including Careers within the carpentry industry and allied trades, care and use of carpentry hand tools, care and use of fixed machinery, care and use of portable power tools, knowledge of materials and products used in construction, knowledge of cutting lists and costing of materials, knowledge of documentation eg, a work diary, recognising potential safety hazards, and constructing a non-consent building or community project.

Conditions of Assessment
NZQA/BCITO conditions of assessment.

Submitting Internal Assessments
All internal assessments must be submitted on or prior to the due date, unless prior approval has been granted for special circumstances (refer to NCEA guidelines or discuss with the Teacher in Charge).

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once, and at the discretion of the Teacher in Charge.

What will I learn and How will I learn?
Level 3 Dance students will learn to understand dance in context, to develop practical knowledge and ideas and communication and interpretation. They will prepare a dance to a realised concept, choreograph a dance to develop and resolve ideas, perform a solo/duet dance sequence, perform a group dance and a repertoire of contrasting dances and analyse a dance performance. Students will also learn by dance practice, plus it is expected they will put in one to two hours of theory homework per week. To have a realistic chance of passing the course, and gaining entry into the next level, students MUST attend 95% of lessons.

Conditions of Assessment
Assessment if by Achievement Standards - one externally assessed and four internally assessed. All work for assessment must be submitted to the teacher by the due date. Any work not submitted by the deadline will receive a "Not Achieved" grade.  If a student is sick on the day their work is due, they must get a Doctor's Certificate. (Refer Student Handbook for full assessment details).  APA referencing must be used if relevant to the task. All students are expected to follow the policy "authenticity" outlined in the Kaitaia College Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment/s.

Derived Grade Examination
School internal examination results are used in the event that a student may have to apply for a derived grade for externally assessed standards.

What will I learn and how will I learn?
The course offers 19 credits through internal and external achievement standards and is eligible for course endorsement. It will mirror the Level 2 Digital Technologies course where possible, but at a much higher level. It will be run as a year long project following normal business practice of a proposal, a media campaign, a programming product (e.g. a game design) and a final reflective summary for the external component of the course. This course also offers a unit standard option for students requiring an Individualised Education Program (IEP). Teacher and student will create a program for those wanting to do a unit standards (Please meet with the teacher to discuss your options).

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment.

Conditions of Assessment
Most assessments will be completed with a mixture of in class and out of class time. However, some standards require work only to be completed in class time. This is to ensure authenticity - that all work that students submit is their own. Discussions during assessment events will negate Merit and Excellence grades. There are no external examinations for Unit Standards.

Submitting Internal Assessments
It is important that students take note of the due dates for the internal assessments. All internal assessments must be submitted on or prior to the due date, unless prior approval has been granted for special circumstances (refer to your NCEA guidelines or talk to your teacher about this). Assessments that are submitted after the due date, without prior approval, will receive a Not Achieved.

Resubmissions and Reassessments
Apart from the CAT External which cannot be resubmitted all achievement standards will be decided on a case by case basis. Criteria such as regular attendance and on task classroom behaviour will be required before any resubmissions or reassessments will be offered.

What will I learn and how will I learn?
Taking Drama develops essential skills that are useful in many careers eg problem-solving, leadership, team work, communication, confidence, stress management, creative thinking.

This course focuses on building upon the skills students have learned in Level 2 Drama.  They will work together both with peers and individually, to create original pieces of theatre using elements, conventions and techniques to show a depth of understanding of characters, and an informed performance. Students will direct some of their peers in a short performance, devise their own piece of theatre and be part of a class production; throughout which they will be using all of their prior knowledge in drama to build upon and grow their performance abilities. They will also learn how to create atmosphere, tension, clarity, originality and impact in many different types of performance. Attendance at rehearsals is compulsory.

Submitting Internal Assessment
All assessments are done in groups and are "live". Some written work will be required and is due on the day of the performance, unless otherwise stated by the Teacher in Charge. There is one written external paper.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only if the whole group are willing.  There is no further teaching available. Further assessment opportunities are not available.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Pupils will study the New Zealand economy. Pupils study both microeconomic models to gain an understanding of the efficiency of markets. They will lean to understand that in the real-world firms do not meet the conditions for perfect competition, meaning government intervention is almost certainly required to improve efficiency and/or equity. Analysis at this level will show that government intervention may involve a trade-off between efficiency and equity. Macroeconomic analysis at this level involves looking at the performance of the New Zealand economy. The impact of internal and external influences on the economy are analysed using economic models that allow them to predict the impact of the influences on the goals of government. Skill development includes critical thinking, guided inquiry learning, self-management, statistical analysis, logical thinking, interpretative and analytical thinking, and collaborative and team work.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Economist, market researcher, financial analyst, economics advisor, business analyst, policy analyst, politician, lawyer, management consultant, economic analyst, entrepreneur, banking, research analyst, secondary school teacher, property manager, journalist, tax consultant, stockbroker and many more.

Learning outcomes/Assessment links: (See standards list below). 
NOTE: Courses are subject to change with the review of courses at the end of each year.

Progression: (What courses does this course lead to?) 
This course can lead to a Bachelor of Commerce, Bachelor of Business Studies, or Bachelor of Arts - focusing on politics, philosophy and economics, Bachelor of Law, Bachelor of Science and similar certificate or diploma courses.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Local community links and business study.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through group participation, peer-learning and teacher focused learning environment.  A combination of practical and theory components.

Resource requirements: (What resources will I need to have to learn in this course?)
Students will require access to a chromebook, and a 1B5 exercise book. They have the option to purchase a workbook.

Graduate Profile: (What qualities/additional skills will learners achieve by taking this course?)
This course is a specialist English course for students who enjoy the study of English literature.  It has a strong literary component and a focuses on critical analysis of written texts as well as improving writing skills.  Students must enjoy and be willing to read and analyse complex texts such as Shakespeare and other classic works of literature. 

They will learn:
- how to write confidently in a range of styles to express their ideas,
- how to explore and articulate their ideas verbally through speeches, presentations and debates,
- how to critically evaluate written texts using professional critical theory to enhance their ideas,
- why and how to use accurate and appropriate language in a range of situations and for different audiences, and
- how to improve and craft their writing.

Possible Career/Vocational Pathway(s): (What career pathways are related to this course?)
Tertiary study, librarian, journalist, speechwriter, teacher, barrister, solicitor. In fact, the analysis, reading and writing skills will apply to all tertiary education.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)

Learning outcomes/Assessment links: See standards list
Please note: Courses may change with the review of standards at the end of each year.

Progression: (What other courses does this course lead to?)
This course can lead to further Tertiary study and/or develop the students' own interest in literature and language.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
The study of English holds up a mirror and opens a window to the world. New Zealand and international texts are studied.  

Teaching and Learning Approaches: (How will I learn in this course?)
Reading for analysis, writing, and discussion about themes and ideas play a central role in Level 3 English. Being prepared to read and discuss high level literature such as Shakespeare’s plays is a must. Students do not have to be ‘good’ at English, but they must be prepared to put in the mahi, time and effort.
 

What will I Learn?
Formerly known as Vocational Mathematics, the focus of this course is Financial Capability. It is designed for students who want to gain knowledge about  various  topics related to their own financial plans and how to manage money.  Credits gained in this course are NOT Mathematics credits, but they DO count towards students’ NCEA credit total.

It is useful if students have their own calculator. While the school has sets available for use at school, students need their own for homework and other out of school activities. The school uses a Jastek. The department has some calculators available for purchase at very competitive prices. Check with the class teacher or Mrs Blud.

Conditions of Assessment
All topics in this course are internally assessed, ie, the school assesses the students.

Resubmission and Further Assessment Opportunities
Resubmissions are available, but no further assessment opportunities.

This course will prepare students for the future with regard to personal well-being, team-building and life skills.

What Will I Learn and How Will I Learn?
The course focusses on developing students' understanding of themselves and the society into which they will live as an adult. Using basic research, communication and interpretive skills they will work through a number of booklets that cover a range of aspects of society.

Conditions of Assessment
All standards are internally assessed.

Submittion Internal Assessment
By completion of bookwork.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available, although further assessment opportunities may be available in certain standards.

What will I learn and how will I learn?
The Level 3 Geography course is divided into two main areas of study. Natural Processes (Coasts) - where students will demonstrate understanding of how interacting natural processes shape a New Zealand geographic environment. Case Study: Ahipara Beach Environment. Cultural Processes (Tourism) - where students will demonstrate understanding of how a cultural process shapes geographic environment(s). Case Study: Hawaii/Bali/Far North of New Zealand. Geography students are expected to complete a fieldwork component of their course. This will involve a trip in Term One. They will be expected to attend this trip. After they go outside the classroom, they will be assessed with an internal assessment. Students will definitely be expected to use the work they did in the field to help them with their assessment. Basic skills include mapping, visuals, graphing and tables.  Both basic and complex skills may be assessed.

Conditions of Assessment
Assessment is by Achievement Standards - four internally assessed throughout the year and three externally assessed at the end of the year (NCEA examination).

Submitting Internal Assessment
All assessments must be completed and submitted to the teacher on the due date. All work submitted following the date will only be eligible for an “ACHIEVED” grade (with an acceptable note); work after that date without an acceptable note will NOT be accepted. If a student cannot hand in an assessment on time they must advise their teacher as soon as possible beforehand.  Valid reasons for requesting an extension of time or a new assessment date are sickness (medical certificate or note from caregiver is required), Family trauma (note from relevant person required), or School sporting/cultural activity (a note from the teacher in charge of the activity). The final decision lies with the Faculty Leader and will be final. Students will need to fill in a Missed Assessment form - from intranet or student centre. It is the students' responsibility to inform their teacher of any school activities that will impede their ability to be in class especially in relation to tests or examinations. If they fail to do so, this will result in a Not Achieved grade being given. If they are absent for means beyond their control please refer to the above requirements.

Resubmission and Further Assessment Opportunities
There will be an opportunity for reassessment for each internally assessed standard, where practical. However, this re- assessment opportunity will only be given to those who have completed the first assessment.

What Will I learn and How Will I learn?
In Level 3 Health Studies, students engage in critical thinking processes that encourage them to challenge a range of personal and societal health-related perceptions, practices and understandings. Students will:

• Critically analyse the cause and effect of Methamphetamine use in New Zealand  
• Critcally analyse dilemmas and contemporary ethical issues that influence the health and safety of people in society
• Investigate and evaluate ways of practicing healing and medicine within New Zealand
• Demonstrate knowledge and understanding of health promotion concepts and initiatives, how equitable outcomes are achieved, and how to uphold the values of social justice - fairness, inclusiveness and non-discrimination.
• Investigate global health issues of current concern.

This course prepares students well for further university study, with a focus on academic writing and research skills. Students are required to be committed to home study, of at least three to four hours per week.

Health is a valuable subject choice for students wishing to pursue learning that will take them into further study related to the social and health sciences such as education, psychology, sociology, philosophy, politics, law, economics, medicine, and careers in any field where they work with people, such as education, health, justice, and social services.

Conditions of Assessment
Internal assessment conditions require students to submit written reports or essays that have been individually written. These can be electronically submitted. Students will sign an authenticity statement declaring their work to be their own.  Any referencing should follow APA format.  Students will be provided with opportunities for feedback on their work before an assessment is due. The external assessment at the end of the year will follow NZQA format.

Submitting Internal Assessments
Assessment will be submitted as indicated in the timeline above.

Resubmission and Further Assessment Opportunities
A resubmission opportunity for the work of students who just miss out on achieving a particular grade may be granted at the discretion of their teacher. 

NOTE: Courses may change with the review of standards at the end of each year.

What will I learn and how will I learn?
This course focuses on developing the student's research and interpretive skills. This then enables them to develop the ability to examine and argue from an historian’s point of view. It teaches most useful skills for use at university and in other school subjects.  The course uses a topic approach.  They will learn how to write confidently in a range of styles to express their ideas, how to explore and articulate their ideas both in written and verbal work, how to closely read, analyse and interpret cartoons, sketches, pictures, and texts, and how to use processes and structures to understand and respond to surface level and deeper ideas within texts. Opportunities for travel to history competitions, museums, and places of historical significance may be available.

Conditions of Assessment
Two internals are "open" assessments.  The third has some degree of in-class compulsory work as a requirement.

Submitting Internal Assessment
Achievement Standard 91434 - in a folder; Achievement Standards 91435 and 91437 - electronically.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time.  There is no further teaching available.  Further assessment opportunities are available in every standard.

NCEA Scholarship and University Courses
NCEA Scholarship is available for those who wish to sit the examination. For selected pupils who have gained UE Literacy in Year 12, there is an opportunity to sit a first year University paper studying the topic American History.

What will I learn and how will I learn?
Senior students work towards achieving unit standards from the hospitality industry.  Each standard is dedicated to a cooking technique or process and outlines a range of dishes to be taught. Students need to be assessed as competent in the practical dishes that are set for each assessment, students must attend all practical anfd theory lessons if they wish to pass this course.

Conditions of Assessment
Assessments will be completed within class time. This is to ensure authenticity, ie, that all work students submit is their own. It is important that students understand the conditions of assessment for these standards and that they direct any questions about when and how they are able to work on them to their teacher.

Submitting Internal Assessment
It is important that students take note of the due dates for their internal assessments. All internal assessments must be submitted on or prior to the due date, unless prior approval has been granted for special circumstances (refer to your NCEA guidelines or talk to their teacher about this). Assessments that are submitted after the due date, without prior approval, will receive a Not Achieved.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Students are able to make a product of thri choice depending on the capabilites of the Laser and Engraving machine. Light fixtures and Bluetooth speakers has been a common theme throughout 2019. Students can approach the teacher with an idea to see if this can be produced in this course. There is no external component to the Level 3 course unless a student needs it for endorsement. An IEP will be set up for the student to develop a program that supports their needs for their future.

What will I learn and how will I learn?
This course focuses on building upon the skills students have learned in Level 2 Laser Design Studio and further develops practical and theory skills to prepare them for NCEA assessment.  They will learn how to design ideas that are informed by research and critical analysis of existing outcomes, how to develop a conceptual design for an outcome that optimises resources, maintenance and disposal implications, and how to undertake functional modelling of their conceptual design to provide evidence for the outcome to be fit for purpose. They will also learn how to evaluate suitable materials and components based on their performance, to justify any decisions in order to refine, modify or accept the final outcome, how to use stakeholder feedback to support and evaluate the outcome as fit for purpose and how to use applied design techniques to enhance their ideas.

Conditions of Assessment
All work must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor's certificate. Read over the student handbook for full assessment details.

Submitting Internal Assessment
Course endorsement is available for Textiles and design. This provides recognition for students who have performed exceptionally well in an individual course.  Students will gain an endorsement for a course if, in a single school year, they achieve fourteen or more credits at merit or excellence (at least three credits from an external assessment and three credits from an internal assessment).

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

This course is available for students from Year 9 through to Year 13. Please refer to Level 1 Ma Rākau for more information. 

What will I learn and how will I learn?
Level 3 Māori Performing Arts is a University approved subject, through the incorporation of specifically modified Dance Assessment Standards to suit the Māori Performing Arts genre of dance. This course investigates and studies the in depth execution of the  performance of Kapa Haka. There is a major focus on the historical development of Māori Performing Arts, as well as the introduction of traditional Māori games. Students have the ability to select the assessments they wish to complete in consideration of their preferred learning style.  All students will be required to perform two full Kapa Haka brackets this year, in order to receive assessment marks for the practical components of Achievement Standards 91591 and 91592 and Unit Standard 22756. 

Conditions of Assessment
NCEA internal assessments allow a flexible approach to the collection of achievement evidence. Therefore, assessment conditions will vary from theoretical assessments, supervised by the teacher, to practical performance assessments. All assessments will be monitored by the subject teacher to ensure authenticity of student work. Specific assessment conditions will be provided for individual achievement standards.

Submitting Internal Assessments
All internal assessments are to be submitted by specified due dates. These will be available in 2020.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available.  Further assessment opportunities are not available in every standard.

What will I learn and how will I learn?
By the end of Level 3, ākonga will be able to understand the causes, consequences, and explanations of historical events that are of significance to Māori and New Zealand.  The complexity and how and why they are or were contested are studied over the four terms. They will also understand how trends over time reflect social, economic, and political decision making here in Aotearoa, New Zealand.

Conditions of Assessment
Refer to student handbook.

Submitting Internal Assessment
All work for assessment must be submitted to teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor’s certificate. (Read over Student Handbook for full assessment details). APA Referencing must be used if relevant to the task.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
This Calculus course is a 27-credit course covering Algebra and Calculus. It is for students who want to pursue tertiary courses in Mathematics, Chemistry, Physics, Engineering, Structural Design, Economics, Architecture or any career that has a major Mathematical component. Please note that:
- Success in this course can be a prerequisite for some University programs.
- Students wanting to gain entry to restricted university courses can be ranked according to their success this year (credits passed AND at what grade).
   A Merit or Excellence pass is worth (in the ranking system) more than an Achieve.

IT IS VITAL THAT STUDENTS KEEP ON TOP OF THEIR WORK AND DO NOT LEAVE EVERYTHING UNTIL THE LAST MINUTE.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The certificate at level 3 qualifies individuals with knowledge and skills for specific roles within areas of work and/or preparation for further study. This course is for students who want to pursue tertiary education in Mathematics, Chemistry, Physics, Engineering, Structural Design, Economics, Architecture or any career that has a major Mathematical component.

Learning outcomes/Assessment links: See standards links
NOTE: Courses are subject to change with the review of courses at the end of each year.  

Progression: (What courses does this course lead to?)
It is for students who want to pursue tertiary education in Mathematics, Chemistry, Physics, Engineering, Structural Design, Economics, Architecture or any career that has a major Mathematical component.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This course at present is mostly a theoretical level 2 course in Mathematics. It involves considerable algebraic content and Calculus. Vocational and industry links are yet to be established and explored.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
The contextualised contexts in this course balances the time of learning in class and out of class experiences. The local context is integrated in the way we learn and teach. The activities selected involve local concepts which are familiar to our students.

Teaching and Learning Approaches: (How will I learn in this course?)
Level 3 Mathematics with Calculus is mostly a theoretical level 3 course in Mathematics. It involves considerable algebraic content. Success in this course is largely dependent on your commitment to the work required in class and your homework. The mathematical skills necessary for this course are learnt through practice and more practice. Group study is another excellent time to practise the processes. You will find as the year progresses the knowledge and skills learnt at the beginning of the year becomes essential basic knowledge for the end of the year.

If you have any questions regarding this course please ask Mrs Blud.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
This course is a 23 (all Level 3) credit course, covering Statistics and Mathematics.  It can lead to tertiary courses in Mathematics or Pure Sciences (especially Biology), and is also import in subjects like Business Studies, Commerce, Education, Geography, Health Studies, Marketing, Nursing, Politics, Psychology, Social Work, Journalism, Town Planning - any career involving prediction, sampling or probability. If you are considering University courses that involve Chemistry, Physics or Engineering you MUST also be taking Level 3 Mathematics with Calculus.  If you are unsure about this please see Mrs Blud or our Careers Advisor.

Success in this course is largely dependent on the students' commitment to the work required in class and their homework. The mathematical skills necessary for this course are learned through practice and more practice. It is NOT sufficient to do a few problems in class and then to stop. Every night after maths they need to go over the work that they did in the classroom. Entry is by having earned at least twelve Level 2 credits by Achievement Standards, Achievement Standard 91267 (probability), or by consultation with Head of Learning Area.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The certificate at level 3 qualifies individuals with knowledge and skills for specific roles within areas of work and/or preparation for further study. It can lead to tertiary courses in Mathematics or Pure Sciences (especially Biology), and is also import in subjects like Business Studies, Commerce, Education, Geography, Health Studies, Marketing, Nursing, Politics, Psychology, Social Work, Journalism, Town Planning - any career involving prediction, sampling or probability.

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. 

Progression: (What courses does this course lead to?)
It can lead to tertiary education in Mathematics or Pure Sciences (especially Biology), and is also import in subjects like Business Studies, Commerce, Education, Geography, Health Studies, Marketing, Nursing, Politics, Psychology, Social Work, Journalism, Town Planning - any career involving prediction, sampling or probability.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This course offers a reasonable balance of theoretical learning lessons and hands on experience and involves considerable statistical investigations and writing relevant reports. 

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
The contextualised contexts in this course balances the time of learning in class and out of class experiences. The local context is integrated in the way we learn and teach. The activities selected involve local concepts which are familiar to our students.

Teaching and Learning Approaches: (How will I learn in this course?)
Success in this course is largely dependent on their regular attendance at school, commitment to the work required in class and homework. The mathematical skills necessary for this course are learned through practise and more practise. It is not sufficient to do a few problems in class and then stop. Regular revision is one of the keys to success in this course. Preferably, students need to go over the work that they learnt in the classroom every night.

What Will I Learn and How Will I Learn?
Imagine it, engineer it, and make it go. Use skills developed in Level 1 and 2 to develop and refine the project started in Level 2. Students will create a fully functional marketable prototype to fulfil the identified problem or context. Robotics provides students with opportunities to question, think about, and create technological tools, rather than just becoming passive users of technology.

The course will take students through the more advanced concepts of electronics, DC electrical systems, control programming and interfacing. Students will develop on their project developed at Level 2 to refine the design and add functionality. Students will use skills developed in designing, refining and building (using the 3D printer and the laser cutter) to improve their project vehicle in answer to a defined problem or context.

Conditions of Assessment
All work must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor's certificate. Read over the student handbook for full assessment details.

Submitting Internal Assessment
Assessments are to be handed in at the end of the lesson on the due date.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

What will I learn and how will I learn?
Music studies at school are not just for students who wish to follow a career path in Music. Skills and key competencies learnt in this discipline are transferable to a wide range of careers. Research has shown that students who take Music develop more self-confidence, are conditioned to work hard for results, are more creative, are better at problem-solving and analysing patterns (Maths), can work better in a group, and connect with others better. Credits in Level 3 Music carry just as much weight for University Entrance as any other subject and are valued by many other disciplines.

Level 3 Music is a university-approved course and students can also gain credits for UE literacy. Students continue with solo and group performance and receive one hour of free instrumental tuition each week. They also get to make decisions of the make-up of their course and can choose standards that suit their strengths and future career paths. There is a focus on leadership in extra-curricular activities and performing in the community. Opportunities are available in sound and recording technology. Students also participate in event organisation and management.

Students will have solo performance opportunities at Kaitaia Abundant Life Performance Evenings, Soiree Term 2 and 3, Talent Quest Term 2 and FNGT Term 3, Rockquest and Pacifica Beats Term 2, Te Ahu and Switzer lunchtime concerts, Class assessments Term 1, 2, 3 & 4 and Busking and other public performances.

To have a realistic chance of passing this course and gaining entry into the next level, students MUST attend 95% of lessons.  This is especially important for group rehearsals.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessments.

Conditions of Assessment
For performance standards: Ideally the audience should include the assessor. The audience may comprise class members, other school students, or members of the community. Recording must be of sufficient quality to enable viewers/listeners to identify individual performers and musical parts.
For composition and research standards: Work must be accompanied by a statement of authenticity testifying that it is the student’s own work. The teacher must authenticate work in progress. A second assessment opportunity should be offered to any student who does not meet the standard on the first attempt.

Submitting Internal Assessment
Students may perform at any of the opportunities throughout the year to receive feedback or to be assessed.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available.  Further assessment opportunities are available for performance standards.

What will I learn and how will I learn?
This course focuses on typography (styles of lettering), logos, photography and design techniques using Adobe Photoshop and Indesign to bring these ideas together in practice. Students create logos, posters, web designs and promotional materials (letterheads, business cards, tickets), which are relevant in creative industries and business/marketing. They will produce images related to a chosen theme, and develop understanding of the visual elements in photography, ie, line, shape, colour, balance and contrast. They will also develop their design skills in Photoshop to layout images, design logos, business cards, posters, web designs, packaging designs, magazine spreads, calendars, and publication designs (magazines).

Please note that homework is an essential part of Photography & Design as photos usually need to be taken at home. Also, it is very useful for students to have their own camera as resources are limited.

NOTE: There are both Design achievement standards and Photography achievement standards offered in this course. Achievement Standard 91460 is optional.

Conditions of Assessment

Submitting Internal Assessment
Students must hand in their work to the teacher by the specified due date. If any work is missing or not handed in, they will receive a non-achieved, unless they supply a medical note and notify the teacher or HoLA (Mrs Chuck) beforehand.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Level 3 Physical Education Academic aims to develop understanding and apply strategies to improve an individual's level of skill in a range of activities; to reflect on their own physical activity experiences now and in the future; to demonstrate quality performance in a sport of choice; examine a current event and its impact on New Zealand society; implement contemporary leadership principles in physical activity contexts and use teamwork to build a sense of confidence, pride and determination to succeed.

Students have the opportunity to gain 19 Level 3 achievement standard credits, all of which are internally assessed. They also have the opportunity to gain Course Endorsement with Merit or Excellence in this subject. To gain an Excellence endorsement, students need to gain 14 or more credits at Excellence level. To gain a Merit endorsement, they need to gain 14 or more credits at Merit (or a combination of Merit and Excellence). Individual teachers will also give students access to their own Google Classroom site. This is a safe digital environment for student learning that enables students to view assessments, ask online questions about work and allows students to catch up on any work/resources that are missed if absent. It also allows research resources to be posted by both student and teacher, encouraging collaborative learning.

Students also have the opportunity to gain an extra seven Level 3 credits from Unit Standard 28392 (SCUBA dive in open water to a maximum depth of 18 metres). This is offered via an outside provider. Contact the Head of Learning Area or Ms Flanagan for more information.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Vocational Pathways is a tool that helps you to see how your strengths, interests and achievements relate to future study options and job opportunities. The pathways provide clear study options that are valued by employers and show you what employers expect you to achieve in your learning. The pathways cover six industry sectors:
Manufacturing and technology, Construction and infrastructure, Primary industries, Services industries, Social and community services and Creative industries.

Learning outcomes/Assessment links: See standards list
NOTE: Courses may change with the review of standards at the end of each year.

Progression: (What courses does this course lead to?)
Students will either enter the workforce or move on to further Tertiary education. This course can be the stepping stone to a range of employment opportunities and options. Visit the Careers website to see the range of courses/future pathways available.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
What are the seven employability skills employers want?

Positive attitude - A positive attitude is not just about being “bubbly”. It means showing that you’ll happily do the work asked of you, and you’ll stay upbeat when the work gets hard. Communication - You show good communication skills if you follow instructions well and you ask questions when you’re confused. Being able to explain things clearly is also a big plus for employers. Teamwork - Playing or working well with others is not just a bonus on the rugby ground or during that science project, it’s something employers value. Can you share the workload and be nice to your workmates? Self-management - Getting to work on time and dressed right is just one part of self-management. Not throwing your toys around when you’re frustrated and managing stress successfully are top skills that will get you a job. Willingness to learn - Learning doesn’t stop once you leave school. Employers want to know that you can learn new technologies or new skills. Being keen to learn is a good bet for getting a job. Thinking skills - Employers rate thinking skills the highest when looking at your CV. Do you like to solve problems? Can you make a good decision? Do you think before you act? Resilience - Have you got grit? When something knocks you down, do you get back up again? This is resilience.
Employers need you to have this skill to cope with the times things go wrong at work.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Students will be working with Surfing with the Disabled - organising, planning and running this local event at Ahipara, which involves the community. They will take part in a Scuba Dive course, where they learn to dive in local areas of the Bay of Islands. Students will also develop their Leadership skills by heading out to the local primary school to teach a range of leadership styles.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn individually, in pairs and within groups. Some teaching/learning will occur through our online Google Classroom.

Graduate Profile: (What qualities/additional skills will learners achieve by taking this course?)
Physical Education Recreation is purely based on physical performance across each term, and on-going throughout the year. Students for this course will have two main requirements:

1. To be changed in physical education gear for every lesson.
2: To perform to the best of their ability, regardless of the activity. 

Credits/standards are offered based on what we believe, the student is capable of achieving. Optional opportunities are available: e.g. PADI SCUBA dive course (must past selected criteria).

Possible Career/Vocational Pathway(s): (What career pathways are related to this course?)
Vocational Pathways is a tool that helps you to see how your strengths, interests and achievements relate to future study options and job opportunities. The pathways provide clear study options that are valued by employers and show you what employers expect you to achieve in your learning. The pathways cover six industry sectors:
Manufacturing and technology, Construction and infrastructure, Primary industries, Services industries, Social and community services and Creative industries. 

Learning outcomes/Assessment links: See standards list
NOTE: Courses may change with the review of standards at the end of each year.

Progression: (What other courses does this course lead to?)
Workforce of Tertiary. This course can be the stepping stone to a range of employment opportunities and options. Visit the Careers website to see the range of courses/future pathways available.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
What are the seven employability skills employers want? 

Positive attitude - A positive attitude is not just about being “bubbly”. It means showing that you’ll happily do the work asked of you, and you’ll stay upbeat when the work gets hard. Communication - You show good communication skills if you follow instructions well and you ask questions when you’re confused. Being able to explain things clearly is also a big plus for employers. Teamwork - Playing or working well with others is not just a bonus on the rugby ground or during that science project, it’s something employers value. Can you share the workload and be nice to your workmates? Self-management - Getting to work on time and dressed right is just one part of self-management. Not throwing your toys around when you’re frustrated and managing stress successfully are top skills that will get you a job. Willingness to learn - Learning doesn’t stop once you leave school. Employers want to know that you can learn new technologies or new skills. Being keen to learn is a good bet for getting a job. Thinking skills - Employers rate thinking skills the highest when looking at your CV. Do you like to solve problems? Can you make a good decision? Do you think before you act? Resilience - Have you got grit? When something knocks you down, do you get back up again? This is resilience.  Employers need you to have this skill to cope with the times things go wrong at work.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Scuba Dive course - Students learn to dive in local areas of the Bay of Islands. 

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn individually, in pairs and within groups. Some teaching/learning will occur through our online Google Classroom.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
The topics covered in Level 3 Physics are mechanics, modern physics, practical physics, waves and electrical systems. The course builds on the Level 2 content.  In Mechanics students learn about rotating systems and how this relates to oscillatory motion. Oscillatory motion is related to waves and more is learned about the behaviour of light in Waves. Oscillation is considered in Electrical Systems as we discover more about how electricity is controlled in time within electrical circuits. Modern Physics explores the light that comes from atoms and how this is related to the energy within the atomic structure. Top students may be included in a scholarship programme, working at Level 4.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. 

Progression: (What courses does this course lead to?)
Careers in trades - engineering, electrical apprenticeships, further study for degrees in Engineering, Medicine, Computer Science.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Links to mechanical, civil, electrical, chemical, computer engineering and medical science. 

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
This is a pure science course.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, Future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing, and scientific investigation and laboratory work.

Level 3 Senior Services Academy

Level 3 Services Academy

What will I learn and how will I learn?
By the end of Level 8 akonga can take part in general conversation with speakers of Te Reo Māori, understand some of  what is said, and contribute relevant comments.  They are able to explain and discuss some of their own ideas and opinions and may use Te Reo Māori creatively, and read a range of authentic Te Reo Māori materials and write expressively for a purpose.  Students use a range of strategies to help them learn Te Reo Māori effectively, and demonstrate a good level of fluency for an akonga of Te Reo Māori as a second language.

Conditions of Assessment
Click here

Submitting Internal Assessment
All work for assessment must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor’s certificate.  (Read over Student Handbook for full assessment details). APA Referencing must be used if relevant to the task.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available.  Further assessment opportunities are not available in every standard.

What will I learn and how will I learn?
This course includes the study of the skill set required to work in the Tourism Industry. The National Certificate in Tourism is a two-year course. At the completion of year two, successful students will receive a National Certificate in Tourism (Introductory Skill - Level 2). Students will learn about the economic significance of tourism, Australia as a tourist destination, how to describe and promote New Zealand tourist destinations including Northland, Auckland, Rotorua, and the South Island destinations, including Kaikoura and Queenstown. The South Pacific as a tourist destination, including Fiji, Rarotonga and Vanuatu, make up the course.

Conditions of Assessment
All assessments are "open book" and are conducted in class only. Students may refer to their work books.

Submitting Internal Assessment
Booklets will be handed in to the teacher at the end of each assessment period.

Resubmission and Further Assessment Opportunities
Resubmissions are offered once in class time. After that in “out-of-class” time only. There is no further teaching available.

What will I learn and how will I learn?
This course focuses on building upon the skills students have learned in Level 2 Art, and further develops their practical skills and awareness of Art conventions and contemporary practice. The course will prepare them for Level 3 NCEA assessment.  It mainly involves students developing ideas within their own art works based around a subject chosen by themselves.  They will learn to select a topic of self-interest to explore and develop in art-making, to use model artists to help inform their art works and to make decisions about media, conventions, and ideas within their own painting practice.

Submitting Internal Assessment
Due dates for panels are guidelines, but the final date is non-negotiable. 

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

NOTE: Course is subject to change with the review of standards at the end of each year.

This course is available for students from Year 9 to Year 13. Please refer Level 1 Whakairo for more information.

This is purely for Year 13 students as a backup subject.

What will I learn and how will I learn?
Mechanical engineers make things! They use a variety of materials and manufacturing processes to design and build machinery, products and other cool stuff. It’s mechanical engineers who make motorbikes, cars, tools, cell phone towers, aluminium boats, wrought iron products and so much more.

The Engineering Industry Training Organisation (Competenz), offers schools genuine industry unit standards at Level 2 and Level 3. These Standards prepare students for real jobs in the engineering industry by developing all kinds of relevant skills and knowledge. Students develop confidence using a variety of hand and machine tools, measuring and welding equipment. This empowers them to work more and more independently and with increasing skill. Students learn to communicate ideas through drawings and plans. This enables them to reproduce products to a high standard or to design and develop their own ideas and share them efficiently with others.

In order to gain Level 3 credits, students will participate in a design process for one of their key projects in conjunction with two achievement standards.

Students are taught safe practices in preparation for industry. Caring for our excellent facilities make students part of a long tradition of quality students who can be recommended by Kaitaia College staff to future employers.

Conditions of Assessment
All work must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor's certificate. Read over the student handbook for full assessment details.

Submitting Internal Assessment
Assessments are to be handed in at the end of the lesson on the due date.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Level 2 and Year 13 Secondary Primary Industries are highly practical courses for students who are interested in a career in primary industries and learning practical skills.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?) 
Students will learn about Mustelid pests and how to trap and control numbers. They will also learn basic fencing practices and will build a fence as a team and have the opportunity to gain a safety certificate in the safe operation of a chainsaw. The course will provide further instruction in skills need to work in the primary industries, eg, Agrichemical use.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)

Learning outcomes/Assessment links: See standards list
Note: Courses are subject to change with the review of courses at the end of each year. Course is not endorsable.

Progression: (What courses does this course lead to?)
Local industry: forestry, agriculture, horticulture.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Qualifications directly applicable to employment in primary industries

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Local industry.  Practical experience chain-sawing, fence building and trapping pests.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, field trips, working outdoors, practical skills in primary industries, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing and scientific investigation and laboratory work.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
StartUp is a Level 1 programme in automotive that covers Level 2 credits. This course is in partnership with MITO and has both theory and practical learning. The theory is completed through e-learning and the practical is done in the automotive workshop.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
https://www.careers.govt.nz/jobs-database/engineering/automotive/automotive-technician/

Learning outcomes/Assessment links:
See standards below. NOTE: Standards are subject to change with the review of courses at the end of each year. Course is not endorsable.

Progression: (What courses does this course lead to?)
This course will lead on to Level 2 Automotive Engineering and Gateway. The Gateway programme offered at school will allow students to work in a local garage one day a week. This is a great opportunity for them to learn how to work with customers and showcase their ability to an employer.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
https://www.careers.govt.nz/searchresults?q=automotive

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Technology in modern vehicles is ever-changing and students need to keep in touch. This is an excellent career pathway for potential students. By the end of the year, all students will have a better understanding about the vehicle they are driving and know what is happening during the different driving phases and conditions. They will develop life skills that will be useful for them in the future. This subject will have 50% theory and 50% practical. The unit standards we use at school are the same as apprentices use in the workplace. This means that when they decide to become an apprentice, they do not have to do again the standards they have already achieved at school.

Teaching and Learning Approaches: (How will I learn in this course?)
Student learning will be through team work, via e-learning and as individuals. They will learn how to work safely in a workshop environment, know how to use all tools, equipment, and correctly raise a vehicle using a two-post hoist. They can bring vehicles to school and carry out the repairs themselves. There is no better learning about vehicles than by working on them. Students will learn about the different systems and components used on motorcycles, light vehicles, and heavy commercial vehicles.

This course is available to students from Year 9 through to Year 13.

Mau Rākau is a traditional Māori martial art and this unique programme gives students the opportunity to learn the ancestral practices, values and protocols of the warrior. Students will learn about Māori culture, disciplines and traditions, gain new skills and get fit. They will have fun in an inclusive learning environment while they develop a specialised skill set, and help to preserve the rich culture and art of the warrior.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
This qualification is intended for people seeking some operational and theoretical knowledge, consistent with tikanga and reo, across a range of Ngā Toi art forms. Graduates of this qualification will contribute to New Zealand by applying a broad range of skills and knowledge across a range of Ngā Toi art forms. Graduates will have a set of knowledge and skills at an introductory level, and will be able to work independently under limited supervision. They will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori, and demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The qualification provides a pathway for those seeking to improve or further develop their skills and knowledge in Ngā Toi. Graduates may progress to New Zealand Certificate in Ngā Toi (Whakairo/Ngā Mahi ā te Whare Pora/Toi Ataata/Mau Rākau/Māori Performing Arts) (Level 4).

Learning outcomes/Assessment links:
Students will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori and to demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Relevant standards will be added in 2021.

Progression: (What courses does this course lead to?)
Progression will be the next year level.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)

Teaching and Learning Approaches: (How will I learn in this course?)

Students will be given the opportunity to learn:

• mau rākau and tū taua through the teachings of Te Whare Tū Taua and mōhioranga ā iwi
• sport, games and training exercises of the toa
• whakapapa and pepehā
• karakia
• knowledge, tikanga and values of the toa
• stances, positions, strokes, body movements, facial expressions, blocks, counters, engagement.

Resource requirements: (What resources will I need to have to learn in this course?)

What Will I Learn and How Will I Learn?
Music Studies at school are not just for students who wish to follow a career path in Music. Skills and key competencies learnt in this discipline are transferable to a wide range of careers. Research has shown that students who take Music develop more self-confidence, are conditioned to work hard for results, are more creative, are better at problem-solving and analysing patterns (Maths), can work better in a group, and connect better with others. Credits in level 3 Music carry just as much weight for University Entrance as any other subject and are valued by many other disciplines. Students cover solo performance, group performance, composition, sound technology and music theory. They continue to receive one hour of free instrumental tuition every week. They are encouraged to perform at the A&P Show, Soirees, Talent Quest, Rockquest, Pacifica Beats and more.

In Level 1 Music, all students must commit to practising at least four times a week, for thirty minutes, outside of class time.  This may be at home or in the Music Department during break times. To have a realistic chance of passing this course and gaining entry into the next level, students MUST attend 95% of lessons.  This is especially important for group rehearsals.

Students will have solo performance opportunities at Kaitaia Abundant Life Performance Evenings, Soiree Term 2 and 3, Talent Quest Term 2 and FNGT Term 3, Rockquest and Pacifica Beats Term 2, Te Ahu and Switzer lunchtime concerts, Class assessments Term 1, 2, 3 & 4 and Busking and other public performances.

Students must commit to practising at least four times a week out of class time, for an average of 30 minutes per practice.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook. Failure to comply will result in a "Not Achieved" grade for the affected assessments.

Conditions of Assessment
For performance standards: Ideally, the audience should include the assessor.  The audience could comprise class members, other school students, and/or members of the community. A second assessment opportunity should be offered to any student who does not meet the standard on the first attempt.

Submitting Internal Assessment
Students may perform at any of the opportunities throughout the year to receive feedback or to be assessed.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further Assessment Opportunities are available for performance standards.

This course is available for students from Year 9 through to Year 13.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
This qualification is intended for people seeking some operational and theoretical knowledge, consistent with tikanga and reo, across a range of Ngā Toi art forms. Graduates of this qualification will contribute to New Zealand by applying a broad range of skills and knowledge across a range of Ngā Toi art forms. Graduates will have a set of knowledge and skills at an introductory level, and will be able to work independently under limited supervision. They will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori, and demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The qualification provides a pathway for those seeking to improve or further develop their skills and knowledge in Ngā Toi. Graduates may progress to New Zealand Certificate in Ngā Toi (Whakairo/Ngā Mahi ā te Whare Pora/Toi Ataata/Mau Rākau/Māori Performing Arts) (Level 4).

Learning outcomes/Assessment links:
Students will learn to apply understanding of artistic and creative processes to produce project briefs across a range of Toi Māori, explore own Ngā Toi work and the work of others to identify artistic variation and evolution, achieve the objectives of project briefs to produce art works across a range of Toi Māori and to demonstrate introductory art form practices in artistic and creative processes, tikanga, and project management, across a range of Toi Māori.

Relevant standards will be added in 2021.

Progression: (What courses does this course lead to?)
Progression will be the next year level. New Zealand Certificate in Nga Toi Level 3 (Begins in Level 1 and works up to Level 3 and 4).

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Te Aurere, Kauri Unearthed - waka building, Te Puia.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Te Whakaruruhau.

Teaching and Learning Approaches: (How will I learn in this course?)

Students will learn:

• the techniques and skills required to transmit Māori concepts and kōrero (narratives) through carving and to create different taonga Māori (treasures)
• about the materials used in traditional carving as well as practice in drawing and painting
• how to produce carving in our tribal styles
• how to design and manufacture pou, as well as taonga, long and short hand weapons
• about waka functions, spirituality, design and manufacture
• the historical and spiritual significance of Taonga and manufacture including Taonga pūoro (Māori instruments)
• the historical and spiritual significance of customary practices used by tūpuna (ancestors)
• functions and manufacture of whare
• how to select logs and the appropriate ceremonies to accompany this selection.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
This is a combined Level 2 and Level 3 class. Students will learn about production horticulture in Northland.  The course will prepare students for a career pathway in this rapidly growing industry. They will learn about factors affecting production including environmental issues, soil, fertiliser, irrigation and crop management. Students should have succeeded in Level 1 Primary Industries, and/or have approval from the Teacher in Charge and/or Head of Learning Area. Students may gain scholarships through the Trades Academy. Work placements through the Gateway programme are likely for motivated students.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Production horticulture.

Learning outcomes/Assessment links:
See standards list below. This is a draft list of standards to offer: (These exclude standards which may be provided by ITOs). Level 2 students can also choose between AS91292 and AS91298. Course is endorsable.
Level 3 students have a choice of these unit standards, depending on individual Trades Academy scholarship and ITO involvement. (US22175, US22816, US22192, US22193 and US23355).
Note: Courses are subject to change with the review of courses at the end of each year. Course is not endorsable. 

Progression: (What courses does this course lead to?)
Local industry: forestry, agriculture, horticulture.  Tertiary study, industry sponsored scholarship or internship.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Qualifications directly applicable to employment in primary industries.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Local industry, Gateway work placement.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, field trips, working outdoors, practical skills in primary industries, Gateway work placement, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing, and scientific investigation and laboratory work. 

A blueberry orchard under development in Pukenui, in the very Far North.

What Will I learn and How will I learn?
Level 2 Dance students will learn to understand dance in context, to develop practical knowledge and ideas and communication and interpretation.  They will choreograph a group dance to communicate an intention, perform  repertoire of dance, perform an ethnic or social dance, perform in a theatre dance work, provide an interpretation of a dance performance, and demonstrate understanding of dance genre in context. Students will also learn by dance practice, plus it is expected they will put in one to two hours of theory homework per week.  Students will require a refill and folder (or clear file), and blue or black pen for class work. Highlighters are highly recommended. To have a realistic chance of passing the course and gaining entry into the next level, students MUST attend 95% of lessons.

Conditions of Assessment
Assessment is by Achievement Standards - one externally assessed and four internally assessed. All work for assessment must be submitted to the teacher by the due date. Any work not submitted by the deadline will receive a "Not Achieved" grade.  If a student is sick on the day their work is due, they must get a Doctor's Certificate. (Refer Student Handbook for full assessment details).  APA referencing must be used if relevant to the task. All students are expected to follow the policy "authenticity" outlined in the Kaitaia College Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment/s.

Derived Grade Examinations
School internal examination results are used in the event that a student may have to apply for a derived grade for externally assessed standards.

What will I learn and how will I learn?
This course focusses on building upon the skills students have learned in Level 1 Drama. They will work together with their classmates to create original pieces of theatre using elements, conventions and techniques creatively and purposefully. They will develop their voice, body, movement and use of space techniques in order to enhance their character’s authenticity and create a strong performance. These will prepare them for NCEA assessments.  Students will learn how to develop their devising techniques to create impact, how to interpret a character - their backstory, intention, posture, and apply it in a scripted performance and be able to work as part of an ensemble. 

Submitting Internal Assessments
All assessments are done in groups and are "live". Some written work will be required and is due on the day of the performance, unless otherwise stated by the Teacher in Charge. There is one written external paper.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only if the whole group are willing. There is no further teaching available. Further assessment opportunities are not available.

NOTE: Course is subject to change with the review of standards at the end of each year.

This course is available to students frm Year 9 through to Year 13. Please refer to the Level 1 Ma Rākau for more information.

What will I learn and how will I learn?
Music studies at school are not just for students who wish to follow a career path in Music. Skills and key competencies learnt in this discipline are transferable to a wide range of careers. Research has shown that students who take Music develop more self-confidence, are conditioned to work hard for results, are more creative, are better at problem-solving and analysing patterns (Mathematics), can work better in a group, and connect with others better. Credits in Level 3 Music carry just as much weight for University Entrance as any other subject and are valued by many other disciplines.

Students continue with solo and group performance and receive one hour of free instrumental tuition each week. They also get to make decisions of the make-up of their course and can choose standards that suit their strengths and future career paths. There is a focus on participation in extra-curricular activities and performing in the community. Opportunities are available in sound and recording technology. Students also participate in event organisation and management.

Students will have solo performance opportunities at Kaitaia Abundant Life Performance Evenings, Soiree Term 2 and 3, Talent Quest Term 2 and FNGT Term 3, Rockquest and Pacifica Beats Term 2, Te Ahu and Switzer lunchtime concerts, Class assessments Term 1, 2, 3 & 4 and Busking and other public performances.

To have a realistic chance of passing this course and gaining entry into the next level, students MUST attend 95% of lessons.  This is especially important for group rehearsals.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessments.

Conditions of Assessment
For performance standards: Ideally the audience should include the assessor. The audience may comprise class members, other school students, or members of the community. Recording must be of sufficient quality to enable viewers/listeners to identify individual performers and musical parts. 
For composition and research standards: Work must be accompanied by a statement of authenticity testifying that it is the student’s own work. The teacher must authenticate work in progress. A second assessment opportunity should be offered to any student who does not meet the standard on the first attempt.

Derived Grade Examination Dates
At Kaitaia College in the last two weeks of Term 3, school examination results are used in the event that students have to apply for a derived grade for externally assessed standards.

Submitting Internal Assessment
Students may perform at any of the opportunities throughout the year to receive feedback or to be assessed.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in your work in a short period of time. There is no further teaching available. Further assessment opportunities are available for performance standards.

What will I learn and how will I learn?
This course focuses on typography (styles of lettering), logos, photography and design techniques using Adobe Photoshop and Indesign to bring these ideas together in practice. Students create logos, posters, and promotional materials (letterheads, business cards, tickets), which are relevant in creative industries and business/marketing. They will produce two panel boards of your own design work, develop understanding of the visual elements in photography, e.g. line, shape, colour, balance and contrast, produce images related to a chosen theme, and develop design skills in Photoshop and InDesign to layout images, design logos, tickets, business cards, posters and brochures.

Please note that homework is an essential part of Photography & Design as photos usually need to be taken at home. Also, it is very useful for students to have their own camera as resources are limited.

NOTE: There are both Design achievement standards and Photography achievement standards on offer in this course.

Submitting Internal Assessment
Students must hand in their work to the teacher by the specified due date. If any work is missing or not handed in, they will receive a non-achieved, unless they supply a medical note and notify the teacher or HoLA (Mrs Chuck) beforehand.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

What will I learn and how will I learn?
This course focuses on building upon the skills students have learned in Level 1 Art and further develops their practical skills, and awareness of Art conventions and contemporary practice. It will prepare them for Level 2 NCEA assessment.  The course mainly involves students developing ideas within their own art works based around a subject chosen by themselves.  They will learn:

1. To select a topic of self-interest to explore and develop in art-making.
2. To use model artists to help inform their art works.
3. Make decisions about media, conventions, and ideas within their own painting practice.

Conditions of Assessment
The majority of the panel work must be completed during class time. Lunchtimes may be available to complete work.

Submitting Internal Assessment
Panels are due by the end of Term 3.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

This course is available for students from Year 9 through to Year 13. Please refer to Level 1 Whakairo for more information.

What will I learn and how will I learn?
Students who have completed Level 2 Automotive will find the transition to Level 3 much easier. They will focus their learning on specialist areas engine powered machinery and equipment. They will learn by participating in the removal of components to reach the cambelt for replacement. Thereafter, they have to time the rotation of all the cogs for the cambelt to ensure the timing marks are aligned. Then they will assemble, check, recheck and start the engine. This is a good test on students’ capabilities. Students learn the functions and purpose of an exhaust system, how to service trailers to warrant of fitness requirements, how hydraulic pressure operates so commonly on heavy machinery. They will service motorbikes, quad bikes and motor vehicles in our modern workshop. They will learn to use an arc welder to join metal together, and will also learn life skills that will lead them to career pathways or skills that will be useful for their future.

This subject will have 50% theory and 50% practical. Unit Standards we use at school are same as apprentices use in the workplace. This means that when students decide to become an apprentice, they do not have to do again the standards they have already achieved at school.

In consultation with the Teacher in Charge, students have the option of gaining a further 16 Level 2 credits through the following extra standards:
US231 - Demonstrate knowledge of the operation of two and four stroke petrol and diesel engines (4 credits)
US245 - Select and apply lubricants and sealants for automotaive and related industry applications (2 credits)
US3877 - Demonstrate knowledge of protecting vehicle electronics in the motor industry (2 credits)
US16113 - Demonstrate knowledge of safe working practices in an automotive workshop (2 credits)
US21685 - Use oxy-acetylene welding plant in the motor industry (3 credits)
US21720 - Demonstrate knowledge of motorcycle, car, light and heavy commercial vehicle braking systems (3 credits).

Authenticity
Each unit standard has an authenticity form that students must sign and which is endorsed by the teacher.

Conditions of Assessment
All standards are internally assessed, and moderated through NorthTec.  Students earn credits towards a Level 2 National Certificate in the Motor Industry, with strands in Automotive, Electrical and Mechanical. All credits gained will count towards an apprenticeship.

Submitting Internal Assessments
All Level 3 Unit Standards are open book, but it must follow procedures and processes. It is marked by the teacher who is a fully qualified Automotive Engineer.

Resubmission and Further Assessment Opportunities
Resubmissions can be done several times over until the assessment achieves 100% correst answers. Resits of the assessment must be completed within ten days following "not achieved" results being given to the student by the teacher.

Key Dates: Assessments will be in order of the standards. As students are ready, assessments are handed out to complete. Resits will be completed in the same term. Practical assessments will be completed when vehicles are available to carry out tests. There are no end of year examinations.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?) 
Students should be looking at the Level 3 Biology website frequently, as resources will be added and updated. If they are absent, they should look here for any notes, videos or worksheets that they may have missed. It is the student's responsibility to catch up. Level 3 Biology requires study at home. Students will not get the marks they want or need from only turning up to class.  Only occasionally will specific homework be set, so students need to focus their study on reviewing what has been covered in class and practising exam questions.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Primary industries: aquaculture, horticulture, forestry, agriculture.

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. This is a University entrance approved course. Scholarship Biology may be available. 

Progression: (What courses does this course lead to?)
University Biology and related fields.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Marine biology and conservation - Papa Taiao.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
This is a pure science course.  Students are able to research a local issue for Achievement Standard 91602 (3.2).

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing and scientific investigation and laboratory work. 

What will I learn and how will I learn? 
In Level 3 Business Studies, students develop their understanding of business theory and practices in a range of relevant contexts, through experiential as well as theoretical approaches to learning.

Students will gain knowledge, skills, and experience to :

• Analyse how and why businesses in New Zealand operating in the national and global markets make operational and strategic decisions in response to interacting internal and external factors.
• Plan, investigate a product with an export potential and link it to a business marketing plan.
• Students will plan and carry out their own business.

Conditions of Assessment
Collection of evidence for the internally assessed standards can include, but is not restricted to, an extended task, an investigation, digital evidence (such as recorded interviews, blogs, photographs or film) or a portfolio of evidence. Assessment can be integrated into one activity that collects evidence towards two or three different standards from a programme of learning.  Evidence can also be collected over time from a range of linked activities (for example, in a portfolio). Authenticity of student evidence needs to be assured regardless of the method of collecting evidence.  

Submitting Internal Assessment
Depending on the nature of the assessment, this can be electronic or hard copy. The mode depends on the assessment conditions.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
Chemistry is the study of materials, their structure, properties and chemical reactivity.   This course leads on to tertiary study. Students will learn interpretation of spectroscopic data, structure, bonding and energetics of particles, organic chemistry, aqueous systems, and reduction-oxidation reactions.

Entry is by earning a minimum of fourteen Level 2 Chemistry credits, with at least one external standard from Level 2 Chemistry. Preference will be given to students who have earned grades at Merit and Excellence level. Additionally, students must have earned both Level 1 Literacy and Level 1 Numeracy. Top students may be included in a included in a scholarship programme, working at Level 4.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. This is a University entrance approved course.  Scholarship Chemistry may be available.  

Progression: (What courses does this course lead to?)
University chemistry and related fields - chemical engineering, medical industry, soil science, pharmaceuticals.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This is a pure science course. 

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Teachers make links to the real world with most concepts they introduce to help with understanding and connectedness of ideas.  

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing and scientific investigation and laboratory work.

What will I learn and how will I learn?
Although some aspects of the Classical Greek world will be covered, all assessment work is derived from the study of ancient Rome. The course includes an overview of the classical world, Mythology - including Greek mythology; Greek/Roman gods; the Trojan War; the birth of Rome, Virgil’s Aeneid (epic Roman text) - Foci: beliefs, identity, power, and relationships, Roman history  (Republic to Empire),  and Augustus ( first Roman Emperor) - Foci: conflict, imperialism, leadership, and ideology. Classical Studies students learn to question cultural assumptions, think creatively, appreciate different cultures and value systems, develop writing and research skills, and to understand the cultural heritage of art and literature over time.

Conditions of Assessment
Both internals are ‘open’ assessments. They are worked on both in and outside of class.

Submitting Internal Assessment
Written report format. All notes and drafting must be submitted for authenticity purposes. Final report published in electronic format.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in students’ work in a short period of time. There is no further teaching available.

Further Assessment Opportunities are available in every standard.
NCEA Scholarship.  For pupils who are working at an Excellence standard at Level 3, there is the opportunity to sit the NCEA Scholarship examination this year.

What will I learn and How will I learn?
Level 3 Dance students will learn to understand dance in context, to develop practical knowledge and ideas and communication and interpretation. They will prepare a dance to a realised concept, choreograph a dance to develop and resolve ideas, perform a solo/duet dance sequence, perform a group dance and a repertoire of contrasting dances and analyse a dance performance. Students will also learn by dance practice, plus it is expected they will put in one to two hours of theory homework per week. To have a realistic chance of passing the course, and gaining entry into the next level, students MUST attend 95% of lessons.

Conditions of Assessment
Assessment if by Achievement Standards - one externally assessed and four internally assessed. All work for assessment must be submitted to the teacher by the due date. Any work not submitted by the deadline will receive a "Not Achieved" grade.  If a student is sick on the day their work is due, they must get a Doctor's Certificate. (Refer Student Handbook for full assessment details).  APA referencing must be used if relevant to the task. All students are expected to follow the policy "authenticity" outlined in the Kaitaia College Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment/s.

Derived Grade Examination
School internal examination results are used in the event that a student may have to apply for a derived grade for externally assessed standards.

What will I learn and how will I learn?
The course offers 19 credits through internal and external achievement standards and is eligible for course endorsement. It will mirror the Level 2 Digital Technologies course where possible, but at a much higher level. It will be run as a year long project following normal business practice of a proposal, a media campaign, a programming product (e.g. a game design) and a final reflective summary for the external component of the course. This course also offers a unit standard option for students requiring an Individualised Education Program (IEP). Teacher and student will create a program for those wanting to do a unit standards (Please meet with the teacher to discuss your options).

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessment.

Conditions of Assessment
Most assessments will be completed with a mixture of in class and out of class time. However, some standards require work only to be completed in class time. This is to ensure authenticity - that all work that students submit is their own. Discussions during assessment events will negate Merit and Excellence grades. There are no external examinations for Unit Standards.

Submitting Internal Assessments
It is important that students take note of the due dates for the internal assessments. All internal assessments must be submitted on or prior to the due date, unless prior approval has been granted for special circumstances (refer to your NCEA guidelines or talk to your teacher about this). Assessments that are submitted after the due date, without prior approval, will receive a Not Achieved.

Resubmissions and Reassessments
Apart from the CAT External which cannot be resubmitted all achievement standards will be decided on a case by case basis. Criteria such as regular attendance and on task classroom behaviour will be required before any resubmissions or reassessments will be offered.

What will I learn and how will I learn?
Taking Drama develops essential skills that are useful in many careers eg problem-solving, leadership, team work, communication, confidence, stress management, creative thinking.

This course focuses on building upon the skills students have learned in Level 2 Drama.  They will work together both with peers and individually, to create original pieces of theatre using elements, conventions and techniques to show a depth of understanding of characters, and an informed performance. Students will direct some of their peers in a short performance, devise their own piece of theatre and be part of a class production; throughout which they will be using all of their prior knowledge in drama to build upon and grow their performance abilities. They will also learn how to create atmosphere, tension, clarity, originality and impact in many different types of performance. Attendance at rehearsals is compulsory.

Submitting Internal Assessment
All assessments are done in groups and are "live". Some written work will be required and is due on the day of the performance, unless otherwise stated by the Teacher in Charge. There is one written external paper.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only if the whole group are willing.  There is no further teaching available. Further assessment opportunities are not available.

Graduate Profile: (What qualities/additional skills will learners achieve by taking this course?)
This course is a specialist English course for students who enjoy the study of English literature.  It has a strong literary component and a focuses on critical analysis of written texts as well as improving writing skills.  Students must enjoy and be willing to read and analyse complex texts such as Shakespeare and other classic works of literature. 

They will learn:
- how to write confidently in a range of styles to express their ideas,
- how to explore and articulate their ideas verbally through speeches, presentations and debates,
- how to critically evaluate written texts using professional critical theory to enhance their ideas,
- why and how to use accurate and appropriate language in a range of situations and for different audiences, and
- how to improve and craft their writing.

Possible Career/Vocational Pathway(s): (What career pathways are related to this course?)
Tertiary study, librarian, journalist, speechwriter, teacher, barrister, solicitor. In fact, the analysis, reading and writing skills will apply to all tertiary education.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)

Learning outcomes/Assessment links: See standards list
Please note: Courses may change with the review of standards at the end of each year.

Progression: (What other courses does this course lead to?)
This course can lead to further Tertiary study and/or develop the students' own interest in literature and language.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
The study of English holds up a mirror and opens a window to the world. New Zealand and international texts are studied.  

Teaching and Learning Approaches: (How will I learn in this course?)
Reading for analysis, writing, and discussion about themes and ideas play a central role in Level 3 English. Being prepared to read and discuss high level literature such as Shakespeare’s plays is a must. Students do not have to be ‘good’ at English, but they must be prepared to put in the mahi, time and effort.
 

What will I Learn?
Formerly known as Vocational Mathematics, the focus of this course is Financial Capability. It is designed for students who want to gain knowledge about  various  topics related to their own financial plans and how to manage money.  Credits gained in this course are NOT Mathematics credits, but they DO count towards students’ NCEA credit total.

It is useful if students have their own calculator. While the school has sets available for use at school, students need their own for homework and other out of school activities. The school uses a Jastek. The department has some calculators available for purchase at very competitive prices. Check with the class teacher or Mrs Blud.

Conditions of Assessment
All topics in this course are internally assessed, ie, the school assesses the students.

Resubmission and Further Assessment Opportunities
Resubmissions are available, but no further assessment opportunities.

This course will prepare students for the future with regard to personal well-being, team-building and life skills.

What Will I Learn and How Will I Learn?
The course focusses on developing students' understanding of themselves and the society into which they will live as an adult. Using basic research, communication and interpretive skills they will work through a number of booklets that cover a range of aspects of society.

Conditions of Assessment
All standards are internally assessed.

Submittion Internal Assessment
By completion of bookwork.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available, although further assessment opportunities may be available in certain standards.

What will I learn and how will I learn?
The Level 3 Geography course is divided into two main areas of study. Natural Processes (Coasts) - where students will demonstrate understanding of how interacting natural processes shape a New Zealand geographic environment. Case Study: Ahipara Beach Environment. Cultural Processes (Tourism) - where students will demonstrate understanding of how a cultural process shapes geographic environment(s). Case Study: Hawaii/Bali/Far North of New Zealand. Geography students are expected to complete a fieldwork component of their course. This will involve a trip in Term One. They will be expected to attend this trip. After they go outside the classroom, they will be assessed with an internal assessment. Students will definitely be expected to use the work they did in the field to help them with their assessment. Basic skills include mapping, visuals, graphing and tables.  Both basic and complex skills may be assessed.

Conditions of Assessment
Assessment is by Achievement Standards - four internally assessed throughout the year and three externally assessed at the end of the year (NCEA examination).

Submitting Internal Assessment
All assessments must be completed and submitted to the teacher on the due date. All work submitted following the date will only be eligible for an “ACHIEVED” grade (with an acceptable note); work after that date without an acceptable note will NOT be accepted. If a student cannot hand in an assessment on time they must advise their teacher as soon as possible beforehand.  Valid reasons for requesting an extension of time or a new assessment date are sickness (medical certificate or note from caregiver is required), Family trauma (note from relevant person required), or School sporting/cultural activity (a note from the teacher in charge of the activity). The final decision lies with the Faculty Leader and will be final. Students will need to fill in a Missed Assessment form - from intranet or student centre. It is the students' responsibility to inform their teacher of any school activities that will impede their ability to be in class especially in relation to tests or examinations. If they fail to do so, this will result in a Not Achieved grade being given. If they are absent for means beyond their control please refer to the above requirements.

Resubmission and Further Assessment Opportunities
There will be an opportunity for reassessment for each internally assessed standard, where practical. However, this re- assessment opportunity will only be given to those who have completed the first assessment.

What Will I learn and How Will I learn?
In Level 3 Health Studies, students engage in critical thinking processes that encourage them to challenge a range of personal and societal health-related perceptions, practices and understandings. Students will:

• Critically analyse the cause and effect of Methamphetamine use in New Zealand  
• Critcally analyse dilemmas and contemporary ethical issues that influence the health and safety of people in society
• Investigate and evaluate ways of practicing healing and medicine within New Zealand
• Demonstrate knowledge and understanding of health promotion concepts and initiatives, how equitable outcomes are achieved, and how to uphold the values of social justice - fairness, inclusiveness and non-discrimination.
• Investigate global health issues of current concern.

This course prepares students well for further university study, with a focus on academic writing and research skills. Students are required to be committed to home study, of at least three to four hours per week.

Health is a valuable subject choice for students wishing to pursue learning that will take them into further study related to the social and health sciences such as education, psychology, sociology, philosophy, politics, law, economics, medicine, and careers in any field where they work with people, such as education, health, justice, and social services.

Conditions of Assessment
Internal assessment conditions require students to submit written reports or essays that have been individually written. These can be electronically submitted. Students will sign an authenticity statement declaring their work to be their own.  Any referencing should follow APA format.  Students will be provided with opportunities for feedback on their work before an assessment is due. The external assessment at the end of the year will follow NZQA format.

Submitting Internal Assessments
Assessment will be submitted as indicated in the timeline above.

Resubmission and Further Assessment Opportunities
A resubmission opportunity for the work of students who just miss out on achieving a particular grade may be granted at the discretion of their teacher. 

NOTE: Courses may change with the review of standards at the end of each year.

What will I learn and how will I learn?
This course focuses on developing the student's research and interpretive skills. This then enables them to develop the ability to examine and argue from an historian’s point of view. It teaches most useful skills for use at university and in other school subjects.  The course uses a topic approach.  They will learn how to write confidently in a range of styles to express their ideas, how to explore and articulate their ideas both in written and verbal work, how to closely read, analyse and interpret cartoons, sketches, pictures, and texts, and how to use processes and structures to understand and respond to surface level and deeper ideas within texts. Opportunities for travel to history competitions, museums, and places of historical significance may be available.

Conditions of Assessment
Two internals are "open" assessments.  The third has some degree of in-class compulsory work as a requirement.

Submitting Internal Assessment
Achievement Standard 91434 - in a folder; Achievement Standards 91435 and 91437 - electronically.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time.  There is no further teaching available.  Further assessment opportunities are available in every standard.

NCEA Scholarship and University Courses
NCEA Scholarship is available for those who wish to sit the examination. For selected pupils who have gained UE Literacy in Year 12, there is an opportunity to sit a first year University paper studying the topic American History.

This course is available for students from Year 9 through to Year 13. Please refer to Level 1 Ma Rākau for more information. 

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
This Calculus course is a 27-credit course covering Algebra and Calculus. It is for students who want to pursue tertiary courses in Mathematics, Chemistry, Physics, Engineering, Structural Design, Economics, Architecture or any career that has a major Mathematical component. Please note that:
- Success in this course can be a prerequisite for some University programs.
- Students wanting to gain entry to restricted university courses can be ranked according to their success this year (credits passed AND at what grade).
   A Merit or Excellence pass is worth (in the ranking system) more than an Achieve.

IT IS VITAL THAT STUDENTS KEEP ON TOP OF THEIR WORK AND DO NOT LEAVE EVERYTHING UNTIL THE LAST MINUTE.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The certificate at level 3 qualifies individuals with knowledge and skills for specific roles within areas of work and/or preparation for further study. This course is for students who want to pursue tertiary education in Mathematics, Chemistry, Physics, Engineering, Structural Design, Economics, Architecture or any career that has a major Mathematical component.

Learning outcomes/Assessment links: See standards links
NOTE: Courses are subject to change with the review of courses at the end of each year.  

Progression: (What courses does this course lead to?)
It is for students who want to pursue tertiary education in Mathematics, Chemistry, Physics, Engineering, Structural Design, Economics, Architecture or any career that has a major Mathematical component.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This course at present is mostly a theoretical level 2 course in Mathematics. It involves considerable algebraic content and Calculus. Vocational and industry links are yet to be established and explored.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
The contextualised contexts in this course balances the time of learning in class and out of class experiences. The local context is integrated in the way we learn and teach. The activities selected involve local concepts which are familiar to our students.

Teaching and Learning Approaches: (How will I learn in this course?)
Level 3 Mathematics with Calculus is mostly a theoretical level 3 course in Mathematics. It involves considerable algebraic content. Success in this course is largely dependent on your commitment to the work required in class and your homework. The mathematical skills necessary for this course are learnt through practice and more practice. Group study is another excellent time to practise the processes. You will find as the year progresses the knowledge and skills learnt at the beginning of the year becomes essential basic knowledge for the end of the year.

If you have any questions regarding this course please ask Mrs Blud.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
This course is a 23 (all Level 3) credit course, covering Statistics and Mathematics.  It can lead to tertiary courses in Mathematics or Pure Sciences (especially Biology), and is also import in subjects like Business Studies, Commerce, Education, Geography, Health Studies, Marketing, Nursing, Politics, Psychology, Social Work, Journalism, Town Planning - any career involving prediction, sampling or probability. If you are considering University courses that involve Chemistry, Physics or Engineering you MUST also be taking Level 3 Mathematics with Calculus.  If you are unsure about this please see Mrs Blud or our Careers Advisor.

Success in this course is largely dependent on the students' commitment to the work required in class and their homework. The mathematical skills necessary for this course are learned through practice and more practice. It is NOT sufficient to do a few problems in class and then to stop. Every night after maths they need to go over the work that they did in the classroom. Entry is by having earned at least twelve Level 2 credits by Achievement Standards, Achievement Standard 91267 (probability), or by consultation with Head of Learning Area.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
The certificate at level 3 qualifies individuals with knowledge and skills for specific roles within areas of work and/or preparation for further study. It can lead to tertiary courses in Mathematics or Pure Sciences (especially Biology), and is also import in subjects like Business Studies, Commerce, Education, Geography, Health Studies, Marketing, Nursing, Politics, Psychology, Social Work, Journalism, Town Planning - any career involving prediction, sampling or probability.

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. 

Progression: (What courses does this course lead to?)
It can lead to tertiary education in Mathematics or Pure Sciences (especially Biology), and is also import in subjects like Business Studies, Commerce, Education, Geography, Health Studies, Marketing, Nursing, Politics, Psychology, Social Work, Journalism, Town Planning - any career involving prediction, sampling or probability.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
This course offers a reasonable balance of theoretical learning lessons and hands on experience and involves considerable statistical investigations and writing relevant reports. 

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
The contextualised contexts in this course balances the time of learning in class and out of class experiences. The local context is integrated in the way we learn and teach. The activities selected involve local concepts which are familiar to our students.

Teaching and Learning Approaches: (How will I learn in this course?)
Success in this course is largely dependent on their regular attendance at school, commitment to the work required in class and homework. The mathematical skills necessary for this course are learned through practise and more practise. It is not sufficient to do a few problems in class and then stop. Regular revision is one of the keys to success in this course. Preferably, students need to go over the work that they learnt in the classroom every night.

What Will I Learn and How Will I Learn?
Imagine it, engineer it, and make it go. Use skills developed in Level 1 and 2 to develop and refine the project started in Level 2. Students will create a fully functional marketable prototype to fulfil the identified problem or context. Robotics provides students with opportunities to question, think about, and create technological tools, rather than just becoming passive users of technology.

The course will take students through the more advanced concepts of electronics, DC electrical systems, control programming and interfacing. Students will develop on their project developed at Level 2 to refine the design and add functionality. Students will use skills developed in designing, refining and building (using the 3D printer and the laser cutter) to improve their project vehicle in answer to a defined problem or context.

Conditions of Assessment
All work must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor's certificate. Read over the student handbook for full assessment details.

Submitting Internal Assessment
Assessments are to be handed in at the end of the lesson on the due date.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

What will I learn and how will I learn?
Music studies at school are not just for students who wish to follow a career path in Music. Skills and key competencies learnt in this discipline are transferable to a wide range of careers. Research has shown that students who take Music develop more self-confidence, are conditioned to work hard for results, are more creative, are better at problem-solving and analysing patterns (Maths), can work better in a group, and connect with others better. Credits in Level 3 Music carry just as much weight for University Entrance as any other subject and are valued by many other disciplines.

Level 3 Music is a university-approved course and students can also gain credits for UE literacy. Students continue with solo and group performance and receive one hour of free instrumental tuition each week. They also get to make decisions of the make-up of their course and can choose standards that suit their strengths and future career paths. There is a focus on leadership in extra-curricular activities and performing in the community. Opportunities are available in sound and recording technology. Students also participate in event organisation and management.

Students will have solo performance opportunities at Kaitaia Abundant Life Performance Evenings, Soiree Term 2 and 3, Talent Quest Term 2 and FNGT Term 3, Rockquest and Pacifica Beats Term 2, Te Ahu and Switzer lunchtime concerts, Class assessments Term 1, 2, 3 & 4 and Busking and other public performances.

To have a realistic chance of passing this course and gaining entry into the next level, students MUST attend 95% of lessons.  This is especially important for group rehearsals.

Authenticity
All students are expected to follow the policy outlined in the Kaitaia College NZQA Student Handbook.  Failure to comply will result in a "Not Achieved" grade for the affected assessments.

Conditions of Assessment
For performance standards: Ideally the audience should include the assessor. The audience may comprise class members, other school students, or members of the community. Recording must be of sufficient quality to enable viewers/listeners to identify individual performers and musical parts.
For composition and research standards: Work must be accompanied by a statement of authenticity testifying that it is the student’s own work. The teacher must authenticate work in progress. A second assessment opportunity should be offered to any student who does not meet the standard on the first attempt.

Submitting Internal Assessment
Students may perform at any of the opportunities throughout the year to receive feedback or to be assessed.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available.  Further assessment opportunities are available for performance standards.

What will I learn and how will I learn?
This course focuses on typography (styles of lettering), logos, photography and design techniques using Adobe Photoshop and Indesign to bring these ideas together in practice. Students create logos, posters, web designs and promotional materials (letterheads, business cards, tickets), which are relevant in creative industries and business/marketing. They will produce images related to a chosen theme, and develop understanding of the visual elements in photography, ie, line, shape, colour, balance and contrast. They will also develop their design skills in Photoshop to layout images, design logos, business cards, posters, web designs, packaging designs, magazine spreads, calendars, and publication designs (magazines).

Please note that homework is an essential part of Photography & Design as photos usually need to be taken at home. Also, it is very useful for students to have their own camera as resources are limited.

NOTE: There are both Design achievement standards and Photography achievement standards offered in this course. Achievement Standard 91460 is optional.

Conditions of Assessment

Submitting Internal Assessment
Students must hand in their work to the teacher by the specified due date. If any work is missing or not handed in, they will receive a non-achieved, unless they supply a medical note and notify the teacher or HoLA (Mrs Chuck) beforehand.

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?)
Level 3 Physical Education Academic aims to develop understanding and apply strategies to improve an individual's level of skill in a range of activities; to reflect on their own physical activity experiences now and in the future; to demonstrate quality performance in a sport of choice; examine a current event and its impact on New Zealand society; implement contemporary leadership principles in physical activity contexts and use teamwork to build a sense of confidence, pride and determination to succeed.

Students have the opportunity to gain 19 Level 3 achievement standard credits, all of which are internally assessed. They also have the opportunity to gain Course Endorsement with Merit or Excellence in this subject. To gain an Excellence endorsement, students need to gain 14 or more credits at Excellence level. To gain a Merit endorsement, they need to gain 14 or more credits at Merit (or a combination of Merit and Excellence). Individual teachers will also give students access to their own Google Classroom site. This is a safe digital environment for student learning that enables students to view assessments, ask online questions about work and allows students to catch up on any work/resources that are missed if absent. It also allows research resources to be posted by both student and teacher, encouraging collaborative learning.

Students also have the opportunity to gain an extra seven Level 3 credits from Unit Standard 28392 (SCUBA dive in open water to a maximum depth of 18 metres). This is offered via an outside provider. Contact the Head of Learning Area or Ms Flanagan for more information.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)
Vocational Pathways is a tool that helps you to see how your strengths, interests and achievements relate to future study options and job opportunities. The pathways provide clear study options that are valued by employers and show you what employers expect you to achieve in your learning. The pathways cover six industry sectors:
Manufacturing and technology, Construction and infrastructure, Primary industries, Services industries, Social and community services and Creative industries.

Learning outcomes/Assessment links: See standards list
NOTE: Courses may change with the review of standards at the end of each year.

Progression: (What courses does this course lead to?)
Students will either enter the workforce or move on to further Tertiary education. This course can be the stepping stone to a range of employment opportunities and options. Visit the Careers website to see the range of courses/future pathways available.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
What are the seven employability skills employers want?

Positive attitude - A positive attitude is not just about being “bubbly”. It means showing that you’ll happily do the work asked of you, and you’ll stay upbeat when the work gets hard. Communication - You show good communication skills if you follow instructions well and you ask questions when you’re confused. Being able to explain things clearly is also a big plus for employers. Teamwork - Playing or working well with others is not just a bonus on the rugby ground or during that science project, it’s something employers value. Can you share the workload and be nice to your workmates? Self-management - Getting to work on time and dressed right is just one part of self-management. Not throwing your toys around when you’re frustrated and managing stress successfully are top skills that will get you a job. Willingness to learn - Learning doesn’t stop once you leave school. Employers want to know that you can learn new technologies or new skills. Being keen to learn is a good bet for getting a job. Thinking skills - Employers rate thinking skills the highest when looking at your CV. Do you like to solve problems? Can you make a good decision? Do you think before you act? Resilience - Have you got grit? When something knocks you down, do you get back up again? This is resilience.
Employers need you to have this skill to cope with the times things go wrong at work.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Students will be working with Surfing with the Disabled - organising, planning and running this local event at Ahipara, which involves the community. They will take part in a Scuba Dive course, where they learn to dive in local areas of the Bay of Islands. Students will also develop their Leadership skills by heading out to the local primary school to teach a range of leadership styles.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn individually, in pairs and within groups. Some teaching/learning will occur through our online Google Classroom.

Graduate Profile: (What qualities/additional skills will learners achieve by taking this course?)
Physical Education Recreation is purely based on physical performance across each term, and on-going throughout the year. Students for this course will have two main requirements:

1. To be changed in physical education gear for every lesson.
2: To perform to the best of their ability, regardless of the activity. 

Credits/standards are offered based on what we believe, the student is capable of achieving. Optional opportunities are available: e.g. PADI SCUBA dive course (must past selected criteria).

Possible Career/Vocational Pathway(s): (What career pathways are related to this course?)
Vocational Pathways is a tool that helps you to see how your strengths, interests and achievements relate to future study options and job opportunities. The pathways provide clear study options that are valued by employers and show you what employers expect you to achieve in your learning. The pathways cover six industry sectors:
Manufacturing and technology, Construction and infrastructure, Primary industries, Services industries, Social and community services and Creative industries. 

Learning outcomes/Assessment links: See standards list
NOTE: Courses may change with the review of standards at the end of each year.

Progression: (What other courses does this course lead to?)
Workforce of Tertiary. This course can be the stepping stone to a range of employment opportunities and options. Visit the Careers website to see the range of courses/future pathways available.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
What are the seven employability skills employers want? 

Positive attitude - A positive attitude is not just about being “bubbly”. It means showing that you’ll happily do the work asked of you, and you’ll stay upbeat when the work gets hard. Communication - You show good communication skills if you follow instructions well and you ask questions when you’re confused. Being able to explain things clearly is also a big plus for employers. Teamwork - Playing or working well with others is not just a bonus on the rugby ground or during that science project, it’s something employers value. Can you share the workload and be nice to your workmates? Self-management - Getting to work on time and dressed right is just one part of self-management. Not throwing your toys around when you’re frustrated and managing stress successfully are top skills that will get you a job. Willingness to learn - Learning doesn’t stop once you leave school. Employers want to know that you can learn new technologies or new skills. Being keen to learn is a good bet for getting a job. Thinking skills - Employers rate thinking skills the highest when looking at your CV. Do you like to solve problems? Can you make a good decision? Do you think before you act? Resilience - Have you got grit? When something knocks you down, do you get back up again? This is resilience.  Employers need you to have this skill to cope with the times things go wrong at work.

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Scuba Dive course - Students learn to dive in local areas of the Bay of Islands. 

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn individually, in pairs and within groups. Some teaching/learning will occur through our online Google Classroom.

Graduate profile: (What qualities/additional skills will learners achieve by taking this course?)
The topics covered in Level 3 Physics are mechanics, modern physics, practical physics, waves and electrical systems. The course builds on the Level 2 content.  In Mechanics students learn about rotating systems and how this relates to oscillatory motion. Oscillatory motion is related to waves and more is learned about the behaviour of light in Waves. Oscillation is considered in Electrical Systems as we discover more about how electricity is controlled in time within electrical circuits. Modern Physics explores the light that comes from atoms and how this is related to the energy within the atomic structure. Top students may be included in a scholarship programme, working at Level 4.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)

Learning outcomes/Assessment links: See standards list
NOTE: Courses are subject to change with the review of courses at the end of each year. 

Progression: (What courses does this course lead to?)
Careers in trades - engineering, electrical apprenticeships, further study for degrees in Engineering, Medicine, Computer Science.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Links to mechanical, civil, electrical, chemical, computer engineering and medical science. 

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
This is a pure science course.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, Future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing, and scientific investigation and laboratory work.

What will I learn and how will I learn?
This course includes the study of the skill set required to work in the Tourism Industry. The National Certificate in Tourism is a two-year course. At the completion of year two, successful students will receive a National Certificate in Tourism (Introductory Skill - Level 2). Students will learn about the economic significance of tourism, Australia as a tourist destination, how to describe and promote New Zealand tourist destinations including Northland, Auckland, Rotorua, and the South Island destinations, including Kaikoura and Queenstown. The South Pacific as a tourist destination, including Fiji, Rarotonga and Vanuatu, make up the course.

Conditions of Assessment
All assessments are "open book" and are conducted in class only. Students may refer to their work books.

Submitting Internal Assessment
Booklets will be handed in to the teacher at the end of each assessment period.

Resubmission and Further Assessment Opportunities
Resubmissions are offered once in class time. After that in “out-of-class” time only. There is no further teaching available.

What will I learn and how will I learn?
This course focuses on building upon the skills students have learned in Level 2 Art, and further develops their practical skills and awareness of Art conventions and contemporary practice. The course will prepare them for Level 3 NCEA assessment.  It mainly involves students developing ideas within their own art works based around a subject chosen by themselves.  They will learn to select a topic of self-interest to explore and develop in art-making, to use model artists to help inform their art works and to make decisions about media, conventions, and ideas within their own painting practice.

Submitting Internal Assessment
Due dates for panels are guidelines, but the final date is non-negotiable. 

Resubmission and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in student work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

NOTE: Course is subject to change with the review of standards at the end of each year.

This course is available for students from Year 9 to Year 13. Please refer Level 1 Whakairo for more information.

This is purely for Year 13 students as a backup subject.

What will I learn and how will I learn?
Mechanical engineers make things! They use a variety of materials and manufacturing processes to design and build machinery, products and other cool stuff. It’s mechanical engineers who make motorbikes, cars, tools, cell phone towers, aluminium boats, wrought iron products and so much more.

The Engineering Industry Training Organisation (Competenz), offers schools genuine industry unit standards at Level 2 and Level 3. These Standards prepare students for real jobs in the engineering industry by developing all kinds of relevant skills and knowledge. Students develop confidence using a variety of hand and machine tools, measuring and welding equipment. This empowers them to work more and more independently and with increasing skill. Students learn to communicate ideas through drawings and plans. This enables them to reproduce products to a high standard or to design and develop their own ideas and share them efficiently with others.

In order to gain Level 3 credits, students will participate in a design process for one of their key projects in conjunction with two achievement standards.

Students are taught safe practices in preparation for industry. Caring for our excellent facilities make students part of a long tradition of quality students who can be recommended by Kaitaia College staff to future employers.

Conditions of Assessment
All work must be submitted to the teacher by the due date. Any work not submitted for assessment by the deadline will receive a ‘Not Achieved’ grade. If students are sick on the day their work is due, they must get a doctor's certificate. Read over the student handbook for full assessment details.

Submitting Internal Assessment
Assessments are to be handed in at the end of the lesson on the due date.

Resubmissions and Further Assessment Opportunities
Resubmissions can only be offered once and only when small errors or omissions need to be corrected in their work in a short period of time. There is no further teaching available. Further assessment opportunities are not available in every standard.

Level 2 and Year 13 Secondary Primary Industries are highly practical courses for students who are interested in a career in primary industries and learning practical skills.

Graduate profile: (What qualities/additional skills learners will achieve by taking this course?) 
Students will learn about Mustelid pests and how to trap and control numbers. They will also learn basic fencing practices and will build a fence as a team and have the opportunity to gain a safety certificate in the safe operation of a chainsaw. The course will provide further instruction in skills need to work in the primary industries, eg, Agrichemical use.

Possible Career/ Vocational Pathway(s): (What career pathways are related to this course?)

Learning outcomes/Assessment links: See standards list
Note: Courses are subject to change with the review of courses at the end of each year. Course is not endorsable.

Progression: (What courses does this course lead to?)
Local industry: forestry, agriculture, horticulture.

Vocational/Industry links: (What vocational or industry learning experiences will be included in this course?)
Qualifications directly applicable to employment in primary industries

Contextualised contexts: (What local, cultural, real-life content is involved in this course?)
Local industry.  Practical experience chain-sawing, fence building and trapping pests.

Teaching and Learning Approaches: (How will I learn in this course?)
Students will learn through ICT use for visualisation of abstract ideas, field trips, working outdoors, practical skills in primary industries, future-relevant foundational understanding of the world, applied mathematics and statistics, scientific writing and scientific investigation and laboratory work.