Glendowie College

MYP Design

Compulsory Core Subject

Objectives

In Technology it is possible to study the following subject. In Year 9, classes rotate each semester and you will get to study two of the subject areas. Which two areas you get depends on staffing.

• Building and Construction Technology.
• Digital Technologies - Computing and Programming.
• Design and Visual Communication.
• Electronics.
• Food and Nutrition Technology.
• Fabric Technology.

MYP Design

Compulsory Core Subject

Objectives

In Technology it is possible to study the following subject. In Year 9, classes rotate each semester and you will get to study two of the subject areas. Which two areas you get depends on staffing.

• Building and Construction Technology.
• Digital Technologies - Computing and Programming.
• Design and Visual Communication.
• Electronics.
• Food and Nutrition Technology.
• Fabric Technology.

MYP Arts

Optional Subject

Objectives

• To develop practical and technical skills in Photography including use of a digital camera, studio photography and photographic processes.
• To develop digital art knowledge with Adobe Photoshop and Illustrator software, editing and manipulating photography and design work.
• To develop independent thinking, idea development and imagination.

Content

MYP Unit

Outline

Nature and Aesthetics

Learning DSLR camera basics with a nature inspired photo series. Extending ideas with Artist research. Photo editing with Photoshop.

Colour and Communication

Develop understanding of how colour is used in advertising. Shoot a range of objects using product photography techniques. Resolve ideas towards a promotional design.

Portraiture and Identity

Developing skills further within portrait photography using studio lighting and techniques. Developing a series of works inspired by contemporary artists.

Skateboard Design

Investigating illustration styles and skateboard culture. Develop own illustrations and complete a skateboard design.

NOTE:  Students may wish to use their own camera.

The Department has cameras that students can use during lessons and hire for out of school use.

Extra curricular activities that can extend students in Visual Arts include:

GDC_arts - Ongoing competitions, external Art and Photography competitions, Art lunchtime activities, Summerfest, School Art Exhibition, displays, assisting with School Production, and community projects.

MYP Arts

Optional Subject

Objectives

• To develop practical skills using a range of wet and dry media. 
• To develop independent thinking, ideas development and imagination.
• To explore the theme of portraiture through a series of interconnected projects that develop skills in drawing, painting, printmaking, and installation. 
• To explore the practical connections and real-world experience along with building confidence and engagement in visual arts.

Content

MYP Unit

Outline

Aesthetic Portraits

Learning practical drawing skills in dry media working towards the development of a portrait composition. This will include drawing with pencils, pens, collage and some colour.

Identity Exploration

Using colour theory and rendering techniques to develop painting skills. Resolve a final painting. This will include drawing and painting with water colour and acrylics.

Printmaking and Communication

Learn about printmaking techniques and trial works using different skills. Develop work towards a final exhibition piece. This will include etching, woodcutting and monoprinting techniques.

Creating Change

Using inspiration from social media to explore ideas for a finished series that develops a personal viewpoint. This will be a student led project that combines all the techniques from previous units.

Extra curricular activities that can extend students in Visual Arts include:

GDC_arts - Ongoing competitions, external Art and Photography competitions, Art lunchtime activities, Summerfest, School Art Exhibition, displays, assisting with School Production, and community projects.

MYP Language Acquisition

Optional Subject

Objectives

• To extend students' linguistic and cultural understanding and their ability to interact appropriately with others.
• To introduce students to new ways of thinking about, questioning, and interpreting the world and their place in it.
• To acquire knowledge, skills and attitudes that equip students for living in a world of diverse peoples, languages and cultures.
• To challenge and consider our own identities and assumptions.
• To develop understanding of the power of language.
• To enjoy using another language in meaningful situations.

The course builds on topics covered in Year 9.  Students continue to develop their skills using a wide variety of tasks, authentic resources and digital tools.

Content

MYP Unit

Outline

School Life

Students learn to talk about their subjects, opinions and discover what their day might look like if they went to school in China.

Yummy Food

Students learn to talk about meals in Chinese, including Chinese food recipes, ordering food at a Chinese restaurant, and expressing their favourite foods.

Sports

Students learn to communicate with their team members effectively during gameplay and understand the game rules in Chinese through the process of learning how to play a traditional Chinese sports game called Shabao.

Travel to China

Students learn to talk about travelling in China, including aspects such as food, transportation, attractions, and more. They can apply the knowledge they have acquired throughout the school year to plan and organise a 7-day trip to China.

MYP Design

Optional Subject

Objectives

• To become competent in the MYP design process to develop and evaluate the outcome.
• To design and build a digital outcome such as digital flower garden, Bluetooth audio, personalised keyring holder. 
• To develop basic circuit building skills using microcontrollers on Arduino board.
• To CODE using programming languages such as C++ and Python.
• To gain thorough knowledge on the Design Cycle.

Content

MYP Unit

Outline

Flower Garden

Students will use the technological design process to create a digital electronics outcome that provides the target audience with a display stand from recycled materials.  The global context for this project is “Globalisation and Sustainability”.

Bluetooth Audio

Students will develop ideas for a speaker box and will evaluate the design within the global context of “Scientific and Technical Innovation".  

Personalised Keyring Holder

Students will develop the purpose of a personalised key ring and will demonstrate skills such as Corel Draw, designing schematics, Arduino UNO prototyping, Coding using C++ within the global context of “Fairness and Development”.

MYP Arts

Optional Subject  

Objectives

• To develop an understanding of dance elements and conventions and utilise this knowledge in a series of practical assessments.
• To work in groups to research concepts and choreograph movement to communicate their ideas and understanding. 
• To develop an understanding of dance around the world, in both cultural and historical contexts. 
• To develop the ability to communicate with others, and present learning/communication with skills and confidence. 

Content

MYP Unit 

Outline 

Take the Stage 

Learn practical dance skills and techniques in Jazz, Contemporary, and Hip-Hop Dance.

Road Trip

Explore dance around the world. Explore cultural forms of movement and develop an understanding of their context (including African Dance, Bollywood, Haka, and ethnic forms of your choosing). Inquiry and performance into a cultural form of your choosing. 

Ensemble Skills

Perform in class dances in the annual Dance Showcase production. Explore the technical and performance skills required to contribute to group focus and communication in the theatre. 

Elements and Devices and Tuakiri

Develop an understanding of the elements of dance and choreographic devices and explore the process of creating your own choreography. Develop choreographic skills using the ideas of your identity and whakapapa. 

MYP Design

Optional Subject

Objectives

The program focuses on learning about fundamental design skills and the processes behind developing a spatial and product design projects. Visual literacy, creative thinking, and visual communication techniques are taught by:

• Developing skills in various types of drawing techniques used in graphic practices.
• Carrying out architectural and industrial projects to learn design development processes.
• To be able to find creative and unique solutions to design problems in real life context.
• Developing digital literacy in various software and hardware such as – Blender, Photoshop, Illustrator, CorelDraw, 3D printing and laser cutting.

Content 

MYP Unit

Outline

Why is Communication Important?

Learn practical skills to aid visual communication. These will include drawing techniques, digital design tools and the elements and principles of design.

Ideations - Spatial dining experience 

Learning the concept of Ideation and the process of design thinking – Students will learn how to generate creative design ideas and study how context applies within their development by looking into site analysis.

Functionality - Product design (Lamp)

Students will carry out a product design project with a functional emphasis. They will be looking at factors such as material, ergonomic and structural consideration to ensure their ideas are designed with feasibility. They will need to make informed decisions throughout their development and visually communicate their process with clarity.

Modelling and Presentation

Students will create a physical model of their lamp designed in Term 3 using 3D printer or a laser cutter to make a prototype. They will also learn visual communication techniques to graphically present their final design idea.

MYP Design & Technology

Optional Subject

Objectives

• To develop or improve the students’ competency in completing the technological design process (inquire and analyse an issue, develop ideas for an outcome, create an outcome and evaluate the outcome) to develop a digital media outcome.
• To further develop the student’s capability to utilise a variety of software applications to plan, design and create a technological outcome.
• To expose students to the concepts and skills involved in algorithmic problem solving and computer programming (coding).

Content

MYP Unit

Outline

Technological Innovations

Students will use the technological design process to create a digital media website outcome that provides the target audience with information regarding a new or futuristic technological innovation that has been selected by the student. The global context for this project is “Scientific and Technical Innovation”.

Māori Myths & Legends

Students will learn to use an IDE (integrated development environment) for programming (coding) and develop skills needed to create a computer program. The purpose of the computer program (app or game) chosen by the student from within the global context of “Identities and Relationships”.

MYP Arts

Optional Subject (Full Year)

Objectives

• To select and use dramatic techniques, elements, conventions and technologies in a variety of dramatic contexts, including original plays and a scripted production.
• To participate fully in planning, devising and rehearsing drama for different purposes.
• To perform work, watch performances and learn to evaluate the effectiveness of your own work and the work of others.
• To gain understanding of a range of drama or theatre forms and practitioners.
• To build confidence and presentation skills.

Content

MYP Unit

Outline

Over the Top

Learn drama skills and techniques of the Melodrama (Victorian) style of theatre and stock characters. 

The Play’s the Thing

Learn Naturalistic acting to prepare a role. Participate in the production process to perform a role in the class production for a live audience in the evening as part of Dramafest (Term 3).

Ngā Atua

Use Māori mythology as the inspiration to create two devised plays - one for the class and one that will be performed at local kindergartens.

Reflection and Response

Perform to show your development as an artist and a written evaluation of your work throughout the year.

MYP Language Acquisition

Optional Subject

Objectives

• To develop students’ understanding, skills and confidence in language (written, visual,and oral). 
• To develop students' ability to read, think and respond critically and reflectively to texts and to develop independent information skills. 
• To develop students' ability to write correctly, creatively and independently and to bring intelligence and structure to their writing. 
• To develop students’ ability to listen in a focused and intelligent manner and to speak interpersonally with confidence, sincerity, clarity and style.

Content 

MYP Unit

Outline

Language and identity

Diagnostic Testing: Grammar, reading, writing and listening.
Short Story Study.
Skills: Reading and writing.

My Community and ME!

Short Story Study.
Skills: Listening and formal essay writing.

What if we all looked the same?

Extended text.
Skills of reading and writing.

Eat to live, live to eat

Film Study.
Skills: Research topic, speaking and writing.

MYP Language and Literature

Optional Subject (By Teacher Recommendation)

Objectives

The 10 English Literacy course is for students who would benefit from some literacy support before studying senior programmes. It focuses on reading mileage, vocabulary, comprehension and writing skills. Students are selected for 10ENL based on academic record and teacher recommendation.

Content

The content is tailored to meet the needs of the group of students.

MYP Individuals and Societies

Optional Subject

Objectives

• Understand the characteristics and importance of entrepreneurship and innovation.
• Experience business in a real context – Market Day.
• Demonstrate an understanding of money management (budgeting and financial literacy).
• Demonstrate an understanding of basic economic concepts.  
• Demonstrate an understanding of cultural responsiveness and trade.  

Content

MYP Unit

Outline

Economics and Me

Explore key economic concepts such as scarcity and opportunity cost. Understand how economic ideas and concepts are a part of everyday life.  

Getting Down to Business

Explore innovation and entrepreneurship, culminating in creating and running a business for Market Day. 

Money Matters

Explore key ideas around financial literacy and money management (Budgeting). Examine how people can make positive financial decisions and changes using financial management strategies.  

All Around the World

Explore trade, exchange rates and cultural responsiveness and investigate how businesses need to adapt and change to trade in other countries.     

NOTE:  Teams acting as companies at Market Day may make a profit and choose to keep it or donate to a worthy cause.

MYP Design

Optional Subject

Objectives

The course “Food Technology & Nutrition” is aimed to enable students to gain knowledge about interaction between food, body, and health under normal and special circumstances. It also provides students with the knowledge of basic terminology, technological practice and understanding of modern aspects of both nutrition and food science.

• To develop the skills and knowledge to design and make good quality food products.
• To understand the importance of nutrition.
• To expose students to technological practice within the area of food.
• To use technological practice and presentation in preparation for work in senior years.
• Develop understanding of the importance of hygiene and safety within the food industry.

Content

MYP Unit

Outline

Street Food/Food for Friends

Investigate the foods and flavours of other countries and design a 'safe to eat' street food for teenagers or 'safe to eat' food for friends in need.

Cool Food

Learn about the properties of sugar, liquid, flavourings, and other ingredients in cool food. Design and make a cool product using 'love food, hate waste' ingredients.

Whānau Recipe Book

Find out what you should eat and why, and then put your knowledge into practice by designing a unique recipe book tailored to your whānau's dietary needs and likes.

MYP Design

Optional Subject

Course Overview

This course builds on what students have learnt in Year 9 Design to further their knowledge and skills in the workshop environment. The skills used in this course build toward Year 11 Building and Construction.

Objectives

• To engage students in technological practice.
• Analyse existing products for inspiration.
• Research.
• Client communication.
• To develop creative and practical skills.
• To further develop critical thinking skills.
• Find creative solutions to problems.

Content

• Applied design using different materials.
• Client communication to drive design ideas.
• Functional modelling to confirm design concepts.
• Making products from various materials.
• Workshop and hand tool skills.
• Safe use of equipment and workshop safety.

MYP Unit

Outline

Workshop Health and Safety

Students learn how to work safely with a variety of tools and machines.

Picture Frame

Students use a variety of hand tools to construct a picture frame for an identified client.

Pizza Cutter

Students design and make their own pizza cutter using hand tools. 

Students will need to keep a journal for documenting all this evidence (calculations, sketching details, written reflections and photos of the process of making).

MYP Physical and Health Education Compulsory Core Subject

Objectives

Key Concept: Hauora/Total Wellbeing

Health is vitally important for personal and social wellbeing and achievement. It encompasses the physical, social, emotional, intellectual and spiritual dimensions of a person's growth.

As part of Health Education:

• Students will be encouraged to set realistic and worthwhile personal goals and to develop healthy patterns of living.
• They will develop the skills to participate in a wide range of social activities, and to build responsible and satisfying relationships, at school, at home and in the wider community, and with people from various social and cultural backgrounds.
• They will learn to respect differences of viewpoint and lifestyle, and will be encouraged to develop personal responsibility and judgement in matters of values and ethical standards.
• They will also be assisted to cope constructively with challenges, personal stress, peer pressure and social conflict.

Content

Health Education incorporates:

• Drug and alcohol education.
• Interpersonal skills.
• Relationships.
• Food and nutrition.
• Mental health.
• Keeping ourselves safe.
• Sexual health.
• Considering multiple perspectives.

Building self-esteem is an integral part of all units.

MYP Unit Outline

Drugs and Alcohol  Students learn about what drugs are and how drugs and alcohol can affect individuals’ wellbeing. This unit explores keeping life in balance, resisting pressure, strategies for minimising risks and supporting agencies.

Food for Thought  Students explore the idea of nutrition and how it affects wellbeing. Students will make suggestions for ways wellbeing can be supported in relation to inquiring into nutritional topics.

Adolescence Years  Students learn about sexuality. This unit explores diversity, sexual identity, safety, what is important in a relationship and reducing the risk of unplanned pregnancy and sexually transmissible infections (STI's).

MYP Arts

Optional Subject

Objectives

At Glendowie College, Year 10 Media Studies pursues a broader, liberal arts approach to film and media studies so that students will

• Be exposed to a broad range of media across historical eras and international borders so they will be familiar with major trends in media. 
• Learn research skills and methods, disciplinary vocabulary, and an array of theoretical perspectives and be able to apply them. 
• Understand the relationship between varying media and its creators, audiences, representations, and industrial and cultural contexts, and be able to write essays or participate in discussions connecting media texts to these concepts.
• Acquire the skills necessary to take part in creative, effective, technically competent, and insightful media production.

Content

MYP Unit

Outline

Film Studies

Film elements – Presentation.
Film analysis – Essay.

Comic Books

Visual narratives – Antihero creation.
Production – Comic book.

Journalism

Article writing and editorial creation.
Production – Magazine.

TV Production

Green Screen – CGI environments creation.
Production – Short film.

MYP Arts

Optional Subject

Objectives

To develop musical skills through 

• Playing music in groups and as a soloist.
• Creating music compositions.
• Understanding music and its relationship to our society.
• Developing reading and writing music skills.
• Using computer software to compose, sequence material, and develop aural skills.

Course Content

MYP Unit 

Outline 

Passport to Music 

Investigate, compose, perform and respond to musical genres selected by the students in response to the year's WOMAD Festival.

Time Tourist

An inquiry into musical change through history to the present day.

On Song

Introduction to song writing.

Peak Performance

Solo performances, evaluation and reflection leading to organising the Junior Concert in early December.

MYP Physical and Health Education

Compulsory Core Subject

Key Objectives and Underlying Concepts

The overarching objectives of this course are to:

1. Maximise Physical Potential:  Provide opportunities for students to reach their individual potential in terms of physical growth and development. This includes developing physical literacy and motor control.
2. Develop Diverse Motor Skills:  Cultivate a wide range of fundamental and specialised motor skills necessary for participation in various physical activities and sports.
3. Acquire Knowledge and Understanding:
   • Gain knowledge about the principles of movement, biomechanics, and tactics in different physical activities.
   • Develop self-awareness regarding their own physical capabilities, strengths, and areas for improvement.
   • Understand the crucial link between physical activity and a healthy, balanced lifestyle, encompassing physical, mental, and social wellbeing.
   • Develop an understanding of how physical activity impacts others and society.
4. Enhance Interpersonal Skills:  Foster effective communication, collaboration, leadership, and teamwork skills when working in groups or teams, which are essential for successful participation in physical activities and life in general.
5. Positive Attitudes:  Promote positive attitudes towards physical activity, encouraging lifelong engagement in sports, exercise, and active living. This includes developing a sense of enjoyment, challenge, and appreciation for physical wellbeing.
6. Support Personal and Social Development:  Utilise physical activities as a powerful tool for personal growth (e.g., resilience, perseverance, self-discipline, fair play) and social development (e.g., respect for others, cultural understanding, community engagement).

Objectives

• To provide an opportunity for students to reach their potential in physical growth and development.
• To develop a wide range of motor skills.
• To acquire knowledge and understanding about movement, about themselves and others, and about the contribution of physical activity to a healthy lifestyle.
• To develop effective interpersonal skills when working in a group or team.
• To develop positive attitudes to physical activity.
• To participate in physical activities which aid personal and social development.

Content

MYP Unit

Outline

Understanding Games
(Criteria C)

This unit delves into the tactical aspects of invasion games. Students will actively participate in various invasion games and learn to recognise, apply, and adapt attack and defence strategies to improve their performance and understanding of game dynamics.

My Fitness
(Criteria B & D)

This unit establishes the foundational knowledge and practical application of fitness for a healthy lifestyle. Students will explore different components of fitness (e.g., cardiovascular health, strength, flexibility), understand their personal fitness levels, and learn how to develop and maintain a healthy and active lifestyle. This involves understanding exercise principles, basic training methods, and the benefits of regular physical activity.

Group Challenges 

This unit in not MYP assessed and focuses on developing problem-solving skills and enhancing interpersonal abilities through collaborative physical challenges. Students will work in teams to overcome obstacles, requiring effective communication, cooperation, and strategic thinking to achieve common goals. This could involve adventure activities, team-building exercises.

Perform
(Criteria C & D)

This unit encourages creative expression and collaboration through movement. Students will work together to develop and present a group performance, exploring different movement contexts, styles, and forms. This could involve dance, gymnastics, mime, or other forms of creative movement. The emphasis is on artistic expression, teamwork, and communicating ideas through movement.

Game Plan (Hockey & Football) (Criteria A & B)

This unit is designed to refine communication skills within a competitive sports education context, specifically using Hockey and Football. Students will learn to effectively communicate with teammates to enhance both individual and team performance, focusing on tactical execution, strategic planning, and understanding roles within the team during gameplay.

MYP Science

Compulsory Core Subject

Objectives

The Year 10 course is designed to develop key science capabilities and understanding, enabling students to succeed in senior school and become scientifically literate citizens. Students will develop these skills through concept-based units that expose them to relevant and current scientific issues.

Summary of Course

Unit Title

Outline of Learning

MYP Criterion Assessed

Whodunnit?

(Biology and Investigation skills)

• Practice safety in a Science laboratory.
• Explore the concept of evidence in forensic science and develop a mock crime scene procedure.
• Describe how the respiratory and circulatory systems work together in the human body.
• Inquire into socio-scientific issues around the use of genealogy databases.

B. Inquiring and designing.

D. Reflecting on the impacts of science.

Natural Disasters

(Earth Science and Investigation skills )

• Explore the concept of models by evaluating them for strengths and weaknesses.
• Describe the interactions of earth systems that cause natural disaster phenomenon.
• Use a model to solve real world problems and process data to reach conclusions.

A. Knowing and understanding. 

C. Processing and evaluating.

Fossil Fuels, It’s Exhausting

(Chemistry, Physics, Investigation skills)

• Investigate the concepts of chemical change and energy transformation in combustion reactions.
• Inquire into sources of energy and how they impact the environment.
• Develop skills in designing and communicating scientific investigations.

B. Inquiring and designing. 

C. Processing and evaluating.

Sapiens vs Superbugs

(Biology)

• Explore the concept of relationships by learning about the harmful and beneficial interactions we have with microbes.
• Describe the essential processes of all living organisms and basic immune system functions.
• Evaluate the consequences of societal responses to infectious disease outbreaks past and present.

A. Knowing and understanding. 

D. Reflecting on the impacts of science.

Assessment

At the end of each unit, students will demonstrate their abilities through various assessment formats, including collaborative work, assignments, and in-class written assessments.

MYP Individuals and Societies

Compulsory Core Subject 

Objectives

Social Studies education aims to enable students to participate in a changing society as informed, confident, and responsible citizens.

The objectives developed and assessed are: Knowing and Understanding; Investigating; Communicating and Thinking Critically.

Content

MYP Unit

Outline

Action Aotearoa!

Discover how Aotearoa New Zealand has participated in international conflicts and how this has changed our national identity.

Global Challenges

Explore some of the major humanitarian, resource, and environmental challenges the world faces and analyse the possible solutions to these challenges.

Partnership and Protest

Investigate the ways communities develop partnerships and how citizens use protest to promote change.

MYP Language Acquisition

Optional Subject

Objectives

• To extend students' linguistic and cultural understanding and their ability to interact appropriately with others.
• To introduce students to new ways of thinking about, questioning, and interpreting the world and their place in it.
• To acquire knowledge, skills and attitudes that equip students for living in a world of diverse peoples, languages and cultures.
• To challenge and consider our own identities and assumptions.
• To develop understanding of the power of language.
• To enjoy using another language in meaningful situations.

The course builds on topics covered in Year 9. Students continue to develop their skills using a wide variety of tasks, authentic resources and digital tools.

Content

MYP Unit

Outline

School Life

How is school life organised? Students learn to talk about their subjects, opinions and discover what their day might look like if they went to school in a Spanish speaking country.

Home Sweet Home

Students learn to talk about their homes and the places they live in and compare those to how people live in Spanish speaking countries.

Free Time and Other Stuff

Students learn to talk about hobbies and sports in New Zealand and Spanish speaking countries. They learn to discuss what they do in their free time and what they do to support their own wellbeing.

Celebrations

Students learn to talk about traditions celebrated in Spanish speaking countries.

MYP Language Acquisition

Optional Subject

Objectives

• To extend students' linguistic and cultural understanding and their ability to interact appropriately with others.
• To introduce students to new ways of thinking about, questioning, and interpreting the world and their place in it.
• To acquire knowledge, skills and attitudes that equip students for living in a world of diverse peoples, languages and cultures.
• To challenge and consider our own identities and assumptions.
• To develop understanding of the power of language.
• To enjoy using another language in meaningful situations.
• To develop an understanding of the culture through:
  • Karakia, Mihimihi, Pepeha, Whakataukī (Prayers, formal greeting, formal speech, proverbs).
  • Waiata, Haka, Mau Rākau (Song, dance, fitness).
  • Whakawhanaungatanga (Relationship building).
  • Marae-a-iwi (Local Marae).
  • Manaaki (Hosting). 
  • Toi (Art/Craft).

Outcomes

• To build language confidence in Te Reo Māori.
• To become familiar with Te Ao Māori or the Māori World View and how to apply the language in a modern context.

Content

MYP Unit

Outline

Tōku Taurere – Glendowie

Students learn vocabulary and structures to talk about their local community. 

Tāmaki ki Rāwhiti – East Coast Living

Students discuss how to talk about transport to and from school, activities after school, and things my whānau do on the weekend. 

Tōku Tāmaki Makaurau, tōku kāinga – My Auckland, My Home  (My City)

Students discover significant places and events unique to Tāmaki Makaurau. 

Tōku Aotearoa – My World

Students explore the world around them and discuss their place in it.

Students will be assigned a Year 11 Mathematics course based on their experience and achievement in Years 9 and 10. 

Those students who are working towards gaining Numeracy will be placed in an 11MNU class, those students who have gained Numeracy in Year 9 or 10 will be in an 11MAT class.

The two courses are outlined below:

11MNU (Mathematics with Numeracy)

11MAT (Mathematics)

Probability

• Designing a simulation for a given situation by 
  • Identifying tools to be used.
  • Defining a trial and deciding the number of trials. 
  • Determining data recording methods. 
• Carrying out the simulation and recording outcomes. 
• Selecting and using appropriate displays and measures. 
• Communicating findings in a conclusion. 

A.S. 91268 - 2 credits

Number and Measurement

• Financial numeracy.
• Ratio and proportion, fractions, decimals and percentages, rounding, standard form.
• Area and volume of prisms, pyramids, cones and spheres.

Statistics - Questionnaires

• Clarifying the specific information needs of the survey and the groups who will use the data. 
• Posing survey questions, considering sources of variation by 
  • Determining relevant variables. 
  • Determining appropriate measures for each variable. 
  • Using an appropriate range of question types.
• Checking the survey questions by 
  • Carrying out a desk review. 
  • Conducting a pilot survey(s) including collecting and recording data. 
• Refining the questionnaire based on the results of the pilot survey. 
• Documenting the design process including the draft and final questionnaire.

A.S. 91263 - 3 credits

Tables, Equations and Graphs

• Linear, quadratic and exponential patterns and graphs.

Numeracy preparation, learners learn to:

• Formulate mathematical and/or statistical approaches to solving problems in a range of meaningful situations. 
• Use mathematics and statistics to meet the numeracy demands of a range of meaningful situations.
• Explain the reasonableness of mathematical and statistical responses to situations.

Geometry

• Pythagoras’ theorem.
• Trigonometric relationships in right-angled triangles.
• Similar triangles and angle properties of parallel lines, polygons and circles.

Co-ordinate Geometry

• Distance between points
• midpoints. 
• The gradient of a line. 
• The equation of a line. 
• Parallel, perpendicular and intersecting lines. 

A.S. 91256 - 2 Credits

Algebra

• Simplifying, expanding and factorising expressions. 
• Solving linear, quadratic and exponential equations and inequations.

Experiments

• Posing an investigative question about a given experimental situation.
• Planning the experiment by 
  • Determining appropriate variables and measures. 
  • Determining data collection and recording methods. 
• Conducting the experiment and collecting data. 
• Selecting appropriate displays and measures. 
• Discussing displays and measures.
• Communicating findings in a conclusion.

A.S. 91265 - 3 Credits

Statistics and Probability

• Multivariate (Box and Whisker).
• Bivariate (Scatter graphs).
• Probability concepts, tree diagrams and two-way tables.

Networks

• Shortest path. 
• Traversability. 
• Minimum spanning tree. 

A.S. 91260 - 2 Credits

Students will be expected to

• Demonstrate mathematical skills, concepts and understanding in the number and algebra, geometry and measurement, and statistics curriculum strands.
• Apply these skills, concepts and understandings to familiar and unfamiliar problems arising in real and simulated situations.
• Demonstrate the ability to select and use appropriate mathematical techniques in problem solving.
• Demonstrate the ability to reason logically and systematically.
• Demonstrate the ability to communicate mathematical ideas.

Content

• Simple Financial Statements, processing of Accounting Data, analysis of Accounting Data, Investment of money.
• Accounting activity of selling a product to emphasize the process of keeping financial statements.
• Cash management - Interview of household for cash controls.
• Investing virtual money.
• Social Psychology of listening, leadership and attitudes, prejudices and discrimination.
• Business communication.

Learning and Assessment

Description

Financial Statements

*Cash Budget, Income Statement, Statement of Financial Position.

*Small Accounting activity of selling a product while keeping the appropriate accounting records.

*Setting up portfolios for investment of virtual money.

*Social Psychology of leadership, discrimination.

Managing Cash Controls 

Processing Accounting Data

Interviewing a household and explaining financial information on financial documents.

Writing up source documents, bank reconciliation, cash journals, ledgers and trial balance by hand or using technology.

Business Analysis

Analysing final accounts of a small company on the NZX.

Business Communication

Learning skills of business communication. e.g., the skills of listening and leadership.

Decision Making

Individual or group reporting on decisions made on investment portfolio, giving financial and non-financial reasons for choices.

Information Evening Presentation 

In Visual Arts education, students develop visual literacy and aesthetic awareness as they manipulate and transform visual, tactile, and spatial ideas to solve problems. They experiment with materials, using processes and conventions to develop their visual enquiries and create both static and time-based art works. An understanding of Māori visual culture is achieved through exploration of Māori contexts. The arts of European, Pasifika, Asian, and other cultures add significant dimensions to New Zealand visual culture.

Course/Course Content

The course focuses on further developing skills in the digital art forms of Photography and Design. Students will learn practical camera, lighting and studio skills to further their understanding of photography. They will also learn more complex Photoshop, InDesign, Illustrator and design skills to develop their creative expression. They will create series of works that explore both contemporary Photography and Design within an authentic setting.

Objectives

• Understanding the Visual Arts in context:  Share ideas about how and why their own and others’ works are made and their purpose, value, and context.
• Developing practical knowledge:  Explore a variety of materials and tools and discover elements and selected principles.
• Developing ideas:  Investigate visual ideas in response to a variety of motivations, observation, and imagination.
• Communicating and interpreting:  Share the ideas, feelings, and stories communicated by their own and others’ objects and images.

Content

Learning and Assessment

Description

Planning and Developing Skills

Lens Culture

Students will develop photography skills with the DSLR camera, studio lighting and darkroom manipulation, as well as design skills with Photoshop and the design process. They will plan and create work using a range of media.

Photography 

Domestic Still-Life

Students will investigate the conventions of photography further and look at established practice. They will use this to plan and take photographs towards a final series of work.

Design

Logo Design

Students will investigate the design process further by developing work towards an authentic situation. They will be given the opportunity to develop their design strengths in illustration or graphic design towards a series of work.

Resolved Work

Tūrangawaewae

A Sense of Place

Students will work towards an independent project based on their own strengths and interests. This could be: Animation, Mural, Exhibition, Illustration. This will cumulate in a collaborative end of year presentation with the Arts Faculty.

See 'Visual Art in Yr12' link below for more details about pathways in this subject.

Extra curricular activities that can extend students in Visual Arts include:

GDC_arts - Ongoing competitions, external Art and Photography competitions, Art lunchtime activities, Summerfest, School Art Exhibition, displays, assisting with School Production, and community projects.

In Visual Arts education, students develop visual literacy and aesthetic awareness as they manipulate and transform visual, tactile, and spatial ideas to solve problems.  They experiment with materials, using processes and conventions to develop their visual enquiries and create both static and time-based art works.  An understanding of Māori visual culture is achieved through exploration of Māori contexts.   The arts of European, Pasifika, Asian, and other cultures add significant dimensions to New Zealand visual culture.

Course/Course Content

This course focuses on further developing skills in drawing, painting, printmaking and mixed media practice.  Students will learn different mark making applications and mixed media techniques to further their understanding of artists and art forms.  They will develop observational and creative skills in a range of media to produce a series of work.  Students will have the opportunity to take a field trip to collect photographic images for their project. 

Objectives

• Understanding the Visual Arts in context:  Share ideas about how and why their own and others’ works are made and their purpose, value, and context.
• Developing practical knowledge:  Explore a variety of materials and tools and discover elements and selected principles.
• Developing ideas:  Investigate visual ideas in response to a variety of motivations, observation, and imagination.
• Communicating and interpreting:  Share the ideas, feelings, and stories communicated by their own and others’ objects and images.

Content

Learning and Assessment

Description

Drawing and Conventions

Students will collect own source material which they will then use as the inspiration for their drawing and planning for new works in wet and dry media. Students will investigate artists and art history to build understanding of the conventions within art. They will continue to develop practical skills through an exploration of these artists.

Painting

Students will continue to use established painters to develop their own ideas which they will then use as a basis for a series of work.

Printmaking and Mixed Media

Students will explore printmaking practices and extend this with mixed media and collage to create a series of work. They will also plan and execute a piece of work for an exhibition. 

Resolved Work

Tūrangawaewae

A Sense of Place

Students will work towards an independent project based on their own strengths and interests. This could be: Painting or Mixed Media Exhibition Work, a Mural or Sculpture Installation. This will cumulate in a collaborative end of year presentation with the Arts Faculty.

See 'Visual Art in Yr12' link below for more details about pathways in this subject.

Extra curricular activities that can extend students in Visual Arts include:

GDC_arts - Ongoing competitions, external Art and Photography competitions, Art lunchtime activities, Summerfest, School Art Exhibition, displays, assisting with School Production, and community projects.

BConstructive is a hands-on subject. It is an innovative, practical and multi-disciplinary programme for students, providing them with the skills and knowledge to springboard into any career in the construction industry.

The BConstructive programme is primarily workshop based. It also develops literacy, numeracy and communication skills and has close links with the NCEA and Technology curriculums. 

Course Content

• The safe and correct use of hand tools to produce a range of projects.
• Reading and interpreting plans and working models for the construction of various projects.
• The construction of garden furniture using a range of joining methods. 
• Workshop safety.
• Timber, fastenings and adhesives.

Learning and Assessment Area

Description

Workshop Safety

Codes of practice information and workshop safety guidelines.

Marking Out/Hand Tool Skills

Students will practice marking out accurately and hand tool induction and safe use.

Wooden Joints Skills

Students will gain an understanding of wooden joints used for project work and how to use them for project work.

Project Making

Students will draw on skills that have been undertaken and apply them to their project work.

Previous projects made in this course: Side Table, key hooks and trinket box.

Students will need to keep a journal for documenting all this evidence (calculations, sketching details, written reflections and photos of the process of making).  

Objectives

• What:  The course will encourage our young adults to become life-long learners and attain current and transferable workplace skills.
• Why:   Being enterprising encourages learners to explore various opportunities and to be innovative and resilient. The current workplace is constantly changing with ever evolving key requirements. Globalisation and workplace diversity focus on emotional intelligence and culture responsiveness.
• How:  Experiential Learning with varied assessment formats to build the relevant life skills that students can benefit from and transfer into other areas of learning as well as their future paths.

Content

• Business Formation.
• Functions of a Business.
• People in Business.
• Business Management.
• Business Environment.
• Marketing.
• Cultural Responsiveness.

Learning and Assessment Area

Description

Kimi Kaimahi (Staff Recruitment)

Students will gain real life skills such as creating CV and how to prepare for interviews as they gain understanding of the recruitment process. 

Students will investigate a local business’ human resources process through data collection, and then report on their findings by linking it to the theory of recruitment.

Effective Marketing

Students will explore marketing strategies and develop the 4P’s Marketing Mix for a self-developed and/or existing product. 

Students will create a brochure detailing the Marketing Mix for the chosen product.

Business Start-up (Market Day)

Students will investigate market demand of an innovative, culturally responsive and/or environmentally friendly product, harness the factors of production to set up a business venture to gain profit or make an impact in the community. Students will work in collaboration with their group members to set goals which they feel most passionate about, create a plan and carry out a “Market Day” within the school community.

During this process student groups will present their business plan in the form of a Dragon’s Den Business Pitch.

Students will reflect on their Business Start-up experience through an individual video reflection.

Internal Factors Influencing of a Business

Students will gain an understanding of how internal influences impact a small business, such as Ownership Structure of a Small Business, Sources of Finance, Communication with Stakeholders, Employer-Employee Relationships, Entrepreneurship, Business Objectives, Business Success and Financial Documents. The course focuses on the impact of these internal influences on the decision making within a small business and the business environment. This will require the students to investigate a relevant small business, create their own small school-based business and complete a written exam. 

Objectives

• To extend students' linguistic and cultural understanding and their ability to interact appropriately with others.
• To introduce students to new ways of thinking about, questioning, and interpreting the world and their place in it.
• To acquire knowledge, skills and attitudes that equip students for living in a world of diverse peoples, languages and cultures.
• To challenge and consider our own identities and assumptions.
• To develop an understanding of the power of language.
• To enjoy using another language in meaningful situations.

Content

Topics continue to develop communication and focus on both personal details and life in Chinese speaking regions.

They may include:

• Daily routine.
• Directions.
• School and Education.
• An event.
• Travel and Customs.
• Lifestyle.

Learning and Assessment Area

Description

Listening Comprehension

Demonstrate understanding of a variety of spoken Chinese texts relating to areas of most immediate relevance.

Reading Comprehension

Demonstrate an understanding of a variety of Chinese texts on areas of most immediate relevance.

Conversation

Interact using spoken Chinese to communicate personal information, ideas and opinions in different situations.

Writing Portfolio

Write a variety of text types in Chinese on areas of most immediate relevance.

Course/Course Content (CDT)

This course will be taught according to the New Zealand Technology Syllabus.  Students will get the opportunity to design and develop products using Creative and Digital Electronics medium. 

Objectives

The objectives of this course are to develop in students 

• The ability to solve problems using a variety of digital and creative design skills. 
• The ability to design and control devices that contain different electronic components to build projects as a line follower ROBOT, automated Greenhouse controller and Christmas lantern.
• The ability to efficiently use the programmable microcontrollers such as MICROBITS and ARDUINO Board. 
• The ability to use CODING languages such as Python, Javascript and Scratch.
• The development of design sketches and usage of 3D design software such as Fusion 360. 

Content

• Understand how electronic components work and develop the technological knowledge and processes and practice in building electronic circuits like simple line follower robots, greenhouse controller and basic integrated circuit programming skills in Arduino and Microbit using Python and Javascript.
• Embedded 3D design skills using Fusion 360.

Assessment (CDT)

Assessment and Learning Area

Description

Develop an Electronics Outcome

Students will develop a Greenhouse controller using appropriate resources and techniques combining hardware and software that performs to specifications.

Justifying the choice of components and systems used in the development of the electronics outcome.

Develop a Proposal

Students will develop a proposal for a line follower robot.

Iterative Development

Use basic iterative processes to develop the Christmas lantern. 

Year 11 Dance is a largely practical course. Students develop skills in conceptualising, choreography, performance, and the understanding of dance history and purpose. They work individually and in groups to develop pieces for assessed performance and they critically evaluate the purpose and effectiveness of their own work, and the work of others. A highlight of the course is performance in the annual Dance Showcase production.

Objectives 

Students will

• Select and use appropriate elements, techniques and choreographic processes across different dance genres.
• Choreograph dance sequences using given briefs. 
• Perform and respond to dance, making critical judgements about the use of elements, techniques, and choreographic processes to create form and meaning across genres.
• Investigate the genres and purposes of dance in different historical, cultural, and contemporary settings, both in New Zealand and internationally.
• Reflect upon the ways in which dance can be used to communicate meaning, and apply this to their own practice.
• Develop communication skills, motor skills, and confidence. 

Content

Students will

• Use elements and techniques to choreograph and perform dance pieces.
• Demonstrate understanding of techniques and performance skills from a range of genres. 
• Develop performance skills and the ability to communicate effectively and confidently with peers and audiences.
• Be offered the opportunity to perform in the GDC Dance Showcase.

Learning and Assessment Area

Description

Choreography

Compose dance sequences for given briefs.

Performance

Perform dance sequences (repertoire).

Performance: Dance Showcase 

Demonstrate ensemble skills in a dance.

Interdisciplinary Unit

Inquiry Project: Cross-curricular opportunity with other Arts learning areas.

Year 11 Design and Visual Communication will allow students to develop their creative thinking and give them the skills and understanding to back up their original thoughts in a practical and functional way. Students will learn a variety of visual communication skills which will allow them to successfully develop a workable outcome. 

Objectives

• To develop and demonstrate a range of drawing skills and digital design techniques to express and communicate ideas.
• To interpret drawings and communicate information graphically to illustrate research and functional resolve.
• To understand and apply design processes to come up with a solution to design constraints.
• To develop an awareness of a design's impact on people and the environment.

Content

Assessment and Learning Area

Description

Communication - Skills

Students will learn a range of different skills and media to be able to visually communicate their ideas. They will learn drawing techniques, CAD software and graphic skills to present a body of work by the end of the term. For their project, students will be required to complete a presentation board, which should include the drawings of the skills learnt.

Spatial Design (Brand) - Divergent Thinking 

Students will learn how to use 3D forms to visually communicate their emerging design ideas. They will also create a site plan considering factors such as weather, community, accessibility, current usage and spatial footprint as they address and resolve their spatial brief.

Product Design (Furniture) - Functionality

Students will focus extensively on the functionality of product design (furniture). Students will undergo product research, materials study, ergonomic considerations, and structural examination to fully resolve a functional outcome. 

Product Design (Furniture) - Modelling and Prototyping

Students will use digital applications to create a prototype of the furniture they have designed during the previous term. They will learn how to 3D print and laser cut models while considering all the key factors that were discussed during the designing process such as ergonomics, dimensions, structural joinery, and material choice.

Design Your Digital World: Your Ideas, Your Impact!

Ever wished you could design your own apps or make websites way easier to use? Our new Year 11 UXD course puts you in charge of creating digital solutions! You'll tackle awesome projects, choosing to develop a full web experience from scratch or even design your own interactive game. Plus, you'll dive into the secrets of database development, learning how all the info behind your creations is stored and managed. This is your chance to gain powerful design and problem-solving skills, turning your ideas into real digital experiences. Get ready to make an impact and shape your future in tech!

Objectives

• Websites that Wow:  Design user-friendly websites with HTML, CSS & Javascript, making them as clear and easy to navigate.
• Awesome Games:  Design user-friendly video games, making them smooth and intuitive!
• Data Power:  Discover the secrets of data storage with SQL, the language that stores all this cool information websites and apps use!

 
Content

• UX Design Basics:  Learn how to design websites and apps that are user-friendly and enjoyable, focusing on user needs and experience.
• Website Design & Development:  Start coding websites with HTML, CSS & Javascript, adding interactive elements and stunning visuals.
• Game Design Fundamentals:  Master user interface (UI) design, creating layouts, and making your game visually captivating and appealing to the widest possible audience!
• Database Basics with SQL:  Unveil the mysteries of data storage, learning how websites and apps use databases with SQL.
• Teamwork Makes the Dream Work:  Collaborate with classmates, bouncing ideas off each other just like real UXD teams. Communication is key!
• Problem-Solving Puzzles:  Use your Kiwi ingenuity to overcome design and coding challenges, crafting user-friendly experiences.
• Innovation Station:  Put your creativity to the test by proposing a groundbreaking product or service idea, complete with a user experience (UX) plan!

Testimonials from current Year 11 students:

I enjoy taking UXD because technology has always intrigued me, so taking a class involving the design part of websites and game design, whilst also including coding, was a no-brainer. UXD has been so much fun to be a part of, we have learned so much about coding, design and the process that goes into designing a website. We are just starting our Game  Design unit, and I am so excited to see what I can achieve. - Chad Ferguson

I enjoy taking UXD because it gives me insight into the UX design process and world. I have done web design, which has been enjoyable to do as I learnt to use Visual Studio Code and am excited to do game design later this year. UXD will also help me in the future because it opens up opportunities and possible courses for Universities. Our learning is done in a very self-guided way, which helps people progress at different levels and speeds. - Marcel Blajerski

I enjoy UXD as it allows me to explore coding through a design lens, not having to focus too much on the hard coding, and being able to focus less on how the software works, but how it looks. I also enjoy being able to know that there will be jobs in the industry ready to employ me when I finish Year 13 at school, not having to do a qualification to acquire knowledge. I have just finished my Year 11 website project, and am looking forward to starting the game design topic. - Jono Mitchell

Please note that the order and contexts of the various projects is subject to change.

Assessment 

Description

Website Design and Prototyping

Students will be designing and coding a website, using a combination of HTML and CSS code, while showing evidence of stakeholder feedback. Advanced students may choose to use aspects of JavaScript.

Spread-sheeting - Happiness Report

Students are to use spreadsheet techniques, including charts, formulae, and sorting, in order to create a presentation about two countries and make an argument about why one is happier than the other.

Databases - The Truth about this Issue...

Students will utilise various functions of the DBMS (Database Management Software) in order to complete various tasks, including queries, creating and editing tables, and creating forms and reports. Basic SQL coding is required to allow the database to complete the CRUD operations effectively.

The Biggest Game since Minecraft!!!

Students will be designing an original game using the relevant design elements and presenting their findings in a Dragon's Den-style environment.  They will be assessed on creativity and the persuasiveness of their potential game/app will meet the needs of a wider audience. It will be judged by a panel of teachers from a range of subjects.

Objectives

• To learn structured programming skills using a high-level language.
• To gain an understanding of the concepts and skills related to program design, development, execution, testing and debugging, and documentation of code.
• To develop and enhance logical thinking, critical thinking and problem-solving skills.
• To develop the ability to analyse problems and design solutions using an algorithmic approach.
• To learn how to utilise various programming related planning tools in order to develop a programming solution to a given brief.
• To demonstrate the ability to complete the Program Development Process proficiently.
• To demonstrate the ability to manage a programming project.

Content

• Using computer program planning and project management tools.
• Using iterative processes to design, create, test, debug, document and evaluate computer programs to meet the specifications of a given brief.
• Problem solving, logical thinking and solution design utilising algorithmic techniques and test plans.
• Developing computer programs using a high-level programming language.

Assessment and Learning Area

Description

Skill Development

Develop the ability to produce an algorithm to successfully solve a given problem.
Develop comprehensive test plans.
Develop the ability to produce successful computer programs.
Develop an understanding of the stages of software development and planning tools used to complete the process successfully.
Develop effective project management skills.

Program Development Process

Term 1 Test:  Develop algorithms to solve specific problems.

Mid-Year Project:  Use planning tools to guide the development of an outcome (computer program).

Mid-Year Project:  Undertake development to make a prototype (computer program) to address a brief.

End of Year Project:  Develop a computer program.

End of Year Project:  Use basic iterative processes to develop a digital outcome (computer program) to meet the specifications of a given brief.

NOTE: Most (4 of 5) assessments are part of a programming project.  Results are not available until the project has been submitted by the student, marked by the subject teacher and internally moderated. Therefore, the "End of Year Programming Project" results may not be published until after the “End of Year Reports” have been published.  The end of year project results will be made available on the Portal as soon as the moderation process is completed.

Year 11 Drama is a largely practical course. You will develop knowledge of dramatic elements, conventions, techniques and technologies. You will work individually and in groups to plan, structure and devise work for informal and assessed performances, and you will critically evaluate the effectiveness of your own work and the work of others. This course is designed to develop confidence and the ability to present and share ideas. A highlight of the course is the annual class production in Dramafest. 

Objectives 

Students will

• Select and integrate elements, techniques, conventions and technologies using specific texts.
• Initiate, develop and refine dramatic ideas individually and collectively in a range of dramatic forms.
• Rehearse and perform drama in a range of dramatic forms.
• Respond to and make critical judgements about rehearsal processes and performances.
• Research the production, performance and purpose of drama in a range of contexts.

Content

Students will  

• Devise and perform a drama based on ideas of self and identity.
• Demonstrate understanding of theatre forms in both practical and written contexts.
• Select, rehearse and perform a role in a major production.
• Discuss drama elements, technologies, techniques, and conventions within a live performance.
• Be offered the opportunity to perform in school and regional events (e.g. Dramafest). 

Assessment

Learning and Assessment Area

Description 

Poetry in Motion - Dramatic Techniques

You will create a series of short dramatic pieces based on a selection of NZ poems to showcase your understanding and use of body, voice, movement, and use of space.

Theatre Form (to be determined by the strengths and interest of the class)

You will learn about a historical form of theatre and the reason it came into being. You will perform a short scene in the style of the time. This unit involves an in-class test answering a preannounced question to give you experience before the NCEA Level 2 Drama external next year.

The Show Must Go On - Production

You will select, rehearse, and perform a role in your class production as part of Dramafest (two performances for an outside audience over two nights).

Turangawaewae: A Sense of Place - Devising/Arts Interdisciplinary Showcase

You will reflect on yourself and experiences to devise a play in a small group based on the concept of Turangawaewae. The piece will be performed as part of the Arts Interdisciplinary Showcase at the end of the year (evening performance).

Objectives

• To develop an understanding of consumer and producer decision making and behaviour.
• To develop a broad understanding of market operations and the role of government.
• To develop an understanding of the importance of trade in the global economy.

Content

• Consumer Decision Making.
• Producer Decision Making.
• Market and Non-Market Allocation of Goods and Services.
• Interdependence of sectors of the economy using the Circular Flow of Income Model.
• Trade, comparative advantage and exchange rates.

Learning and Assessment Area

Description

Consumer Choices

Demonstrate understanding of consumer choices, using scarcity and/or demand. 

Producer Choices

Demonstrate understanding of producer choices about production, using supply. 

Market and Non-Market Allocation of Goods and Services

Demonstrate understanding of how consumer, producer and government choices affect society, using market equilibrium.

Interdependence and the Circular Flow of Income

Demonstrate understanding of the interdependence of sectors of the New Zealand economy. 

Trade

Demonstrate understanding of the importance of trade to the New Zealand economy using an economic model.

Objectives

• Develop writing skills.
• Produce and craft a range of written/visual/oral text types for a purpose.
• Develop an appreciation for how text creators craft their work.
• Explore a variety of critical responses to texts.
• Inquire into language use in our society.

Content

Year 11 English uses a conceptual approach to the Making Meaning and Creating Meaning strands of the curriculum.

• Novels/Nonfiction extended texts.
• Shakespeare.
• Unfamiliar texts.
• Visual text study.
• Writing portfolio.
• Literary essay.
• Language inquiry.
• Critical responses to texts.

Learning and Assessment Area

Description

Analysing Written Texts

Develop an appreciation for how text creators craft their work.

• Novels/nonfiction extended texts.
• Short texts.
• Shakespeare.
• Unfamiliar texts.

Explore a variety of critical responses to texts.

Analysing Visual Texts

Develop an appreciation for how text creators craft their work.

• Film study.
• Close viewing. 
• Other visual text types.

Writing 

Produce and craft a range of written text types for a purpose.

• Literary essay.
• Creative writing.
• A range of text types.

Language Inquiry

Inquire into language use in a literary genre.

Extension/Enrichment Opportunities

All Year 11 students are offered an opt-in extension course in Term 3 to engage them in a diverse range of texts. This will also begin to prepare students for Scholarship English for those who are interested in exploring this opportunity. In addition, the English Faculty offers a range of extension/enrichment opportunities, including Debating, Spoken Word Poetry Club, writing clubs, external writing and speech competitions, and trips or performances relevant to the curriculum.

Objectives

• To increase students’ knowledge and understanding of the academic English required for secondary and tertiary study in New Zealand.
• To learn about New Zealand culture.
• To develop confidence in taking part in New Zealand society.
• To prepare learners for the Reading and Writing literacy requirement tests.

Content

The course covers academic and communicative English on a variety of topics and text over the language skills of listening, speaking, reading, writing, grammar*, vocabulary, and information literacy skills.  A regular homework programme is followed. 

*Grammar conventions are taught throughout the course and linked to assessment requirements.

Assessment

Topic

Description

Writing

Learn writing skills and practise formal and informal writing.

Reading

Read a range of texts independently and write a response supported by evidence.

Reading for Literacy

Read to understand and decode ideas and information for literacy. 

Writing for Literacy

Write accurately and for different purposes and audiences for literacy.

Objectives

• Promote knowledge and understanding of the design process as it applies to new food products.
• Maintain effective food safety practices while working with food.
• Develop skill in technological enquiry and practice in the food related area.
• Provide an understanding of the nutritional requirements of the individual.
• Plan and evaluate the nutritional needs for sport during adolescence.
• To enable students to apply nutritional knowledge and technological skills in the preparation of food.
• To analyse nutritional information. 

Content

• Time management, planning and decision making in a fast-paced kitchen environment.
• Practical food preparation and presentation.
• Recipe adaptation and preparation of new sustainable food products.
• Nutritional needs for adolescence.
• Application of the design process as it applies to new and current food products.

Learning and Assessment Area

Description

Food Safety

How to prepare and cook food safely.
What not to do in the kitchen.

Techniques, Tips, Tricks and Hacks

Knife skills.
Using kitchen equipment efficiently.
Cooking techniques and cookery terms.

Nutrition

What you should eat – Food groups and nutrients.
How much you should have – For every day and for sport.
Why you need food – How it works in your body.
How to read food labels.

Food from around the world and Kiwi Kai

How the food of other cultures has influenced eating patterns in New Zealand.

Sustainable Food Design

Creating a food product to meet design specifications.

Food Science

Experimenting with different ingredients to trial their functional properties.

Objectives

• Develop geographic understanding of the world by using local, national and global case studies to inquire into a range of topics based around geographic theory, concepts and skills.
• Develop understanding of Geography as a bridge between the Social Sciences and Physical Sciences through investigating Physical Geography, Human Geography, Environmental Geography and Geographic Information Science.
• Develop geographic knowledge, concepts and skills.

Content

• Beside the Seaside - Coasts: An Ideal Place to Live or a Disaster Waiting to Happen? - What are coastal processes? How do coastal processes shape the environment? What challenges do they and coastal environments bring for people? (tsunamis, coastal erosion) How do people manage these? How will they change in the future?
• Extreme Environments: Jungles, Deserts, Snow and Steam - Where do people live? How do environments influence where people live? Where are extreme environments? What are they like? Who lives there? Resource exploitation and use in these environments.
• Population - Global population diversity, change over time, challenges of growing populations (slums, megacities), challenges facing populations (refugees), and future sustainability. 
• Geographic in the Spotlight - Investigating current local, national and global geographic issues - What is the issue? What causes the issue? What are the effects? How do people perceive the issue? What are the solutions?
• Geographic Investigation - Using geographic research skills to investigate an environment.
• Geographic Concepts, Skills and Information Science.
• Local Day Field Trips to Support the Learning - Two local day field trips to support the topics covered.

Learning and Assessment Area

Description

Natural Processes

How natural processes shape environments.

Unique Environments

Investigate an extreme environment.

Geographic Investigation

Use geographic research skills to reach a conclusion.

Geographic Decision Making 

Explain effects, perspectives and solutions for a geographic issue.

Subject Information Evening Slides

Objectives

• Investigate and understand reasons for the choices people make that affect their wellbeing and explore and evaluate options and consequences.
• Demonstrate an understanding of how individuals and groups affect relationships by influencing people’s behaviour, beliefs, decisions, and sense of self-worth.
• Demonstrate an understanding of factors that contribute to personal identity and celebrate individuality and affirm diversity.
• Plan and evaluate strategies recognising their own and other people’s rights and responsibilities to avoid or minimise risks in social situations. 

Content

Learning and Assessment Area

Description

Personal Wellbeing (Hauora)

Over time students take action to enhance an area of their personal wellbeing.  They set goals to enhance an aspect of their personal wellbeing.  Students explore the four dimensions of wellbeing both personally and in groups.  They learn to set SMART goals.  Students evaluate the effectiveness of their goal.

Changes to Wellbeing (Hauora)

Students will explore changes that occur in life and how these changes can affect aspects of a person’s wellbeing.  Explore the feelings and emotions of self, others and society.  Explore strategies (personal, inter-personal and societal) for managing changing states of health.

Promoting Positive Sexuality 

Students explore sexuality as a concept (gender, orientation, identity, behaviour) and link to wellbeing. They explore factors that influence sexuality.  Discuss strategies for maintaining and enhancing wellbeing in sexuality related situations (safer sex).  Explore ways to prevent STI’s. Explore support available for young people with sexuality issues.

Decision Making Around Drug Related Situation

Explore drugs and their effects on wellbeing.  Explore legal issues related to drugs.  Explore personal, interpersonal and societal influences on an individual’s drug use.  Explore the effect advertising has on drug use.  Applying a decision-making model to drug related situations.

This is a restricted entry course - approval by the Faculty Leader may be required.
If you select this course, you must also choose a BACKUP subject. 

Subject Information Evening PE 2024 - Google Slides

Objectives

• Develop skills of inquiry, interpretation and communication.
• Develop an understanding of other people, times and places.
• Develop an awareness of ourselves as New Zealanders.

Content

• WWI causes and consequences.
• Origins of WWII and the rise of the Dictators - including Hitler and Mussolini.
• The bombing of Pearl Harbour and the dropping of the first atomic bomb on Hiroshima.
• Debate: Can the bombing of Hiroshima be justified? 
• An investigation into our local history.

Learning and Assessment Area

Description

Historical Research

Carry out an investigation into a significant event. What happened during WWI?

Historical Formal Essay Writing

Describe the causes and consequences of an historical event – The Bombing of Pearl Harbour.

Historical Resource Interpretation

Interpret sources of an historical event of significance to New Zealanders.

Historical Perspectives

Interpret historical perspectives on an event of significance to New Zealanders. Examining two different leaders’ perspectives on the Treaty of Versailles.

Subject Information Evening Slides

Students will be assigned a Year 11 Mathematics course based on their experience and achievement in Years 9 and 10. 

Those students who are working towards gaining Numeracy will be placed in an 11MNU class, those students who have gained Numeracy in Year 9 or 10 will be in an 11MAT class.

The two courses are outlined below:

11MNU (Mathematics with Numeracy)

11MAT (Mathematics)

Probability

• Designing a simulation for a given situation by 
  • Identifying tools to be used.
  • Defining a trial and deciding the number of trials. 
  • Determining data recording methods. 
• Carrying out the simulation and recording outcomes. 
• Selecting and using appropriate displays and measures. 
• Communicating findings in a conclusion. 

A.S. 91268 - 2 credits

Number and Measurement

• Financial numeracy.
• Ratio and proportion, fractions, decimals and percentages, rounding, standard form.
• Area and volume of prisms, pyramids, cones and spheres.

Statistics - Questionnaires

• Clarifying the specific information needs of the survey and the groups who will use the data. 
• Posing survey questions, considering sources of variation by 
  • Determining relevant variables. 
  • Determining appropriate measures for each variable. 
  • Using an appropriate range of question types.
• Checking the survey questions by 
  • Carrying out a desk review. 
  • Conducting a pilot survey(s) including collecting and recording data. 
• Refining the questionnaire based on the results of the pilot survey. 
• Documenting the design process including the draft and final questionnaire.

A.S. 91263 - 3 credits

Tables, Equations and Graphs

• Linear, quadratic and exponential patterns and graphs.

Numeracy preparation, learners learn to:

• Formulate mathematical and/or statistical approaches to solving problems in a range of meaningful situations. 
• Use mathematics and statistics to meet the numeracy demands of a range of meaningful situations.
• Explain the reasonableness of mathematical and statistical responses to situations.

Geometry

• Pythagoras’ theorem.
• Trigonometric relationships in right-angled triangles.
• Similar triangles and angle properties of parallel lines, polygons and circles.

Co-ordinate Geometry

• Distance between points
• midpoints. 
• The gradient of a line. 
• The equation of a line. 
• Parallel, perpendicular and intersecting lines. 

A.S. 91256 - 2 Credits

Algebra

• Simplifying, expanding and factorising expressions. 
• Solving linear, quadratic and exponential equations and inequations.

Experiments

• Posing an investigative question about a given experimental situation.
• Planning the experiment by 
  • Determining appropriate variables and measures. 
  • Determining data collection and recording methods. 
• Conducting the experiment and collecting data. 
• Selecting appropriate displays and measures. 
• Discussing displays and measures.
• Communicating findings in a conclusion.

A.S. 91265 - 3 Credits

Statistics and Probability

• Multivariate (Box and Whisker).
• Bivariate (Scatter graphs).
• Probability concepts, tree diagrams and two-way tables.

Networks

• Shortest path. 
• Traversability. 
• Minimum spanning tree. 

A.S. 91260 - 2 Credits

Students will be expected to

• Demonstrate mathematical skills, concepts and understanding in the number and algebra, geometry and measurement, and statistics curriculum strands.
• Apply these skills, concepts and understandings to familiar and unfamiliar problems arising in real and simulated situations.
• Demonstrate the ability to select and use appropriate mathematical techniques in problem solving.
• Demonstrate the ability to reason logically and systematically.
• Demonstrate the ability to communicate mathematical ideas.

Objectives

All media products are constructions.  This is arguably the most important concept in Media Studies.  The media do not simply reflect external reality.  Rather, they present carefully crafted constructions that reflect many decisions and are the result of many determining factors.  Media Literacy works towards deconstructing these constructions (i.e., to taking them apart to show how they are made).

Five Key Concepts In Media Studies

1. All media messages are “constructed”.
2. Media messages are constructed using its own language, style, techniques, codes, conventions, and aesthetics.
3. Each person interprets media messages differently.
4. The media contain ideological and value messages.
5. The media have commercial interests, and commercial social and political implications.

Content

• Feature film studies.
• Film history.
• Film theory.
• Writing for visual texts.
• Music video production.
• VFX production.
• CGI production.
• Short film production.

Learning and Assessment

Description

Film Essay

Music Video Clip

Director Study – Introduction of basic film elements used by a director to affect his/her audience.

Film Editing 101 – Practising basic film editing techniques concentrating on rhythmic and graphic matching (Music Video Clip).

Interactive Presentation on Film History

Short Film Production

Film History – Director study.

Film Editing Special Effects – Introducing both SFx and VFx and seeing them operating through a practical project.

Case Study (representative for the chosen theory)

Social Media Channels Creation

Psycho-Socio Manipulation Theory (political manipulation) – Introduction of basic psychological and sociological concepts that can be used in film analysis.

(X, Insta, TikTok content creation).

Script

Produce a Short Film Based on the Script

Screenplay Writing.

Short Film Production – Demonstrate the link between script/cinematography/editing through a short film production.

Objectives

A practically based course with an emphasis on performance and composition, but covering a broad range of musical knowledge and skills including Music Technology for Contemporary Music students.

Specifically

• Developing practical knowledge in Music.
• Composing music.
• Solo and group performance.
• Understanding music in context.

Content

• Performance – Solo and ensemble on an instrument of the student’s choice including voice.  Opportunities for instrument/voice lessons are offered.
• Listening to music and learning to write it down.
• Learning to create original music.
• Materials - learning the skills and conventions involved in recording music.
• Studying music works of different musical styles and genres.

Assessment and Learning Area

Description

Instrumental/Vocal Performance

Perform two pieces of music as a featured soloist.

Performance of a piece as a member of a group.

Composition/Song Writing

Write original pieces of music.

Music Works

Study pieces of music from different contexts, including Jazz, classical and contemporary New Zealand music.

Materials of Music

Develop knowledge of how to convey musical intention by reading and listening to music.

Objectives

• Students will participate in a wide range of recreational activities and outdoor challenge tasks where a high level of engagement is expected.
• Students will develop an understanding of the skills needed to plan for and participate in safe and enjoyable activities in the outdoors. 
• Students will develop their interpersonal skills and self-management strategies through goal setting and personal reflection in group work tasks. 
• Students will develop an awareness of the positive and negative impact they can have on their local environment. 

Content

Learning and Assessment Area

Description

Outdoor Education Experiences

Participate actively in a variety of recreational activities and outdoor challenges and explain factors that influence participation.

Experience outdoor activities such as Kayaking, White-Water Rafting, Paddle Boarding, Orienteering and Tramping.

Adventure Based Learning (ABL)

Introduction to ABL. Includes sequenced activities, trust activities and problem solving or team challenges, for educational or developmental outcomes. Students learn to cooperate, communicate, and work effectively as a group.
Demonstrate interpersonal skills and describe their effects on the functioning of a group or team. 

Bushcraft

Demonstrate and apply understanding of Bushcraft knowledge and skills essential for ensuring safe and enjoyable day walks (risk management, first aid, navigation, cooking, leadership, and preparation for tramping).

Environmental Awareness

Demonstrate understanding of the function and importance of marine reserves.
Investigate and compare local estuary, pest free islands and marine reserve environments.

Subject Information Evening OED 2025 - Google Slides

Objectives

The Year 11 course equips students with key scientific skills and knowledge, preparing them for success in NCEA Level 2 the following year and fostering scientific literacy. This course includes units focused on foundational concepts in Chemistry, Biology, and Physics. Additionally, a Science Fair unit allows students to apply their skills in a project of their choice. 

Unit Title

Brief Outline of Unit

Ionically, it Matters

(Chemistry)

• Develop ability to interpret models.
• Particles and bonding.
• Chemical formulae and nomenclature.
• Properties of acids and bases.
• Neutralisation reactions and factors that affect rate of reaction.

Under the Microscope

(Biology)

• Develop report writing skills.
• Cell structure and organelles.
• Process of cell replication.
• Structure and role of DNA.
• Stem cells and socio-scientific issues.

Everyone has Potential

(Physics)

• Develop problem solving skills.
• Forces and motion.
• Work and power.
• Conservation of energy.
• Graphing skills and mathematical relationships.

Science Fair

(Nature of Science)

• Students will use the Scientific Method to investigate a topic of interest to them.
• Develop skills in designing, conducting, communicating and evaluating scientific investigations.

• Develop research and report writing skills
• Consider a range of viewpoints and scientific evidence when forming an opinion.

Assessment

At the end of each unit, students will showcase their learning through in-class tests or assignments. At the end of the year students will sit a 2 hour Science exam. This exam will include sections on Chemistry, Biology and Physics.

Objectives

• To extend students' linguistic and cultural understanding and their ability to interact appropriately with others.
• To introduce students to new ways of thinking about, questioning, and interpreting the world and their place in it.
• To acquire knowledge, skills and attitudes that equip students for living in a world of diverse peoples, languages and cultures.
• To challenge and consider our own identities and assumptions.
• To develop understanding of the power of language.
• To enjoy using another language in meaningful situations.

Content

Topics continue to stress communication, and focus on both personal details, and life in Spanish speaking countries, highlighting their various cultures.  

Topics may include

• Holidays.
• Eat to live or live to eat. 
• The place where I live/out and about.
• Mind and body.

Learning and Assessment Area

Description

Listening Comprehension

Demonstrate understanding of a variety of spoken Spanish texts relating to areas of most immediate relevance.

Reading Comprehension

Demonstrate an understanding of a variety of Spanish texts on areas of most immediate relevance.

Interaction 

Interact using spoken Spanish to communicate personal information, ideas and opinions in different situations.

Writing

Write a variety of text types in Spanish on areas of most immediate relevance.

Objectives

• To acquire knowledge and understanding about the contribution of physical activity to a healthy lifestyle.
• To develop interpersonal skills in group and team situations.
• To develop an understanding of the factors that contribute to and affect skilled physical performance.
• To acquire knowledge and understanding of body structure and function.
• To participate in a wide range of physical activities.
• To demonstrate and understand responsible behaviour to manage safety.

Content

Assessment and Learning Area

Description

Let's Get Active

Participate actively in a variety of physical activities and explain factors that influence participation.
Demonstrate and show understanding of responsible behaviour using a social responsibility model.
Examine how involvement in physical activities can contribute to wellbeing.

Body in Motion

Demonstrate quality of movement in the performance of a physical activity.
Students learn about the body and how it works. Physiology, Anatomy, Sports Psychology, Biomechanics, Methods and Principles of Training, and Energy Systems.
Students develop a training program to complete a 4km run assessment.
Students learn the importance of nutrition and how it can benefit the body during exercising.

Don't judge a book by its cover (Sociology in Sport) 

Demonstrate understanding of societal influences on physical activity and the implications for self and others.
Examine factors that affect participation in physical activities and their effects on health/wellbeing.

(Team Works) Sports Tournament

Demonstrate interpersonal skills and describe their effects on the functioning of a group or team.
Students learn to cooperate, communicate, and work effectively as a team.
Students learn the fundamentals of coaching.

This is a restricted entry course - approval by the Faculty Leader may be required.

Year 11 Sport Science Information Slides

Objectives

• To extend students' linguistic and cultural understanding and their ability to interact appropriately with others.
• To introduce students to new ways of thinking about, questioning, and interpreting the world and their place in it.
• To acquire knowledge, skills and attitudes that equip students for living in a world of diverse peoples, languages and cultures.
• To challenge and consider our own identities and assumptions.
• To develop understanding of the power of language.
• To enjoy using another language in meaningful situations.

The five main language skills necessary for effective communication, namely listening, speaking, reading, writing, and cultural awareness, are interrelated, and this will be reflected in the teaching and learning programme for Te Reo Māori. All teaching and learning throughout the year encompasses the following:

Whakaaro Nui

• Te Tika te Reo - Language Accuracy.
• Te Rere o te Reo - Language Fluency.
• Te Māori o te Reo - Cultural Integrity of the Language.
• Te Ora o te Reo - Language Vitality.

Content

Topics - Tōku Moemoeā (My dream home), Tohu Huarere (Weather forecast), Rekohu (Chatham Island), Ko wai au inaianei? (Who am I now?)

Learning and Assessment Area

Description

Reading Comprehension

Pānui - Ability to read selected texts with understanding.

Speaking

Listening Comprehension

Kōrero - Ability to speak on topics related to the term kaupapa/topic.

Whakarongo - Ability to listen with some understanding.

Writing

Tuhinga -  Write a variety of text types in Te Reo Māori on a variety of areas that are relevant to the kaupapa/topic.

Objectives

• To develop a knowledge of basic facts, concepts and principles related to Biology.
• To foster an understanding of important biological concepts and principles by applying them to the ways in which Biotechnology is helping to meet human needs or demands in different fields mainly Molecular Biology and Genetics.
• To foster an understanding of current issues in Biology and Molecular Biology.
• To develop scientific skills and attitudes.
• To develop the ability to analyse data to draw a conclusion based on their observations and data collection (given or collected data).
• To improve and develop their skills in writing a comprehensive scientific report.

Content

Biology is the study of living things.  Gaining knowledge and skills in Biology is a useful and relevant preparation for many aspects of life, as well as being a subject that helps to explain many topical and interesting issues.

• Ecology and Biological Investigations
• Genetics.
• Gene Expression.
• Cell Biology OR use of Microscope  

NOTE: Students will be approved for EITHER the B2.4 Cell biology External or the B2.8 Microscope Internal in Term Three based on their results in the previous terms. In addition, the B2.8 Microscope Internal has a maximum grade of Merit. Please see the table of optional standards listed below.  

Objectives

• To investigate and develop the ways materials and chemical processes interact with people and the environment.
• To carry out a range of practical investigations and use this and other information to explore chemical behaviour.
• To understand important concepts in Chemistry and major patterns of chemical behaviour.

Content

• Atomic structure, bonding and related properties.
• Organic chemistry.
• Chemical reactivity.
• Qualitative analysis.
• Redox Chemistry.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Graphing - Use equations and transformations of graphs to solve problems. Draw and find the equations of quadratic, absolute, cubic, trigonometric, exponential and logarithmic graphs.
• Trigonometry - Applications of sine rule, cosine rule and area of a non-right-angled triangles.
• Algebra - Manipulating algebraic expressions, determining the nature of the roots of a quadratic equation and forming and solving linear, quadratic and exponential equations.
• Calculus - Using derivatives and anti-derivatives of polynomials to solve problems. 
• Probability - Risk and relative risk, the normal distribution, experimental distributions, relative frequencies, two-way tables and probability trees.

Objectives

In their study of Physics, students will use their developing scientific knowledge, skills and attitudes to:

• Demonstrate an understanding of concepts, principles and models.
• Apply concepts and principles to explain physical phenomena, systems and devices.
• Describe how physical theories and models have been developed.
• Explain how development in physics-based applications can lead to changes in society.

Content

The modules include:

• Mechanics.
• Electricity.
• Atomic & Nuclear Physics.
• Waves
• Physics Investigation

The use of electronic devices will be an integral part of the learning process, and it will be a significant disadvantage if students do not have a personal device.

Objectives

• Promote knowledge and understanding of Accounting as a financial language for trading and service businesses.
• Apply financial knowledge and skills to practical situations.

Content

• The conceptual basis of Accounting.
• Processing.
• Accounting systems.
• Accounting reports.
• Decision making.

Course Content

This course focuses on developing students’ creative digital skills in either 2D graphic design or illustration. Students will learn both practical and digital applications to develop their skill set in Design. They will learn the design iterative process to help develop and resolve ideas across different briefs. Students will develop skills and application of knowledge using graphic design programs and produce a series of resolved digital works. 

Students will produce a body of work over the course of the year that shows understanding of design ideas and conventions.  

This body of work will be assessed against 2 internals (4 credits each) and 1 external folio (12 credits).

Objectives

• Develop critical, lateral and creative thinking skills in Design.
• Develop a range of design techniques appropriate to the students’ theme; either in 2D design or digital illustration.
• Extend knowledge of design practices and develop skills in Adobe Photoshop and Illustrator.
• Use a digital workbook to document the design iterative process of idea development and resolution to generate, develop and clarify ideas. 
• Develop understanding of the design conventions and process to form a systematic body of work.

See 'Visual Art in Yr12' link below for more details.

Extra curricular activities that can extend students in Visual Arts include:

GDC_arts - Ongoing competitions, external Art and Photography competitions, Art lunchtime activities, Summerfest, School Art Exhibition, displays, assisting with School Production, and community projects.

Course/Course Content

This course focuses on further developing skills in painting practice. Students will continue to develop their understanding of painting and drawing techniques and conventions. They will use established artist models to inform their own practice and develop work along a chosen personal theme. Students will produce a body of work over the course of the year that shows understanding of painting ideas and conventions. 

This body of work will comprise of 2 internals (4 credits each) and an external folio (12 credits).

Objectives 

• To develop critical, lateral and creative thinking skills in painting.
• To develop a range of painting techniques appropriate to the theme studied.
• To extend knowledge of historical and contemporary art practitioners.
• To use the visual diary to establish a working process which includes research, drawing and mixed media to generate, develop, analyse and clarify ideas across a body of work. 

See 'Visual Art in Yr12' link below for more details.

Extra curricular activities that can extend students in Visual Arts include:

GDC_arts - Ongoing competitions, external Art and Photography competitions, Art lunchtime activities, Summerfest, School Art Exhibition, displays, assisting with School Production, community projects and scholarship.

Course/Course Content

This course focuses on further developing skills in Photography practice. Students will continue to develop their digital knowledge with Adobe software including Photoshop, and InDesign. They will also extend their practical skills with the Digital cameras; using the studio, lighting and editing to develop more comprehensive photography. They will use established artist models to inform their own practice and develop work along a theme. Students will produce a body of work over the course of the year that shows understanding of photography ideas and conventions.  

This body of work will be assessed against 2 internals (4 credits each) and 1 external folio (12 credits).

There will also be the optional internal opportunity to experiment with surrealism, horror and special effects and create their own GIF photography animation (4 credit internal).

Objectives

• To develop critical, lateral and creative thinking skills in Photography.
• To extend knowledge of historical and contemporary photographers and styles.
• To further develop Photoshop and editing skills in image production and printing.
• To use the visual diary to establish a working process which includes research, as well as drawing to generate, develop, analyse and clarify ideas across a body of work.

See 'Visual Art in Yr12' link below for more details.

Extra curricular activities that can extend students in Visual Arts include:

GDC_arts - Ongoing competitions, Arts Council, external Art and Photography competitions, Art lunchtime activities, Summerfest, School Art Exhibition, displays, assisting with School Production, and community projects.

Objectives

• To develop a knowledge of basic facts, concepts and principles related to Biology.
• To foster an understanding of important biological concepts and principles by applying them to the ways in which Biotechnology is helping to meet human needs or demands in different fields mainly Molecular Biology and Genetics.
• To foster an understanding of current issues in Biology and Molecular Biology.
• To develop scientific skills and attitudes.
• To develop the ability to analyse data to draw a conclusion based on their observations and data collection (given or collected data).
• To improve and develop their skills in writing a comprehensive scientific report.

Content

Biology is the study of living things.  Gaining knowledge and skills in Biology is a useful and relevant preparation for many aspects of life, as well as being a subject that helps to explain many topical and interesting issues.

• Ecology and Biological Investigations
• Genetics.
• Gene Expression.
• Cell Biology OR use of Microscope  

NOTE: Students will be approved for EITHER the B2.4 Cell biology External or the B2.8 Microscope Internal in Term Three based on their results in the previous terms. In addition, the B2.8 Microscope Internal has a maximum grade of Merit. Please see the table of optional standards listed below.  

Objectives

Students who participate in the BConstructive programme can go on to consider apprenticeships in a variety of trades such as: Carpentry, construction, plumbing, drain laying, roofing, gas fitting, painting and decorating, infrastructure, flooring, joinery and furniture making. 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.  

Content

BConstructive is a hands-on subject. It is an innovative, practical and multi-disciplinary programme for students, providing them with the skills and knowledge to springboard into any career in the construction industry.

• The safe and correct use of hand tools to produce a range of projects.
• Reading and interpreting plans and working models for the construction of various projects.
• The construction of garden furniture and basic construction equipment using a range of joining methods.
• Workshop safety.
• Timber, fastenings and adhesives.

Students will need to keep a journal for documenting all this evidence (calculations, sketching details, written reflections and photos of the process of making). 

If you select 12BCT, you will be required to write a short statement about why you would like to take this course. 

Please include:

• How this course will lead to your training or career pathways.
• What you are proud of achieving in BCATS class this year.
• Any other information that supports your wish to take the course.

Objectives

• Demonstrate an understanding of the internal and external influences on a large business.
• Investigate the application of motivation theory in a business.
• Understanding the dynamics of a product-based business in a Market Day scenario.
• Develop an understanding of the market research.

Content

• Internal features of a large business.
• External influences on a large business. 
• Motivation Theory and Practice in a business.
• Market Research.
• Business Activity.
• Young Enterprise Scheme (opportunity to apply).

Objectives

• To investigate and develop the ways materials and chemical processes interact with people and the environment.
• To carry out a range of practical investigations and use this and other information to explore chemical behaviour.
• To understand important concepts in Chemistry and major patterns of chemical behaviour.

Content

• Atomic structure, bonding and related properties.
• Organic chemistry.
• Chemical reactivity.
• Qualitative analysis.
• Redox Chemistry.

Objectives

• To extend students' linguistic and cultural understanding and their ability to interact appropriately with others.
• To introduce students to new ways of thinking about, questioning, and interpreting the world and their place in it.
• To acquire knowledge, skills and attitudes that equip students for living in a world of diverse peoples, languages and cultures.
• To challenge and consider our own identities and assumptions.
• To develop understanding of the power of language.
• To enjoy using another language in meaningful situations.

Content

This course consolidates learning to date and uses various themes of interest to pupils to reinforce and extend the basic skills of listening, speaking, reading and writing.   

Topics studied may include

• Work environment and part time jobs.
• School life and student behaviour.
• Relationships.
• Shopping and fashion.
• Restaurant review.
• Health and social issues.

Classics is a multi-disciplinary subject where students will explore the world of ancient Greece through art, literature, mythology, and history.  

The Persian Wars - Students will explore the war between the Greeks and the Persians between 490 and 479 BCE.  They will examine the causes of the wars, and key events such as the battles of Marathon, Thermopylae, Salamis and Platatea.  Students will consider whether there was a clear "winner" in the Persian Wars, and how the Persian Wars shaped Greece over the next 100 years.  

Athenian Sculpture and Architecture - Students will examine statues and public buildings from ancient Athens, exploring form and function, style, techniques, artistic and/or historical context, and influence on other cultures.  Students will discuss the relationship between Athenian public buildings and the Auckland War Memorial Museum, and document the connections between the ancient world and modern New Zealand.  

Sopholces' Antigone - Students will examine the myths of the royal house of Thebes.  They will then explore ancient Greek theatre and the genre of tragedy, before reading and analysing Sophocles' play Antigone.  They will discuss important ideas such as when is it important to stand up against unfair laws?  To whom do we owe more loyalty - our family, or our country?  Students will consider the use of Greek tragedies in the modern world, and if the themes of Greek tragedy still have relevance today.  

Throughout all of these topics, students will examine the connections between the ancient world and the modern world, and how understanding the ancient world can help us understand the world we live in now.  

Objectives

The objectives of this course are to develop in students 

• The ability to undertake inquiry, problem solving, design and develop products such as a desktop fan and Autonomous SUMOBOTS using technological practice.
• The knowledge on advanced concepts of Electronics using MicroBits and Arduino control system. 
• The ability to use CODING languages such as Python and Javascript. 
• The ability to use CAD, 3D Print and Laser Cut.

Content

Creative Technology (Electronics) is an integrated course that enables you to solve problems or issues that require a design solution. The design problem and specifications are provided by the teacher. You can utilise and collaborate skills from different areas such as Coding, Electronics and Product Design to develop projects such as SUMOBOTS (tackling Robots) and a desktop fan.  Creative Technologies gives you the freedom to let your design ideas follow a unique journey. This course will carry on to 13 in preparation for Tertiary Education.

Year 12 Dance is a Level 2 NCEA subject and students study a full 22 credit course (18 internal credits and 4 external credits). Students develop skills in conceptualising, choreography, performance and the understanding of dance history and purpose. They work individually, and in groups, to develop pieces for assessed performance. They critically evaluate the purpose and effectiveness of their own work, and the work of others. Highlights of the course are performance in the annual Dance Showcase production.

Objectives 

Students will

• Select and use appropriate elements, techniques and choreographic processes across different dance genres.
• Initiate and develop ideas that demonstrate an intention, individually and collectively, in selected dance genres.
• Perform and respond to dance, making critical judgements about the use of elements, techniques, and choreographic processes to create form and meaning across genres.
• Investigate the genres and purposes of dance in different historical, cultural, and contemporary settings, both in New Zealand and internationally.
• Reflect upon the ways in which dance can be used to communicate meaning and apply this to their own practice.
• Develop communication skills, motor skills, and confidence. 

Content

Students will

• Use elements and techniques to choreograph and perform dance pieces.
• Research concepts and communicate ideas and understanding through movement.
• Demonstrate understanding of the unique features of ethnic and theatre dance styles.
• Develop performance skills and the ability to communicate effectively and confidently with peers and audiences.
• Be offered the opportunity to perform in school and regional events.

Course Content

Year 12 Design and Visual Communication will allow students to further develop their skills as designers. Students will have a lot more creative freedom than Year 11 as they can choose their own context for both Spatial and Product design projects. Students will continue learning visual communication techniques to resolve design outcomes with NCEA guidelines.

Students will be assessed through the following projects:

• Project 1 - Students are designing a Product with their own individual brief.  They will be choosing a Design movement as their source of inspiration.
• Project 2 - Students are designing a Spatial structure with their own individual brief.  Students can choose their own source of inspirations as their starting point but the site must be within Auckland CBD.

Objectives

• To further develop and demonstrate a range of drawing skills and digital design techniques to express and communicate ideas which reflect a sound knowledge of design.
• To interpret drawings and communicate information graphically to illustrate research and functional resolve.
• To understand and apply design processes to come up with a solution to design constraints.
• To develop confidence as a designer and make progress into the project by having a firm grasp of the processes that are involved in each development stages.

Extension/Enrichment Opportunities

Students who show the aptitude and interest can take part in the Scholarship programme.

User Experience & Design (NCEA Level 2) 

Ready to build actual digital products and earn NCEA Level 2 credits? In Year 12 UXD, you'll tackle real-life challenges by designing and developing digital experiences. Choose to create an immersive game, learn everything from concept to coding, while also build a functional website with a robust database powering its content. This course focuses on practical scenarios, giving you the skills to research, design, and launch projects that solve genuine problems and make a real impact. Get ready to turn your ideas into tangible, impactful digital solutions!

Objectives

• Master the Data & Design:  Explore user psychology, design thinking, and discover how databases (SQL) store user information on websites and apps.
• Code for Impact:  Gain a foundation in coding languages like HTML, CSS, and Javascript to bring your designs to life.
• Build Websites & Databases:  Code the structure (HTML) and design (CSS) for user-friendly interfaces.
• Make it Dynamic:  Add interactivity with Javascript (think pop-up menus or animations).
• Test & Iterate:  Gather user feedback to continuously improve your designs and code.

Content 

Website Development

• User-centred design principles tailored to the New Zealand context. 
• Understanding databases (SQL) for web applications. 
• Conducting user research for Kiwi audiences. 
• Prototyping user interfaces. 
• Basic coding for web development
  • Learn a range of practical programming languages, including, but not limited to - HTML, CSS, Javascript, SQL, pHp.
• Effective design communication.

Game Development

• User-Centred Design & Playtesting:  Instead of just building a game, focus on who will play it and why. This involves conducting user research, defining your target audience, creating player personas, and, critically, continuous playtesting with real users to gather feedback and iterate on your design. This directly links to UXD principles and real-world development processes.
• Game Mechanics & Core Loop:  Deeply understand and intentionally design the core rules, systems, and interactions that define your game. Focus on a compelling "core loop" – what the player does repeatedly, and how it's rewarding. This includes things like movement, combat, resource management, puzzles, and progression.
• Narrative, World-Building & Theme:  Even for simple games, a cohesive theme, engaging narrative elements, and believable world-building (even if it's just a single level) significantly enhance the user experience. 
• Prototyping & Iteration:  Don't aim for a perfect final product from the start. Emphasize rapid prototyping (making quick, rough versions to test ideas) and a strong iterative design process. This means constantly refining your game based on testing and feedback.
• Technical Implementation & Tools:  While not a coding-heavy course, students should focus on understanding the practical application of game development tools. The focus should be on how to translate their design ideas into a playable prototype using these tools, understanding their limitations and capabilities.

Extension/Enrichment Opportunities

Students who show aptitude can take part in the Scholarship programme. The invitation is by the teacher.

Special Note:
In cases where there is a clash in the Achievement Standards when individual students to multiple technologies (especially Digital Technologies), alternative assessments will be discussed with those students to avoid students losing opportunities to obtain the desired number of credits. This will be done on an individual basis and at the teacher's discretion. 

Testimonials from current 12UXD students:

UXD has been a great subject to greatly improve my digital design skills, as well as improve my coding skills. UXD has helped me understand databases and how they work, which is a really important component in almost every website. All in all, UXD is a creative subject that lets you learn and have lots of fun at the same time. - Timo 

I enjoy UXD because of the freedom and personal expression I get to put into my work. When doing a unit about websites or games, I get to make the game or website I want to make as long as it meets the standard. It's a super fun subject and there's lots to learn, including things about web development and game design. - Oliver

Objectives

• To learn a new high level programming language.
• To learn the skills needed to create advanced computer programs that provide graphical user interfaces.
• To develop advanced project management skills and tool utilisation.
• To continue the development of logical thinking, critical thinking and problem solving skills at an advanced level.
• To further develop the ability to analyse problems and design advanced solutions.
• To further develop a comprehensive understanding of the concepts of algorithms, programming languages, user interfaces and usability.
• To gain an advanced understanding of the concepts and skills related to program design, development, execution, testing and evaluation, debugging and documentation.

Content

• Learn a second high level programming language.
• Learn how to incorporate a GUI framework into advanced computer programs.
• Develop advanced computer programs.
• Advanced problem solving, logical thinking and solution design utilising algorithmic techniques and test plans.
• Using project management and planning tools to design, create, test and evaluate advanced computer programs to meet the specifications of a given brief.

Year 12 Drama is a Level 2 NCEA subject and offers 18 credits - 14 internal and 4 external.  Students will use dramatic elements, techniques, conventions and technologies to develop, refine, rehearse and perform drama in a range of contexts.  They research specific forms of theatre and critically evaluate the effectiveness of their work and the work of other students. They develop performance skills and the ability to communicate ideas, roles, and concepts to an audience. A highlight of the course is the evening class production in Dramafest.

Objectives

Students will

• Select and integrate elements, techniques, conventions and technologies using specific texts.
• Initiate, develop and refine dramatic ideas individually and collectively in a range of dramatic forms.
• Rehearse and perform drama in a range of dramatic forms.
• Respond to and make critical judgements about rehearsal processes and performances.
• Research the production, performance and purpose of drama in a range of contexts.

Content

Students will  

• Devise and perform a drama based on ideas and themes informed by interests in the class.
• Demonstrate understanding of a theatre in both performance and written exam.
• Select, rehearse and perform a role in a major production.
• Discuss drama elements, technologies, techniques, and conventions within a live performance.
• Be offered the opportunity to perform in school and regional events (e.g. Dramafest). 

Objectives

• To enable students to explore the major economic issues facing New Zealand today and to develop an understanding of policies that a government may implement to address these issues.
• To define and measure key economic issues and to understand their causes and possible effects on households, businesses, government and society using economic models.

Content

Focus on four major economic issues

• Economics Growth.
• Government Policy.
• Inflation.
• Employment.

This is a Level 2 English course for students who are interested in exploring how creative texts communicate ideas that deepen our understanding of ourselves and the world.

Objectives

• Engage with written, visual, and oral texts by analysing language, forming personal responses, and responding critically and creatively.
• Develop writing skills and produce a range of written text types. 
• Develop oral presentation skills.

Content

• Written text analysis - novel or play. 
• Unfamiliar text skills - New Zealand, Māori, and Pasifika short texts.
• Produce a writing portfolio of a range of creative writing (for example, a first chapter for a novel). 
• Read, view and/or listen to a range of self-selected texts and develop personal reading responses. 
• Produce an oral text (podcast).

Extension/Enrichment Opportunities

Year 12 students may attend weekly tutorials in Terms 2 and 3 to prepare for Scholarship English. In addition, the English Faculty offers a range of extension/enrichment opportunities, including Debating, Spoken Word Poetry Club, writing clubs, external writing and speech competitions, and trips or performances relevant to the curriculum.

This is a Level 2 English course for students who are interested in exploring how we tell true stories. The focus is on nonfiction texts and/or texts based on real-life events.

Objectives

• Engage with written, visual, and oral texts by evaluating information, analysing language, and responding critically.
• Develop writing skills and produce a range of written text types. 
• Develop oral presentation skills.
• Develop information literacy skills. 

Content

• Nonfiction written text analysis - Autobiography or based on a true story. 
• Unfamiliar text skills - New Zealand, Māori, and Pasifika short texts.
• Produce a writing portfolio of a range of nonfiction writing (for example, opinion writing). 
• Research a course-related topic and develop conclusions. 
• Produce an oral presentation (speech).

Extension/Enrichment Opportunities

Year 12 students may attend weekly tutorials in Terms 2 and 3 to prepare for Scholarship English. In addition, the English Faculty offers a range of extension/enrichment opportunities, including Debating, Spoken Word Poetry Club, writing clubs, external writing and speech competitions, and trips or performances relevant to the curriculum.

Objectives

• To increase students’ knowledge and understanding of the academic English required for secondary and tertiary study in New Zealand.
• To prepare for Level 2 English in 13ESL to meet the Literacy requirement for New Zealand University Entrance.
• To learn about New Zealand culture.
• To develop confidence in taking part in New Zealand society.

Course Content

• The course covers academic and communicative English over the language skills of listening, speaking, reading, writing, grammar, vocabulary, and information literacy.
• Students will be assessed by the Level 1 English achievement standards as well as the English for Language Learners unit standards for Reading and Writing and Presenting.

This course offers an opportunity for students to develop their knowledge of Food Technology and Human Nutrition and to increase their practical skills in food preparation.  The Standards offered are subject to the student’s technology practice and are not limited to those listed in the table below.

Objectives

Students will

• Develop their knowledge and understanding of the design process as it applies to food products.
• Maintain effective food safety practices while working with food.
• Develop skill in technological enquiry and practice in the food related area.
• Gain a deeper understanding of human nutrition both for everyday life and in specialised areas such as sport and for those with specific dietary needs.
• Investigate the increasing importance of producing and using food sustainably.

Content

• Develop skills in time management, planning and decision making in a fast-paced kitchen environment.
• Demonstrate understanding of the nutritional needs of people with specific dietary needs.
• Evaluate sustainable food-related practices.
• Apply nutritional knowledge and technological skills in the preparation of food.
• Maintain effective safety practices while working with food.
• Develop advanced procedures to process a food product.

Objectives

• Develop an understanding of natural, social and economic environments and their inter-relationship with people. 
• Investigate contemporary local and global geographic issues.
• Develop geographic skills used for interpretation and decision-making.
• Undertake research to understand geographic environments.

Content

• Natural Environments - The formation, characteristics and use of the Tongariro Volcanic Centre.
• Differences in Development - Wealth and poverty, with a case study of Tanzania.
• Contemporary Geographic Issue – Investigation of a contemporary geographic issue, and evaluation of the best solution.
• Geographic Research – What are sustainable cities? How sustainable is our city?
• Global Geographic Pattern – The where, why and significance of global megacities.
• Geographic Concepts and Skills.

More on the 12 Geography course

Objectives

• Investigate adolescent issues that teenagers have in today’s society.
• Understand reasons for the choices people make that affect their wellbeing and explore and evaluate options and consequences.
• Plan strategies to respond and support in challenging situations.
• Analyse how society influences the choices we make.
• To critically evaluate health issues.
• To discuss with an open mind various health issues.
• To become more aware of the health issues in society.
• Take action to address a school or community health / wellbeing issue.

Content

• Develop an understanding of resilience.
• Explore risk and protective factors which operate at the personal, interpersonal and societal level.
• Explore a variety of strategies that develop and maintain the protective factors and minimise the risk factors.
• Promote awareness of issues relating to mental and emotional wellbeing.
• Review or revise an aspect of school policy and practice related to student’s wellbeing.
• Developing understanding of gender identity and sexual identity.
• Influences on gender identity and sexual identity (cultural, media, interrelationships with others).
• Social justice and strategies for addressing inequalities in gender and sexuality situations.
• Analyse a variety of adolescent health issues including binge drinking in preparation for externals.

Year 12 HistoryObjectives

• Develop skills of inquiry, interpretation and communication.
• Develop an understanding of other people, times and places.
• Develop individual research skills.
• Develop the ability to enter imaginatively into events of the past.

Content

This course concentrates on Nineteenth and Twentieth Century History.

• The Vietnam War. 
• Weimar Germany and the rise of Hitler and the Nazi Party. 

Year 12 History

Objectives

• To introduce students to the needs and demands of working in the Hospitality Industry.
• To equip students with knowledge, skills and confidence in the selection, preparation, and service of food to standards required by the Hospitality Industry.
• To develop students’ knowledge of food hygiene procedures and practices in a commercial kitchen.

Content

This is outlined in the description of the unit standards offered.  It is a desired Hospitality Standards requirement that Unit 20666 and/or 167 must be completed and passed before completing any other Cookery Unit at Level 2. There is a combination of both theoretical and practical work. This course is mostly practical cookery based.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Sequences and Series - Using arithmetic and geometric sequences and series to solve problems.
• Trigonometry - Applications of sine rule, cosine rule and area of a non-right-angled triangles.
• Statistics - Box and whisker graphs. Plan and conduct an investigation to make an inference about a population.
• Probability - Risk and relative risk, the normal distribution, experimental distributions, relative frequencies, two-way tables and probability trees.
• Bivariate Statistics - Scatter graphs. Plan and conduct an investigation using bivariate numerical data.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Sequences and Series - Using arithmetic and geometric sequences and series to solve problems.
• Trigonometry - Applications of sine rule, cosine rule and area of a non-right-angled triangles.
• Statistics - Box and whisker graphs. Plan and conduct an investigation to make an inference about a population.
• Probability - Risk and relative risk, the normal distribution, experimental distributions, relative frequencies, two-way tables and probability trees.
• Bivariate Statistics - Scatter graphs. Plan and conduct an investigation using bivariate numerical data.

Students will also prepare to sit the 10 credit Numeracy co-requisite digital online assessment.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Graphing - Use equations and transformations of graphs to solve problems. Draw and find the equations of quadratic, absolute, cubic, trigonometric, exponential and logarithmic graphs.
• Trigonometry - Applications of sine rule, cosine rule and area of a non-right-angled triangles.
• Algebra - Manipulating algebraic expressions, determining the nature of the roots of a quadratic equation and forming and solving linear, quadratic and exponential equations.
• Calculus - Using derivatives and anti-derivatives of polynomials to solve problems. 
• Probability - Risk and relative risk, the normal distribution, experimental distributions, relative frequencies, two-way tables and probability trees.

Objectives

• Students should become more visually literate and be able to write detailed and informed pieces on a wide range of media.
• Students should be able to analyse and interpret meanings in film and be proficient in basic video production knowledge and skills.

Content

• Close reading of film.
• Study of messages and values in the media, and the impact of the media on a social grouping.
• Narrative conventions in film. 
• Genre studies.  
• Production of short film, music video, film trailer.

Objectives

• A practically based course with an emphasis on composition/song writing and performance but covering a broad range of musical knowledge and skills.
• This course is designed to give students fundamental skills and knowledge for creating music.
• Preparation for a more specialised Year 13 Music course.

Content

• Performance – Instrumental/Voice – Solo and ensemble.
• Listening skills.
• Composition and instrumentation. 
• Materials of music, study of music works including research.

National Certificate in Tourism - Introductory Skills Level 2

Objectives

• To provide students with knowledge of the New Zealand Travel and Tourism Industry.
• To provide prior-learning opportunities for further education and training in the Travel/Tourism Industry.

Content

Students will undertake Travel and Tourism modules which have been developed to meet standards established by the Aviation, Tourism and Travel Training Organisation (ATTTO).

• New Zealand as a Tourist Destination.
• Customer Service Skills.
• World Travel Geography outside New Zealand.

Objectives

• To develop a sense of personal worth.
• To develop the ability to work within a team, showing concern and respect for others, developing mutual trust, support, and confidence within the team.
• To learn the importance of correct safety techniques in outdoor activities including an understanding of risk management.
• To develop leadership through participating in a number of outdoor activities.

Content

• Adventure Based Learning - Students will experience adventure based learning activities at school. This will help to develop teamwork, cooperation, communication, and problem solving skills.  
• Social Responsibility - Students will learn to evaluate their own actions and the actions of others in the contribution to a group dynamic.  They will learn how to positively contribute to group process and success.
• Bushcraft - Students will prepare themselves for 3 day/2 night tramp.  They will learn the skills of camp planning, risk management, taking the appropriate clothing and equipment, cooking, navigation, and reading the weather.  They will plan a trip for the Waitakere Ranges, Hunua Ranges or Kaimai Ranges.
• Scuba Diving - Students will learn how to scuba dive at an Aquatics Centre over 4 weeks and experience diving at Goat Island.
• Kayaking - Students will learn how to kayak.  They will go to an Aquatics Centre and learn how to wet exit, perform an x-rescue, a T-rescue and various kayaking strokes.  Students will plan for and experience an overnight trip to Motuihe Island with Auckland Sea Kayaks Company.

Objectives

In their study of Physics, students will use their developing scientific knowledge, skills and attitudes to:

• Demonstrate an understanding of concepts, principles and models.
• Apply concepts and principles to explain physical phenomena, systems and devices.
• Describe how physical theories and models have been developed.
• Explain how development in physics-based applications can lead to changes in society.

Content

The modules include:

• Mechanics.
• Electricity.
• Atomic & Nuclear Physics.
• Waves
• Physics Investigation

The use of electronic devices will be an integral part of the learning process, and it will be a significant disadvantage if students do not have a personal device.

Objectives

In this course students will:

• Develop their scientific practical skills and attitudes.
• Be exposed to a range of scientific concepts from the main Science strands: Biology, Chemistry and Earth & Space Science.

Content

The content of this course remains flexible as we progress through the year. We are able to change standards based on the interest of the class.

The content may involve:

• The evaluation of an issue in Earth & Space Science and how information about the issue is presented to the public.
• Chemical analysis by using ion identification procedures is a practically assessed component.
• Field work in Ecology during a trip to the rocky shore.
• Earth and Space investigation.
• Developing microscopic skills by investigating biological materials using microscopes. 

The focus of this course is to provide students with the experiences and the employment, communication and team skills that will assist them in their transition into employment and/or further education and training. The students will also be given opportunities to attend career-specific courses and work placements. The Skills for Life course is a timetabled subject, different to the STAR and Gateway programmes which are available to all students at the college.

Guideline(s)/Minimum Entry

• By invitation and/or Faculty Manager approval.

Core Course Content Objectives

Students will

• Learn and apply skills for career exploration, job search, CV writing and job interviews. 
• Undertake a comprehensive First Aid course, in addition to a workplace Health and Safety programme.
• Participate in a 2-day Communications and Teamwork course.

Objectives

• To extend students' linguistic and cultural understanding and their ability to interact appropriately with others.
• To introduce students to new ways of thinking about, questioning, and interpreting the world and their place in it.
• To acquire knowledge, skills and attitudes that equip students for living in a world of diverse peoples, languages and cultures.
• To challenge and consider our own identities and assumptions.
• To develop understanding of the power of language.
• To enjoy using another language in meaningful situations.

Content

This course consolidates learning to date and uses various themes of interest to pupils to reinforce and extend the basic skills of listening, speaking, reading and writing. 

Topics studied may include:

• My Future.
• Literature.
• What would you do?
• Festivals.
• Media and advertisements.
• Complaining.
• Tourism.

Objectives

• To develop a knowledge and understanding of the human body as it relates to movement and performance. 
• To develop skills in acquiring, applying and evaluating in-depth knowledge in relation to Physical Education.
• To give an appreciation of the contribution that physical activity has to the development of a healthy life-style.
• To develop interpersonal and social responsibility skills in group and team situations.
• To apply biophysical principles to train for and complete a 6km Tough Guy/Tough Gal Event.
• To develop understanding of the influence sociocultural factors have on participation in physical activity.
• To develop critical thinking/critical analysis and evaluative skills.
• To develop a variety of physical skills in a range of contexts.

Content

• Skill learning.
• Exercise Physiology.
• Functional Anatomy.
• Principles of training.
• Methods of training.
• Sports Psychology. 
• Social responsibility.
• Sociocultural factors impacting activity involvement.
• Practical performance
  • Tough Guy/Gal Event performance.
  • Badminton performance.
  • Coaching.

This is a restricted entry course - approval by the Faculty Leader may be required.
If you select this course, you must also choose a BACKUP subject.

What is Te Reo Māori?
Māori is one of the official languages of New Zealand and is an integral part of the country’s culture. There are numerous reasons to learn Māori including personal enjoyment or career requirements. Whatever the reason may be, learning Māori provides great satisfaction, a greater connection with New Zealand and an enhanced understanding of our culture and society. For many ākonga, including young adult and adult learners, there are no fees for Te Reo Māori courses. Please see the Fees page on the Te Kura website for further information.

What this course involves:
A range of themes and skills will be practised through listening, speaking, reading and writing in Māori. The following topics will be covered: ngā Atua Māori, Toku Ao, He Huihuinga, Ko te ao mārama and Tangata Rongonui. Learners must be self-motivated and capable of independent study to select this course.

Delivery Modes
This course is accessed through the My Te Kura online learning environment. Ākonga will be required to make and submit audio and/or video recordings, so a microphone and camera or mobile device are essential.

Objectives

• To develop an understanding of different concepts in Biology and to be able to use examples to explain different interactions between plants and animals by describing different appropriate mechanisms involved.
• To develop an understand the evolutionary processes that leads to the formations of a new species
• To develop an understanding of the cultural and biological trends in Human Evolution
• To carry out a practical investigation in solving problems in Biology and analysing data regarding exercise and homeostasis.
• To be able to write a report to demonstrate their understanding of a current socio-scientific issue and to give their own justified opinion based on their scientific research. 

 Content

• Animal and Plant responses to the environment. 
• Socio-scientific issues.
• Speciation
• Human Biological and Cultural Evolution.
• Practical investigation.

This Biology course is designed for those students with excellent Biology content knowledge and the ability to engage with it critically. The course provides the extended knowledge and skills needed for the Biology Scholarship examinations.

Objectives

The main objectives for this course are the following:

• To prepare students for Biology at a tertiary level by developing key critical thinking skills and building on key biological concepts.
• Through this class, students will gain the skills of abstraction and generalisation, and the ability to integrate, synthesize and apply knowledge. By the end of the school year, students will be equipped with comprehensive content knowledge, effective communication skills, critical evaluation, and flexible thinking in unfamiliar contexts.

The achievement standards for this class are similar to those in Year 13 Biology. Students are also encouraged to participate in the Scholarship Biology examination at the end of the year.  Biology Scholarship workshops are also included in the Scholarship program throughout the year.

Content

• Animal and Plant responses to the environment. 
• Socio-scientific issues.
• Evolution.
• Human Biological and Cultural Evolution.
• Practical investigation.

Objectives

• To investigate and develop the ways materials and chemical processes interact with people and the environment.
• To carry out a range of practical investigations and use this and other information to explore chemical behaviour.
• To understand important concepts in Chemistry and major patterns of chemical behaviour.

Course Content

• Structure of particles and thermochemistry.
• Properties of organic compounds
• Acids, bases, precipitates and equilibrium in aqueous systems.
• Oxidation and reduction reactions.
• Spectroscopy.

Objectives

• To investigate and develop the ways materials and chemical processes interact with people and the environment.
• To carry out a range of practical investigations and use this and other information to explore chemical behaviour.
• To understand important concepts in Chemistry and major patterns of chemical behaviour.

Course Content

• Structure, particles and thermochemistry.
• Organic Chemistry.
• Acids, bases and precipitates.
• Aqueous equilibrium.
• Oxidation and reduction reactions.
• Spectroscopy.

English for students who want to continue to develop their analysis, research and writing skills beyond Level 2 English.

Objectives

• To engage in critical analysis of literature and film. 
• To increase knowledge and interest in written and visual language choices.
• To develop confidence and ability in thinking, reasoning, discriminating and evaluating.
• To improve academic writing skills.

Content

• Study of written texts.
• Study and close viewing of visual texts.
• Oral presentation.
• Research and application of literary theories.

NOTE:  English is not compulsory at Year 13. 

Extension/Enrichment Opportunities

Year 13 students interested in sitting the English Scholarship exam are encouraged to select 13ENX. However, all Year 13 students can attend the English Scholarship tutorials that are offered from Term 2 onwards. In addition, the English Faculty offers a range of extension/enrichment opportunities including Debating, Spoken Word Poetry Club, writing clubs, external writing and speech competitions, and trips or performances relevant to the curriculum.

English for students who want academic extension to prepare for the English Scholarship exams.

Objectives

• To increase knowledge and interest in literature and language.
• To develop confidence and ability in thinking, reasoning, discriminating, and evaluating.
• To prepare students for the English Scholarship exam.

Content

• Analysis and criticism of poetry and prose passages.
• Study of issues in literature (extended and short texts).
• Research and application of literary theories.
• Produce an oral text.

Extension/Enrichment Opportunities

The English Faculty offers a range of extension/enrichment opportunities, including Debating, Spoken Word Poetry Club, writing clubs, external writing and speech competitions, and trips or performances relevant to the curriculum.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Trigonometry - Manipulating trigonometric identities, graphing and solving trigonometric equations.
• Complex Numbers - Solving quadratic and cubic equations with complex roots, Argand diagrams, polar and rectangular forms, loci and De Moivre’s theorem.
• Differentiation - Derivatives of power, trigonometric, exponential and logarithmic functions, optimisation, related rates of change, parametric functions and chain, product, and quotient rules.
• Integration - Integrating power, polynomial, exponential (base e only), trigonometric and rational functions, reverse chain rule, rates of change problems, areas under or between graphs of functions, finding areas using numerical methods and differential equations.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Time Series - Using the statistical enquiry cycle to investigate time series data and produce a report.
• Statistical Inference - Using the statistical enquiry cycle to make a formal inference given a multivariate data set.
• Probability Concepts - Comparison of true and experimental probabilities, conditional probabilities, probability distribution tables and graphs, two-way tables, probability trees and Venn diagrams.
• Probability Distributions - Applying Poisson, binomial, triangular, rectangular and normal distributions, comparison of true probabilities versus distribution of model estimates.
• Simultaneous Equations - Forming and solving systems of simultaneous equations and interpreting the nature of solutions.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Time Series - Using the statistical enquiry cycle to investigate time series data and produce a report.
• Statistical Inference - Using the statistical enquiry cycle to make a formal inference given a multivariate data set.
• Probability Concepts - Comparison of true and experimental probabilities, conditional probabilities, probability distribution tables and graphs, two-way tables, probability trees and Venn diagrams.
• Probability Distributions - Applying Poisson, binomial, triangular, rectangular and normal distributions, comparison of true probabilities versus distribution of model estimates.
• Simultaneous Equations - Forming and solving systems of simultaneous equations and interpreting the nature of solutions.

Objectives

In Level 3 Physics, students will use their developing scientific knowledge, skills, and attitudes to:

• Demonstrate an understanding of concepts, principles and models.
• Apply concepts and principles to explain physical phenomena, systems and devices.
• Appreciate the power and limitations of theories and models in Physics.
• Analyse developments in Physics and physics-based applications and the influence of society on them.

Content

• Mechanical systems.
• Mechanical systems in context.
• Electrical systems.
• Modern Physics.
• Wave systems.

Objectives

In Level 3 Physics, students will use their developing scientific knowledge, skills, and attitudes to:

• Demonstrate an understanding of concepts, principles and models.
• Apply concepts and principles to explain physical phenomena, systems and devices.
• Appreciate the power and limitations of theories and models in Physics.
• Analyse developments in Physics and physics-based applications and the influence of society on them.

Content

• Mechanical systems.
• Electrical systems.
• Waves systems.
• Modern Physics.

Objectives

Candidates will be expected to extend their application of skills learnt in the 13MCA course related to the following areas

• Conics - Applications questions related to circles, ellipses, parabolae and hyperbolae in both Cartesian and parametric form.
• Trigonometry - Manipulating trigonometric identities, graphing and solving trigonometric equations.
• Complex Numbers - Solving quadratic and cubic equations with complex roots, Argand diagrams, polar and rectangular forms, loci and De Moivre’s theorem.
• Differentiation - Derivatives of power, trigonometric, exponential and logarithmic functions, optimisation, related rates of change, parametric functions and chain, product, and quotient rules.
• Integration - Integrating power, polynomial, exponential (base e only), trigonometric and rational functions, reverse chain rule, rates of change problems, areas under or between graphs of functions, finding areas using numerical methods and differential equations.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Sequences and Series - Using arithmetic and geometric sequences and series to solve problems.
• Trigonometry - Applications of sine rule, cosine rule and area of a non-right-angled triangles.
• Statistics - Box and whisker graphs. Plan and conduct an investigation to make an inference about a population.
• Probability - Risk and relative risk, the normal distribution, experimental distributions, relative frequencies, two-way tables and probability trees.
• Bivariate Statistics - Scatter graphs. Plan and conduct an investigation using bivariate numerical data.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Sequences and Series - Using arithmetic and geometric sequences and series to solve problems.
• Trigonometry - Applications of sine rule, cosine rule and area of a non-right-angled triangles.
• Statistics - Box and whisker graphs. Plan and conduct an investigation to make an inference about a population.
• Probability - Risk and relative risk, the normal distribution, experimental distributions, relative frequencies, two-way tables and probability trees.
• Bivariate Statistics - Scatter graphs. Plan and conduct an investigation using bivariate numerical data.

Students will also prepare to sit the 10 credit Numeracy co-requisite digital online assessment.

Objectives

• To promote the knowledge and understanding of Accounting as a financial language for individuals, partnerships and companies.
• To develop key competencies in a range of financial contexts (thinking; using language, symbols, and texts; managing self; relating to others; participating and contributing) and values (excellence; innovation; inquiry and curiosity; diversity; equity; community and participation; ecological sustainability; integrity).
• To apply financial knowledge and key competencies to practical situations.

Content

• Developing an understanding of the principles on which Accounting is based and how they are applied in a range of situations.
• Processing financial transactions and final accounts for Partnerships.
• Describing and evaluating a job cost system.
• Reporting Management financial information e.g. Cost Volume Analysis.
• Analysing, interpreting and evaluating financial and non-financial information of a Company on the NZX to make informed decisions.

Course Content

This course will be designed to build upon and develop the student’s knowledge from Level 2 Art Design.

Students will be allowed to develop their own theme/brief to form the basis of their design work for the year. The internal assessments (4 credits each) are integrated to create a body of work from which students can develop their own ideas and interests to produce the externally assessed part of the course (14 credit folio board). 

The design folio will be broken down into sub-briefs which could include

• Logo and branding design.
• Promotional work (poster/flyers etc).
• Illustration or character design.
• UX design (website/app etc).
• Animation.
• Product – book, business, merchandise.

Objectives

• Develop critical, lateral and creative thinking skills in Design.
• Extend knowledge of design conventions and contemporary design practitioners.
• Use a digital workbook to document design processes and idea development and resolution.
• Develop a body of work within chosen field of design practice.

NOTE:   It is highly recommended for students wishing to study Design at this level to have access to Adobe Creative Cloud.

Extra curricular activities that can extend students in Visual Arts include:

GDC_arts - Ongoing competitions, Arts Council, external Art and Photography competitions, Art lunchtime activities, Summerfest, School Art Exhibition, displays, assisting with School Production, and community projects.

Course Content

This course will be designed to build upon and develop the student’s knowledge of established painting practice, context, procedures, materials and techniques from Level 2 Painting.

Students will be allowed to develop their own theme to form the basis of their painting work for the year. The internal assessments (4 credits each) are integrated to create a body of work from which students can develop their own ideas and interests to produce the externally assessed part of the course (14 credit folio board). 

Objectives

• To develop students' knowledge and understanding of and extend this knowledge through individual practice.
• To further expand students’ knowledge of art practitioners and painting practices.
• To continue to use the visual diary to show working progress including research, idea generation and experiments to enable students to analyse and clarify ideas.
• To manage self and time within a student centric course.

Extra curricular activities that can extend students in Visual Arts include:

GDC_arts - Ongoing competitions, external Art and Photography competitions, Art lunchtime activities, Summerfest, School Art Exhibition, displays, assisting with School Production, community projects and scholarship.

Course Content

This course will be designed to build upon and develop the student’s knowledge of established photography practice, context, procedures, materials and techniques from Level 2 Photography.

Students will be allowed to develop their own theme to form the basis of their photography for the year. The internal assessments (4 credits each) are integrated to create a body of work from which students can develop their own ideas and interests to produce the externally assessed part of the course (14 credit folio board).

Objectives

• To develop students' knowledge and understanding of and extend this knowledge through individual practice.
• To further expand students’ knowledge of art practitioners and photography practices.
• To continue to use the visual diary to show working progress including research, idea generation and experiments to enable students to analyse and clarify ideas.
• To manage self and time within a student centric course.

NOTE:   It is highly recommended for students wishing to study Photography at this level to have access to Adobe Creative Cloud as well as a DSLR camera and tripod of their own.  

Extra curricular activities that can extend students in Visual Arts include:

GDC_arts - Ongoing competitions, Arts Council, external Art and Photography competitions, Art lunchtime activities, Summerfest, School Art Exhibition, displays, assisting with School Production, and community projects.

Objectives

• To develop an understanding of different concepts in Biology and to be able to use examples to explain different interactions between plants and animals by describing different appropriate mechanisms involved.
• To develop an understand the evolutionary processes that leads to the formations of a new species
• To develop an understanding of the cultural and biological trends in Human Evolution
• To carry out a practical investigation in solving problems in Biology and analysing data regarding exercise and homeostasis.
• To be able to write a report to demonstrate their understanding of a current socio-scientific issue and to give their own justified opinion based on their scientific research. 

 Content

• Animal and Plant responses to the environment. 
• Socio-scientific issues.
• Speciation
• Human Biological and Cultural Evolution.
• Practical investigation.

This Biology course is designed for those students with excellent Biology content knowledge and the ability to engage with it critically. The course provides the extended knowledge and skills needed for the Biology Scholarship examinations.

Objectives

The main objectives for this course are the following:

• To prepare students for Biology at a tertiary level by developing key critical thinking skills and building on key biological concepts.
• Through this class, students will gain the skills of abstraction and generalisation, and the ability to integrate, synthesize and apply knowledge. By the end of the school year, students will be equipped with comprehensive content knowledge, effective communication skills, critical evaluation, and flexible thinking in unfamiliar contexts.

The achievement standards for this class are similar to those in Year 13 Biology. Students are also encouraged to participate in the Scholarship Biology examination at the end of the year.  Biology Scholarship workshops are also included in the Scholarship program throughout the year.

Content

• Animal and Plant responses to the environment. 
• Socio-scientific issues.
• Evolution.
• Human Biological and Cultural Evolution.
• Practical investigation.

Objectives

Students who participate in the BCATS at Level 3 would be seriously considering an apprenticeship in a variety of trades such as: Carpentry, construction, joinery, and furniture making. 

Content

Students are to prepare for and undertake a Stage 3 BCATS project and compare the final outcome against project requirements.

Students will need to assess the plan/working drawings and job specifications to calculate a cutting list and determine the scope of work including processes, mathematic calculations, and material quantities (also hardware and fastenings). Students will need to keep a journal for documenting all this evidence (calculations, sketching details, written reflections and photos of the process of making) throughout the Stage 3 project.

They will need to work independently with limited supervision and draw on their previous BCATS experience.

Objectives

• Demonstrate an understanding of the internal and external influences on a business that operates in a global context.
• Demonstrating an understanding of a marketing, human resource issues and exporting potential of a New Zealand business.
• Understanding the dynamics of a sustainable and innovative business in a Market Day scenario.
• Understanding the importance of Cultural Intelligence for Multinational organisations especially when exporting to a new market.

Content

• Internal factors within a business that operates in a global context.
• Investigate the export potential of a new/existing product into a new market.
• Investigate an HR issue in businesses.
• Carrying out an innovative and sustainable Business activity with consultation.

Objectives

• To investigate and develop the ways materials and chemical processes interact with people and the environment.
• To carry out a range of practical investigations and use this and other information to explore chemical behaviour.
• To understand important concepts in Chemistry and major patterns of chemical behaviour.

Course Content

• Structure of particles and thermochemistry.
• Properties of organic compounds
• Acids, bases, precipitates and equilibrium in aqueous systems.
• Oxidation and reduction reactions.
• Spectroscopy.

Objectives

• To investigate and develop the ways materials and chemical processes interact with people and the environment.
• To carry out a range of practical investigations and use this and other information to explore chemical behaviour.
• To understand important concepts in Chemistry and major patterns of chemical behaviour.

Course Content

• Structure, particles and thermochemistry.
• Organic Chemistry.
• Acids, bases and precipitates.
• Aqueous equilibrium.
• Oxidation and reduction reactions.
• Spectroscopy.

Objectives

• To extend students' linguistic and cultural understanding and their ability to interact appropriately with others.
• To introduce students to new ways of thinking about, questioning, and interpreting the world and their place in it.
• To acquire knowledge, skills and attitudes that equip students for living in a world of diverse peoples, languages and cultures.
• To challenge and consider our own identities and assumptions.
• To develop understanding of the power of language.
• To enjoy using another language in meaningful situations.

Content

This is a continuation and development of the Year 12 course and uses various themes of interest to students in order to reinforce language skills and aspects of Chinese life and culture.  Literature is also studied at this level.  

Topics studied may include

• Smart lifestyle.
• Special skills, future career.
• Aspiration for the future, hobbies.
• Media and advertising.
• Current events.
• Chinese literature and film study.

Classics is a multi-disciplinary subject where students will explore the world of ancient Greece through art, literature, mythology, and history.  

The Trojan War in Art - Students will explore the myth of the Trojan War by examining Greek vase paintings.  They will look at how the myth of the Trojan War has influenced artists across time.  They will explore the way the Trojan War has been depicted in art by a range of artists such as Jacques-Louis David, Primaticcio, Rubens, and others.  Students will examine the use of the Trojan Myth to convey meaning to an audience and the relevance of the themes of the myth.  

Alexander the Great - Students will explore how Alexander rose to power, his military exploits, leadership, relationships with his men, political ideology, and legacy.  Students will examine how he gained the title "the Great', and whether he deserved to be called "the Great".  

Aristophanes and Comedy - Students will examine the origins of comedy by learning about ancient Greek comedy.  Students will explore ancient Greek theatre and the genre of comedy, before reading and analysing one of Aristophanes' plays - either Wasps or Frogs.  They will explore the connections between ancient and modern comedy, and decide if Aristophanes deserves the title "the father of comedy".  

Throughout these topics, students will examine the connections between the ancient world and the modern world, and how understanding the ancient world can help us understand the world we live in now.  

Course Objectives

• It is designed to enable students to provide a one-off solution using Electronics and Control Technology for an authentic client.
• Students demonstrate knowledge of factors affecting quality and reliability of electronic products and how to improve electronic product reliability.
• Knowledge of the processes required to bring a new electronic product through all the stages from conception to market through functional modelling.
• Incorporating Raspberry Pi in selected projects.

Year 13 Dance is a Level 3 NCEA subject and students are offered a full 22 credit course (18 internal credits and 4 external credits). Additional credits in selected internals may be offered where appropriate. Students develop skills in conceptualising, choreography, performance and understanding the varying intentions, avenues, applications and purposes for dance. They develop pieces for assessed performance and critically evaluate the purpose and effectiveness of both their own work, and the work of others. Highlights of the course are performances in annual school events (the Dance Showcase production and the Arts Awards).

Scholarship Dance is also available to suitable candidates (HOD approval required).

Objectives

Students will

• Select and use appropriate elements, techniques, and choreographic processes across a range of dance genres.
• Initiate and develop ideas that demonstrate understanding of concepts and the development of intention, individually and collectively, in selected dance genres.
• Perform and respond to dance, making critical judgements about the use of elements, techniques, and choreographic processes to create form and meaning across genres.
• Investigate the genres and purposes of dance in different historical, cultural, and contemporary settings (with a focus of New Zealand and Pasifika dance).
• Reflect upon the ways in which dance can be used to communicate meaning and apply it to their own practice.

Content

Students will

• Use elements and techniques to choreograph and perform dance pieces.
• Research concepts and communicate ideas and understanding through movement.
• Demonstrate understanding of the unique features of ethnic and theatre dance styles.
• Develop performance skills and the ability to communicate effectively and confidently with peers and audiences.
• Be offered the opportunity to perform in school and regional events (e.g. the YouDance Festival and the GDC Dance Showcase).

Objectives

Design and Visual Communication at Year 13 focuses on developing a student-driven brief to resolve either a Spatial or Product project that visually communicates aesthetic and functional development with detail and clarity.

Students will choose either Spatial (A.S. 91629) or Product (A.S. 91630) by Term 2 and be doing a year-long project.

Content

Students will choose to specialise in the field of either Spatial or Product Design. This will decide the direction of their project in preparation for their intended future studies and students can make the decision between Spatial and Product by the end of Term 1. This program requires students to apply design practice to produce a portfolio of work that showcases ideation, refinement and resolve of their design ideas.  After this first project, it is followed by another standard that is focused on graphically presenting their body of work (A.S. 91628) which may include creating a physical model. Work from these two standards will be used as evidence for an external standard (A.S. 91627) which is focused around idea development and visual communication.

Level 3 UXD - User Experience and Development 

Ready to truly make your mark and prepare for university? In Year 13 UXD, you'll dive deep into authentic, industry-aligned projects that are designed to build your professional portfolio and ignite your creative potential. This isn't just about earning NCEA Level 3 credits; it's about solving complex, real-world problems. You'll have the power to choose to develop an impactful project, complete with advanced database skills and a high level user interface, or lead to the creation of an innovative prototype of a game, pushing the boundaries of design. 

We'll focus on the development lifecycle, from in-depth user research and strategic planning to robust implementation and rigorous user testing. Get ready to showcase your skills, express your unique vision, and build a portfolio that stands out for your university applications and beyond!  

Objectives

• Develop a high level of understanding of the design process.
• Focus on optimising the user's experience in the widest possible (global) context.
• Understand how different design elements are prioritised differently when it comes to apps, websites and databases.
• Work in a highly effective manner in an individual or group scenario.
• Upskill your technical coding skills in - PHP, JavaScript, HTML, CSS, SQL - when it comes to web and database development.
• Build an e-portfolio which will be suitable for use out of school, whether in the industry or at a tertiary institution.

Content

Website Development

• Advanced User Research:  Master user research methodologies to understand user needs and translate them into compelling website experiences.
• Website Design & Development:  Deepen your skills in HTML, CSS, and Javascript, crafting beautiful and functional websites.
• Server-Side Development with PHP:  Unlock the power of PHP, a robust programming language, to build dynamic web applications and manage data flow.
• Database Mastery with MySQL & phpMyAdmin:  Level up your SQL skills, exploring complex database queries, data manipulation, and integration with websites using phpMyAdmin.
• UX Testing & Iteration:  Develop rigorous testing methods to evaluate user interaction and refine your website designs based on real-world feedback.
• UX Leadership:  Hone your communication and leadership skills to guide your UXD team towards success.
• Project Management:  Master the art of managing UXD projects, ensuring they stay on track and deliver exceptional results.
• Industry-Ready Portfolio:  Build a professional portfolio showcasing your UXD expertise in website design, development, and database management, making you stand out to employers.

Game Development

• User-Centred Design & Playtesting:  Instead of just building a game, focus on who will play it and why. This involves conducting user research, defining your target audience, creating player personas, and, critically, continuous playtesting with real users to gather feedback and iterate on your design. This directly links to UXD principles and real-world development processes.
• Game Mechanics & Core Loop:  Deeply understand and intentionally design the core rules, systems, and interactions that define your game. Focus on a compelling "core loop" – what the player does repeatedly, and how it's rewarding. 
• Narrative & Theme: Even for simple games, a cohesive theme, engaging narrative elements, and believable world-building (even if it's just a single level) significantly enhance the user experience. 
• Prototyping & Iteration:  Don't aim for a perfect final product from the start. Rapid prototyping (making quick, rough versions to test ideas) and a strong iterative design process. 
• Technical Implementation & Tools:  While not a coding-heavy course, you should focus on understanding the practical application of game development tools. They should focus on translating their ideas into a prototype using these tools and understanding their limitations.

 Testimonials from current 13UXD students:

UXD is a subject which is incredibly crucial to students who want a great career in the future. We will use coding languages such as HTML, CSS, JS and more. My current project is creating a game on Gamemaker on the topic of AI. This may seem challenging as we're not only building a game from the beginning, but also designing the various characters and storyline of the game. Making sure that the game is coherent and the players understand the purpose of the game is also a crucial part of the process.  My current project not only enhances my coding abilities but also helps build my portfolio for future use. Take UXD, you won't regret it.  Vitas

UXD has aided me in my quest to further pursue technology in my tertiary education studies. In our course, UXD explores various technological fields that are prominent in the real world. This exposure has helped me understand the wide range of opportunities available in the technology sector.  Josh

UXD provides students with the opportunity to code their own websites and games, developing new skills which can be applied in the workforce. You learn the basics of front end and backend development for websites showing you how to build the aesthetics of the website along with creating functional databases which display the information on the main webpage. You will be able to build the fundamental skills and assets through this course which you can use throughout your university life and professional career.  Luca 

Extension/Enrichment Opportunities

Students who show aptitude can take part in the Scholarship programme. The invitation is by the teacher.

Special Note:

In cases where there is a clash in the Achievement Standards when individual students to multiple technologies (especially Digital Technologies), alternative assessments will be discussed with those students to avoid students losing opportunities to obtain the desired number of credits. This will be done on an individual basis and at the teacher's discretion.

Also note that changes with the context and the order of various assessments will be subject to change.

Objectives

• To gain a comprehensive understanding of complex concepts and skills related to software development.
• To apply the principles and techniques required for modular software development using complex programming techniques.
• To continue to develop the skills needed to create complex programs using integrated development environments (IDEs).
• To continue to develop skills to utilise various software development planning and project management tools, e.g. GitHub, KanBan boards, etc. to manage programming projects. 
• To develop complex computer code and successfully solve given problems at Level 3.
• To further develop the ability to analyse problems and design solutions using an algorithmic approach and an acceptable software development methodology, chosen by the student.
• To continue to further advance logical thinking, critical thinking and problem-solving skills.

Content

• Explore software development methodologies. Students will choose the methodology they want to use for their programming project(s).
• Students will choose to either learn a third high level programming language or further their skills in complex techniques in a language learnt in Year 11 or Year 12.
• Using computer program development planning tools and techniques to design, create, test, evaluate and document complex computer programs to meet the specifications of a brief.
• Select and collaborate with a teacher client to develop a quiz app for a junior or primary school subject OR carefully develop an individual brief.
• Developing complex computer programs using a high-level programming language that incorporates a GUI.
• Further development of a comprehensive understanding of the concepts of complex algorithms, programming languages, user interface design and user experience methodologies.

Year 13 Drama is a Level 3 NCEA subject and students are offered a full 18 credit course (14 internal credits and 4 external credits). Students extend their practical knowledge of Drama. Students plan, devise, rehearse and perform original work and existing scripts, and critically evaluate their own work and the performances of other companies. Students study and perform in the style of a selected theatre form and period. A highlight of the course is the annual class production in Dramafest. 

Scholarship Drama is also available to suitable candidates (in consultation with the teacher of 13DRA).

Objectives

Students will 

• Select and adapt elements, techniques, conventions and technologies in various dramatic forms for a range of purposes.
• Initiate, develop and refine original drama or drama based on existing works.
• Rehearse and perform in a range of dramatic works assuming diverse artistic responsibilities.
• Reflect upon, and critically evaluate a range of works and performances.
• Research and analyse drama’s function in recording social and cultural history.
• Investigate New Zealand Drama and ways in which it reflects our cultural diversity.

Content

Students will

• Devise and perform a drama OR script a one-act play for a rehearsed reading.
• Select, rehearse, and perform a role in a significant production.
• Demonstrate knowledge of theatre form or period by performing a selected text.
• Demonstrate understanding of live drama performance.

Objectives

• To assist students to understand how groups and communities make decisions about the use of scarce resources and how it impacts on society.
• To enable students to develop a continuing informed interest in contemporary economic issues.

Content

• Operation of the Market System and Resource Allocation.
• Market Failure.
• Distribution of Income.
• Resource Allocation via the Public Sector.
• Aggregate Economy.

English for students who want to continue to develop their analysis, research and writing skills beyond Level 2 English.

Objectives

• To engage in critical analysis of literature and film. 
• To increase knowledge and interest in written and visual language choices.
• To develop confidence and ability in thinking, reasoning, discriminating and evaluating.
• To improve academic writing skills.

Content

• Study of written texts.
• Study and close viewing of visual texts.
• Oral presentation.
• Research and application of literary theories.

NOTE:  English is not compulsory at Year 13. 

Extension/Enrichment Opportunities

Year 13 students interested in sitting the English Scholarship exam are encouraged to select 13ENX. However, all Year 13 students can attend the English Scholarship tutorials that are offered from Term 2 onwards. In addition, the English Faculty offers a range of extension/enrichment opportunities including Debating, Spoken Word Poetry Club, writing clubs, external writing and speech competitions, and trips or performances relevant to the curriculum.

NCEA Level 2 English, Literacy for University Entrance

Objectives

• To achieve University Entrance Literacy for entrance to tertiary studies.
• To increase students’ knowledge and understanding of the academic English required for secondary and tertiary study in New Zealand.
• To develop confidence in taking part in New Zealand society.

Content

• The course covers academic and communicative English over the language skills of listening, speaking, reading, writing, grammar, vocabulary, and information literacy.  
• Students prepare for the University Entrance Literacy requirement for entry into New Zealand Universities.
• Students will be assessed by the Level 2 English achievement standards.

English for students who want academic extension to prepare for the English Scholarship exams.

Objectives

• To increase knowledge and interest in literature and language.
• To develop confidence and ability in thinking, reasoning, discriminating, and evaluating.
• To prepare students for the English Scholarship exam.

Content

• Analysis and criticism of poetry and prose passages.
• Study of issues in literature (extended and short texts).
• Research and application of literary theories.
• Produce an oral text.

Extension/Enrichment Opportunities

The English Faculty offers a range of extension/enrichment opportunities, including Debating, Spoken Word Poetry Club, writing clubs, external writing and speech competitions, and trips or performances relevant to the curriculum.

Objectives

Students will

• Develop their knowledge and understanding of the design process as it applies to food products.
• Maintain effective food safety practices while working with food.
• Choose and investigate a topical nutritional issue affecting New Zealanders.
• Develop skill in technological enquiry and practice in the food related area.
• Gain a deeper understanding of nutrition both for everyday life and in specialised areas.
• Investigate the influence of multinational food corporations on food choices.

Content

• Develop skills in time management, planning and decision making in a fast-paced environment.
• Demonstrate understanding of the nutritional needs of people with specific dietary needs.
• Investigate the influence of multinational food corporations on eating patterns in New Zealand.
• Apply nutritional knowledge and technological skills in the preparation of food.
• Maintain effective safety practices while working with food.
• Develop and implement complex procedures to process a food product.

Important note about UE: Students must pass all of 91466, 91467 and 91479 to achieve their UE subject pass for 13FTN.

Objectives

• Develop an understanding of natural and cultural (human) processes and how they shape environments.
• Develop geographic skills used for analysis, interpretation and decision-making.
• Investigate contemporary local and global geographic issues.
• Undertake research to understand the geographic environment.

Content

• Cultural Processes - Tourism development (Rotorua).
• Natural Processes - Fluvial processes in the Piha River Drainage Basin.
• Global Geographic Topic - Possible topics: Illegal drugs trade, maritime piracy, coral reefs, human trafficking, global distribution of snake bites
• Contemporary Geographic Issue - Possible topic: The sustainability of the Hauraki Gulf.
• Geographic Research - Patterns and Sustainability: Tourism development in Rotorua.
• Geographic Concepts and Skills - Investigate environments through the application of concepts and skills.

More on the 13 Geography Course

Extension/Enrichment Opportunities
Scholarship Geography.

Objectives

• To explore contemporary national and global issues.
• To develop collaborative, inquiry, critical, and creative thinking skills.
• To gain knowledge of how ideologies shape society, and the role individuals and groups play through their social actions in influencing policy change in society.

Content

• Make It 16 – Examine how individuals/groups use social action(s) to influence policy change(s).
• Taking Action – Plan and carry out a social action to influence a policy change (Group Task).
• Inquiry – Conduct a critical social inquiry into a social issue of your choice, on a global or national scale.
• External Essay – Examine how different ideologies influence ideas about a societal issue.

Objectives

• Investigate adolescent issues that teenagers have in today’s society.
• Understand reasons for the choices people make that affect their wellbeing and explore and evaluate options and consequences.
• To critically evaluate health issues.
• To discuss with an open mind various health issues.
• To become more aware of the health issues in society.
• Explore personal, inter-personal and societal influences on these issues.
• Listening skills and assertiveness skills through role plays.
• Develop debating skills around health issues.

Content

• New Zealand health issues.
• Health promotion.
• Contemporary ethical issues.
• Traditional, western scientific, and complementary forms of medicine.

Objectives

• Develop an awareness of ourselves as New Zealanders.
• Develop skills of inquiry, interpretation and communication.
• Develop an understanding of other people, times and places.
• Further understanding of trends and developments of society in New Zealand and abroad.
• Develop an understanding of differing perspectives and historiography.

Content

• The Development of Māori/Pakeha Relations 1769 – 1840.
• The Holocaust – An in-depth study.

Year 13 History

Objectives

• To further students understanding of the needs, demands, knowledge and skills required when working in the Hospitality Industry.
• To continue developing and extending students ability in the practical skills of food preparation and presentation including commercial cookery methods and their application.
• To develop students’ knowledge of food hygiene procedures and practices in a commercial kitchen.
• To further students understanding and knowledge of culinary products and terms.
• To develop students’ knowledge of basic nutrition in commercial catering.

Content

• This is outlined in the description of Unit Standards offered.
• This course will provide students with Level 3 Unit Standards in Hospitality.
• It is a desired Hospitality Standards requirement that Unit Standards 20666 (for theory units) and 167/168 must be completed and passed before completing any other practical Cookery Unit at Level 2 or above. There is a combination of both theoretical and practical work.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Linear Programming - Optimisation through the forming and drawing of linear inequalities.
• Time Series - Using the statistical enquiry cycle to investigate time series data and produce a report.
• Statistical Inference - Using the statistical enquiry cycle to make a formal inference given a multivariate data set.
• Probability Concepts - Theoretical and experimental probabilities, conditional probabilities, probability distribution tables and graphs, two-way tables, probability trees and Venn diagrams.
• Simultaneous Equations - Forming and solving systems of simultaneous equations and interpreting the nature of solutions.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Trigonometry - Manipulating trigonometric identities, graphing and solving trigonometric equations.
• Complex Numbers - Solving quadratic and cubic equations with complex roots, Argand diagrams, polar and rectangular forms, loci and De Moivre’s theorem.
• Differentiation - Derivatives of power, trigonometric, exponential and logarithmic functions, optimisation, related rates of change, parametric functions and chain, product, and quotient rules.
• Integration - Integrating power, polynomial, exponential (base e only), trigonometric and rational functions, reverse chain rule, rates of change problems, areas under or between graphs of functions, finding areas using numerical methods and differential equations.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Time Series - Using the statistical enquiry cycle to investigate time series data and produce a report.
• Statistical Inference - Using the statistical enquiry cycle to make a formal inference given a multivariate data set.
• Probability Concepts - Comparison of true and experimental probabilities, conditional probabilities, probability distribution tables and graphs, two-way tables, probability trees and Venn diagrams.
• Probability Distributions - Applying Poisson, binomial, triangular, rectangular and normal distributions, comparison of true probabilities versus distribution of model estimates.
• Simultaneous Equations - Forming and solving systems of simultaneous equations and interpreting the nature of solutions.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Time Series - Using the statistical enquiry cycle to investigate time series data and produce a report.
• Statistical Inference - Using the statistical enquiry cycle to make a formal inference given a multivariate data set.
• Probability Concepts - Comparison of true and experimental probabilities, conditional probabilities, probability distribution tables and graphs, two-way tables, probability trees and Venn diagrams.
• Probability Distributions - Applying Poisson, binomial, triangular, rectangular and normal distributions, comparison of true probabilities versus distribution of model estimates.
• Simultaneous Equations - Forming and solving systems of simultaneous equations and interpreting the nature of solutions.

Objectives

• Students should become more visually literate and sophisticated to be able to write detailed and credible responses to a wide range of media. 
• Students should be proficient in video production and editing knowledge & skills.
• Students should be familiar with the works of a director.
• Students should have an understanding of a NZ media industry.
• Students should be able to understand the link between media and society.
• Students should be able to understand a media issue in New Zealand and its significance to the media audience.

Content

• Design a concept, treatment for a short film individually and work in a group to produce a script and storyboard for this design. 
• Develop, shoot and edit the production.
• Analyse the interrelationship between media products and the society in which they are developed.
• Close read a range of media products and explore the language used.

Objectives

• A practically-based course with an emphasis on composition and performance.
• This flexible course is designed to allow students to develop their musical strengths and interests.
• A broad course covering all aspects of musicianship.

Content

• Performing as a soloist.
• Performing in an ensemble.
• Listening skills.
• Materials of music.
• Analysis of music.
• Composing music, song writing or arranging music.

There are many optional Achievement Standards available in this course. All students are required to be assessed in at least 16 credits worth of Achievement Standards, containing:

• At least one of AS91416 Perform two programmes of music as a featured soloist, or AS91418 Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group, and
• At least one of AS91419 Communicate musical intention by composing three original pieces of music, AS91424 Create two arrangements for an ensemble or AS91849 Compose three original songs that express imaginative thinking.

Permission for a course in excess of 30 credits must be obtained from the Head of Music.

NCEA Level 3

National Certificate in Tourism - Introductory Skills Level 2

Objectives

• To provide students with knowledge of the New Zealand Travel and Tourism Industry.
• To provide prior-learning opportunities for further education and training in the Travel/Tourism Industry.

Content

Students will undertake Travel and Tourism modules which have been developed to meet standards established by the Aviation, Tourism and Travel Training Organisation (ATTTO).

• New Zealand tourist destinations.
• Pacific Island countries and Australia as tourist destinations.
• The economic significance of tourism to the NZ economy.
• Tourism Māori.

Objectives

• To develop a sense of personal worth.
• To develop the ability to lead a group, showing knowledge of and demonstrating contemporary approaches to leadership.
• To learn the importance of correct safety techniques in outdoor activities applying Safety Management.
• To be introduced to different kinds of communication.
• To develop leadership skills.

Content

• Bushcraft - Students will learn survival skills that will help them to survive in the bush.  They will complete a 3 day tramp on the Waitakere Ranges and Great Barrier Island
• Leadership - Students develop their leadership skills.  They teach a Bushcraft based unit to local primary school students and lead their group in an outdoor excursion.
• Rock Climbing - Students will learn to rock climb at Extreme Edge in Panmure, and apply bio mechanics to progress their technique and ability.
• Research - Students will examine a current event, issue or trend in Outdoor Education/Pursuits and present a critical reflection back to their peers.
• Safety Management - Students will thoroughly analyse accepted processes and routines displayed by professional providers during an outside experience. 
• Survival Skills - Students will learn skills to help them survive in an outdoor setting, including Weather Patterns, Navigation.

Objectives

In Level 3 Physics, students will use their developing scientific knowledge, skills, and attitudes to:

• Demonstrate an understanding of concepts, principles and models.
• Apply concepts and principles to explain physical phenomena, systems and devices.
• Appreciate the power and limitations of theories and models in Physics.
• Analyse developments in Physics and physics-based applications and the influence of society on them.

Content

• Mechanical systems.
• Mechanical systems in context.
• Electrical systems.
• Modern Physics.
• Wave systems.

Objectives

In Level 3 Physics, students will use their developing scientific knowledge, skills, and attitudes to:

• Demonstrate an understanding of concepts, principles and models.
• Apply concepts and principles to explain physical phenomena, systems and devices.
• Appreciate the power and limitations of theories and models in Physics.
• Analyse developments in Physics and physics-based applications and the influence of society on them.

Content

• Mechanical systems.
• Electrical systems.
• Waves systems.
• Modern Physics.

Objectives

Candidates will be expected to extend their application of skills learnt in the 13MCA course related to the following areas

• Conics - Applications questions related to circles, ellipses, parabolae and hyperbolae in both Cartesian and parametric form.
• Trigonometry - Manipulating trigonometric identities, graphing and solving trigonometric equations.
• Complex Numbers - Solving quadratic and cubic equations with complex roots, Argand diagrams, polar and rectangular forms, loci and De Moivre’s theorem.
• Differentiation - Derivatives of power, trigonometric, exponential and logarithmic functions, optimisation, related rates of change, parametric functions and chain, product, and quotient rules.
• Integration - Integrating power, polynomial, exponential (base e only), trigonometric and rational functions, reverse chain rule, rates of change problems, areas under or between graphs of functions, finding areas using numerical methods and differential equations.

Objectives

In this course students will

• Develop their scientific practical skills and attitudes.
• Be exposed to a range of scientific concepts from the main Science strands: Biology, Physics, Chemistry and Earth & Space Science.

Content

This course has a large focus on internal standards and ensures students gain sound skills in the scientific process. It includes the study of Chemistry techniques for identifying substances, how animals maintain a stable internal environment, investigating the Auckland Volcanic Field and methods used to clean up oil spills. 

Please note that the achievement standards listed below are just a possible indication of content covered – the nature of this course allows there to be some changes based on student interest and need.

With Faculty Leader approval a student may be eligible to do 13SCI and a specialised option (13BIO, 13CHE or 13PHY).

Objectives

• To extend students' linguistic and cultural understanding and their ability to interact appropriately with others.
• To introduce students to new ways of thinking about, questioning, and interpreting the world and their place in it.
• To acquire knowledge, skills and attitudes that equip students for living in a world of diverse peoples, languages and cultures.
• To challenge and consider our own identities and assumptions.
• To develop understanding of the power of language.
• To enjoy using another language in meaningful situations.

Content

This is a continuation and development of the Year 12 course and uses various themes of interest to students in order to reinforce language skills and aspects of Spanish life and culture. 

Topics studied may include 

• Technology and Social Media.
• Art.
• Media.
• Stereotypes.
• Immigration.
• Gypsies and Flamenco.
• The Environment.
• Film Study.
• Politics and Religion.
• Indigenous Peoples.

Objectives

• Develop skills in acquiring, applying and evaluating in-depth knowledge in relation to Physical Education.
• Develop critical thinking/critical analysis and evaluative skills.
• Develop organisational and leadership qualities in various settings.
• Develop a variety of physical skills in a range of contexts.
• Develop research and inquiry techniques and skills.
• Develop understanding of the influence sociocultural factors have on participation in physical activity.
• Apply biophysical principles to train for and complete an Aquathon event (400 metre swim and a 5km run).
• Apply biophysical principles to train for and complete a Volleyball training programme.
• Apply biophysical principles to the server spike in volleyball.

Content

• Analyse the Aquathon using biophysical principles and sociocultural factors.
• Promote physical activity and health within the local community.
• Trial and evaluate physical activity experiences.
• Examining contemporary leadership principles applied in physical activity contexts.
• Practical performance in the Aquathon, a 400 metre swim followed immediately by a 5km run.
• All students are expected to participate in the programme's practical activities.

This is a restricted entry course - approval by the Faculty Leader may be required.

What is Te Reo Māori?
Māori is one of the official languages of New Zealand and is an integral part of the country’s culture. There are numerous reasons to learn Māori including personal enjoyment or career requirements. Whatever the reason may be, learning Māori provides great satisfaction, a greater connection with New Zealand and an enhanced understanding of our culture and society. For many ākonga, including young adult and adult learners, there are no fees for Te Reo Māori courses. Please see the Fees page on the Te Kura website for further information.

What this course involves:
A range of themes and skills will be practised through listening, speaking, reading and writing in Māori. The following topics will be covered: ngā Atua Māori, Toku Ao, He Huihuinga, Ko te ao mārama and Tangata Rongonui. Learners must be self-motivated and capable of independent study to select this course.

Delivery Modes
This course is accessed through the My Te Kura online learning environment. Ākonga will be required to make and submit audio and/or video recordings, so a microphone and camera or mobile device are essential.

University Mathematics Paper.

Format of the Assessment

PART 1: Text-based Performance

An extract or speech written by an established playwright that they have selected and prepared before the examination. (An established playwright is one who is widely published or critically acclaimed - see for example, from the list of playwrights prescribed for A.S. 91514.)

The candidate will preface the performance with an introductory analysis presented to camera, in which they should:

• Include reference to the genre and significance of the chosen extract.
• Comment on interpretive choices and performative intentions, supported by relevant drama theory.

No written prompt may be used for the introductory analysis.

The time allowed for Part One is 5 minutes. The candidate is recommended to spend no more than 90 seconds presenting the introductory analysis.

The candidate must also submit an annotated script of the extract.

1.5 mins Intro : 3.5 mins Perform.

PART 2: Self-devised Performance

The candidate will perform a self-devised piece that they have prepared before the examination, based on their individual exploration of something of relevance to them. The devising process should be supported by research into the work of at least one established drama theorist, practitioner, or company. The self-devised piece must be significantly different to the selection made in Part 1.

The candidate will preface the performance with an introductory analysis presented to camera, in which they should:

• Describe the purpose of the performance, what has been explored, and connections to the candidate and the wider world.
• Explain how research into the methods of their chosen theorist, practitioner, or theatre company has influenced or informed the development of the performance.
• Detail key moments in the devising process where dramatic material was selected or rejected to refine the performance.

No written prompt may be used for the introductory analysis.

The time allowed for Part Two is 6 minutes. The candidate is recommended to spend no more than 2 minutes presenting the introductory analysis.

The candidate must also submit an annotated script of the extract.

2 mins Intro : 4 mins Perform.

PART 3: Impromptu Performance

The candidate will use elements of drama to create and perform a short sequence, within a restricted time, in response to a dramatic prompt. The prompt will be handed to the candidate and retained by them until the conclusion of Part Three.

After the impromptu performance, the candidate will present a concluding reflection to camera, in which they should:

• Describe their intentions and reflect on how these were realised in the performance.
• Comment on how drama elements were integrated into the performance to create dramatic interest.

They may also reflect on:

• Challenges they identified and solutions they found.
• The overall structure of their performance, and specific techniques they used to create and shift between characters or to establish place and action effectively.

The time allowed for Part Three is 6 minutes. The candidate will be given 2 minutes to prepare, 2 minutes to perform, and 2 minutes to reflect on the performance.

 2 mins Plan : 2 mins Perform : 2 mins Reflect.

Objectives

Candidates will be expected to learn and apply skills in the following areas

• Sequences and Series - Using arithmetic and geometric sequences and series to solve problems.
• Trigonometry - Applications of sine rule, cosine rule and area of a non-right-angled triangles.
• Statistics - Box and whisker graphs. Plan and conduct an investigation to make an inference about a population.
• Probability - Risk and relative risk, the normal distribution, experimental distributions, relative frequencies, two-way tables and probability trees.
• Bivariate Statistics - Scatter graphs. Plan and conduct an investigation using bivariate numerical data.

Students will also prepare to sit the 10 credit Numeracy co-requisite digital online assessment.

Objectives

Candidates will be expected to extend their application of skills learnt in the 13MCA course related to the following areas

• Conics - Applications questions related to circles, ellipses, parabolae and hyperbolae in both Cartesian and parametric form.
• Trigonometry - Manipulating trigonometric identities, graphing and solving trigonometric equations.
• Complex Numbers - Solving quadratic and cubic equations with complex roots, Argand diagrams, polar and rectangular forms, loci and De Moivre’s theorem.
• Differentiation - Derivatives of power, trigonometric, exponential and logarithmic functions, optimisation, related rates of change, parametric functions and chain, product, and quotient rules.
• Integration - Integrating power, polynomial, exponential (base e only), trigonometric and rational functions, reverse chain rule, rates of change problems, areas under or between graphs of functions, finding areas using numerical methods and differential equations.

Format of the Assessment

PART 1: Text-based Performance

An extract or speech written by an established playwright that they have selected and prepared before the examination. (An established playwright is one who is widely published or critically acclaimed - see for example, from the list of playwrights prescribed for A.S. 91514.)

The candidate will preface the performance with an introductory analysis presented to camera, in which they should:

• Include reference to the genre and significance of the chosen extract.
• Comment on interpretive choices and performative intentions, supported by relevant drama theory.

No written prompt may be used for the introductory analysis.

The time allowed for Part One is 5 minutes. The candidate is recommended to spend no more than 90 seconds presenting the introductory analysis.

The candidate must also submit an annotated script of the extract.

1.5 mins Intro : 3.5 mins Perform.

PART 2: Self-devised Performance

The candidate will perform a self-devised piece that they have prepared before the examination, based on their individual exploration of something of relevance to them. The devising process should be supported by research into the work of at least one established drama theorist, practitioner, or company. The self-devised piece must be significantly different to the selection made in Part 1.

The candidate will preface the performance with an introductory analysis presented to camera, in which they should:

• Describe the purpose of the performance, what has been explored, and connections to the candidate and the wider world.
• Explain how research into the methods of their chosen theorist, practitioner, or theatre company has influenced or informed the development of the performance.
• Detail key moments in the devising process where dramatic material was selected or rejected to refine the performance.

No written prompt may be used for the introductory analysis.

The time allowed for Part Two is 6 minutes. The candidate is recommended to spend no more than 2 minutes presenting the introductory analysis.

The candidate must also submit an annotated script of the extract.

2 mins Intro : 4 mins Perform.

PART 3: Impromptu Performance

The candidate will use elements of drama to create and perform a short sequence, within a restricted time, in response to a dramatic prompt. The prompt will be handed to the candidate and retained by them until the conclusion of Part Three.

After the impromptu performance, the candidate will present a concluding reflection to camera, in which they should:

• Describe their intentions and reflect on how these were realised in the performance.
• Comment on how drama elements were integrated into the performance to create dramatic interest.

They may also reflect on:

• Challenges they identified and solutions they found.
• The overall structure of their performance, and specific techniques they used to create and shift between characters or to establish place and action effectively.

The time allowed for Part Three is 6 minutes. The candidate will be given 2 minutes to prepare, 2 minutes to perform, and 2 minutes to reflect on the performance.

 2 mins Plan : 2 mins Perform : 2 mins Reflect.

The student will use knowledge of micro-economic and macro-economic theory to produce and effectively communicate a sophisticated economic analysis in a contemporary New Zealand context.