PALMERSTON NORTH GIRLS' HIGH SCHOOL - YEARS 10-13 COURSE INFORMATION 2021
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
PALMERSTON NORTH GIRLS’ HIGH SCHOOL
Tylah Thornton-Lissington
YEARS 10-13 COURSE INFORMATION
2021
CONTENTS
Curriculum Planner Years 9-13 3
Abbreviations 4
Planning Sheet 5
What must I choose in Year 11? 6
What must I choose in Year 12? 6
What must I choose in Year 13? 7
Meeting Learning Needs 8
National Certificate of Educational Achievement 10
University Entrance 11
University Selection 12
SUBJECTS OFFERED AT PALMERSTON NORTH GIRLS’ HIGH SCHOOL
Applied Consumer Technology 13
- Food Technology
- Food and Nutrition
- Hospitality
- Fashion and Textiles
- Health and Well Being
- Childcare Studies
Commerce 18
- Accounting
- Economics
- Business
Dance 21
Design and Visual Communication 23
Digital Technologies 25
- Digital Technologies Media
- Computer Science
Drama and Media Studies 27
- Drama
- Media Studies
English 30
- English
- English Studies
- English Plus
Languages 33
- English Language Learning
- French
- Japanese
- Te Reo Māori
- Māori Performing Arts
Mathematics 38
- Mathematics
- Foundation Mathematics
- Mathematics Studies
Music 41
Ngā Kete Mātauranga 42
1
Physical Education and Health 43
- Physical Education
- Physcial Education and Health
Science 45
- Science 1, 2, 3
- Biology
- Chemistry
- Physics
Social Sciences 49
- Classical Studies
- Social Studies
- Geography
- History
Visual Art 53
- Visual Arts
- Visual Imaging
- Photography and Design
- Photography
- Design
- Painting
- Sculpture
- Printmaking
- Art History
Vocational Learning
57
- USkills
- STAR
- Gateway
- Tourism
Information correct as at 1 July 2020
2
YEAR 9-13 CURRICULUM PLANNER 3
ABBREVIATIONS
NZQA New Zealand Qualifications Authority
NCEA National Certificate of Educational Achievement
NQF National Qualifications Framework
AS Achievement Standard
US Unit Standard
UE University Entrance
GES Guaranteed Entry Score
NC National Certificate
Cr Credits
IMPORTANT DATES
Subject Decision Evening is on Wednesday 26 August 2020. Information about this evening will be sent home
shortly.
The subject indication form for Year 10-12 students needs to be completed on-line by Tuesday 8 September
2020.
WHERE DO I GO FOR HELP?
Subject Teachers
Each subject description identifies the Head of Department who can answer your questions.
Dean
Your dean can also advise you and can suggest other sources of information.
Careers Services Department
This department gives advice about courses, tertiary study and careers.
Careers Website
Go to www.careers.govt.nz. This one-stop website offers information and advice about courses, tertiary study and
careers. You could also download the Occupation Outlook app from iTunes or GooglePlay. It gives education,
employment and income information on possible career paths.
University Websites
University websites provide advice on recommended subjects, guaranteed entry scores and the number of NCEA
Level 3 credits required for programmes.
People You Know
It is helpful to talk with people who work in the career you are interested in.
Each subject lists the achievement standards and unit standards that may be covered in the course. Final
details will be given at the beginning of 2021.
Any changes to course pre-requisites to a subject because of lockdown
will be confirmed at the start of Term 4.
4
PLANNING SHEET
Have you consulted with your family, teachers, Dean and the Careers Advisor in the Careers Services
Department?
START
When I leave school I hope to:
Do a diploma or certificate Do a degree at university,
Don’t know Get a job immediately at a polytechnic or a private a polytechnic or a private
training organisation training organisation
Training will possibly be in: The degree will possibly
So I must keep my course as As a: be in:
general as possible
----------------------------------- -------------------------------------
----------------------------------
------------------------------------
------------------------------------
----------------------------------
----------------------------------
For this, I will need the following NCEA Level 3 subjects Tick if UE For this I will need Level 3 NCEA in: Tick if UE
approved approved
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
So, in Level 2 I will need these subjects: Tick if UE So, in Level 2 I will need these subjects: Tick if UE
approved approved
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
So, in Level 1 I will have to do: Tick if UE So, in Level I I will have to do: Tick if UE
approved approved
1. English 1. English
2. Mathematics 2. Mathematics
3. Science 3. Science
4. 4.
5. 5.
6. 6.
5
WHAT MUST I CHOOSE IN YEAR 10?
Compulsory subjects
English, Mathematics, Physical Education and Health, Science and Social Studies.
Options – students choose two full year subjects from any of the four groups listed below
q Arts: Drama, Dance, Music, Visual Arts, or Visual Imaging
q Commerce: Business
q Languages: French, Japanese, Te Reo Māori, or English Language (formerly ESOL - entry by selection)
q Technology: Food Technology, Fashion and Textiles, Digital Technologies, or
Design and Visual Communication
WHAT MUST I CHOOSE IN YEAR 11?
Year 11 students study English, Mathematics, Science and any three other subjects from the Level 1 NCEA lists for Year
11. All students study six subjects.
Students must meet the subject prerequisites listed in this handbook to proceed to the next level.
Students need to choose subjects that lead towards Year 13 university approved subjects. Check the university ap-
proved subjects listed below.
- Level 1 NCEA subjects that lead to the university approved list in Year 13 include: Accounting, Art, Dance, Design
and Visual Communication, Digital Technologies, Drama, Economics, English or English Plus or English Studies,
Food and Nutrition, French, Geography, History, Japanese, Fashion and Textiles, Mathematics or Foundation
Mathematics, Media Studies, Music, Physical Education, Science 3, Science 2, Science 1, Social Studies and Te
Reo Māori.
- The following subjects, while not leading to the university approved list, are also available and contribute to NCEA
Level 1: Hospitality and Mathematics Studies.
- English Language (formerly ESOL) is available.
WHAT MUST I CHOOSE IN YEAR 12?
Year 12 students study any six subjects from NCEA Level 2 or five subjects and Ngā Kete Mātauranga.
Students must meet the subject prerequisites listed in this handbook to proceed to the next level.
All students study 6 subjects. Students are recommended to take at least five subjects from NCEA Level 2 subjects that
lead to the university approved list in Year 13. Check the university approved subjects listed below.
q Level 2 NCEA subjects that lead to the university approved list in Year 13 and require a prerequisite of at
least 60 credits from NCEA Level 1: Accounting, Biology, Business, Chemistry, Childcare and Health, Classical
Studies, Computer Science, Dance, Digital Technologies Media, Drama, Economics, English Plus or English
or English Studies, Food and Nutrition, French, Geography, Design and Visual Communication, History,
Japanese, Fashion and Textiles, Mathematics or Foundation Mathematics, Media Studies, Music, Photography
and Design, Physical Education, Physical Education and Health, Physics, Visual Art, Social Studies and Te Reo
Māori.
q Level 2 NCEA subjects which are not UE approved: Mathematics Studies, Hospitality, English Language
(formerly ESOL), Māori Performing Arts and Childcare Studies.
q Students who do not take English at Level 2 need to check that they are meeting literacy requirements for
tertiary entry. Refer to Page 11.
6q Our Vocational Learning programmes offer the following options:
Gateway combines study at school with workplace learning. Students gain Unit Standard credits towards their
national qualifications while gaining workplace experience.
STAR students study work related courses that will contribute Unit Standard credits towards their NCEA
qualifications and National Certificate courses. Other opportunities are made available to assist students to
explore career pathways and tertiary training.
U-Skills provides students the opportunity to attend UCOL one day a week to explore their career options and
to develop industry relevant skills, knowledge and credits.
These courses are by application or selection.
WHAT MUST I CHOOSE IN YEAR 13?
Year 13 students may choose five subjects from the NCEA Level 3 lists. Because of the raised level of entry to university
courses, it is recommended that students aiming for university select five university approved subjects. Students
must meet the subject prerequisites listed in this handbook to proceed to the next level.
NCEA Level 3 subjects: the following subjects lead to University Entrance:
q Accounting, Art History, Biology, Business, Calculus, Chemistry, Health and Well Being, Classical Studies, Computer
Science, Dance, Digital Technologies Media, Drama, Economics, English or English Studies, Food and Nutrition,
Foundation Statistics, French, Geography, Design and Visual Communication, Health and Wellbeing, History,
Japanese, Fashion and Textiles, Media Studies, Music, Physical Education, Physical Education and Health, Physics,
Visual Arts (with up to two options from Design, Painting, Photography, Printmaking or Sculpture), Social Studies,
Statistics and Te Reo Māori.
q NCEA Level 3 subjects which are not UE approved: Hospitality, Childcare Studies, Tourism and English Language
(formerly ESOL).
q Our Vocational Learning programme offers the following options:
Gateway combines study at school with workplace learning. Students gain Unit Standard credits towards their
national qualifications while working, and experience a career they are considering.
STAR students study work related courses that will contribute Unit Standard credits towards their NCEA
qualifications and National Certificate courses. Other opportunities are made available to assist students to explore
career pathways and tertiary training.
U-Skills provides students the opportunity to attend UCOL one day a week to explore their career options and
to develop industry relevant skills, knowledge and credits.
These courses are by application or selection.
7MEETING LEARNING NEEDS
Acceleration Year 13 Options
Year 12 students who have completed one (or two) NCEA Level 3 courses may apply for one of three options:
• study up to four university semester papers selected from the schedule of papers being offered;
• or, return to the same Year 13 subject and study for the award of scholarship;
• or, select a different NCEA Level 3 subject.
1. University Papers
A student will be allowed to apply for admission to university papers whilst still at school if:
• the student has 80 Level 2 credits in up to five university approved subjects;
• the student has achieved at least 18 credits in NCEA level 3;
• the student has achieved the literacy and numeracy requirements for University Entrance;
• the school confirms the student is expected to gain University Entrance without difficulty and that she shows how
the proposed university papers fit with her proposed academic plans;
• the school confirms that she demonstrates the ability to manage her own learning and will effectively operate in
an on-line “stream” learning environment; and
• the school confirms that the student participates widely in school activities beyond the classroom.
Students will be approved into Massey papers on an individual basis at the discretion of the University. Enrolment will
be confirmed in late January.
This will be provided through Massey University Distance Learning programme via the “Stream online learning
environment”. Students’ timetables will assign them to a university course. They will study in the PNGHS library.
Subject expertise is available through Massey. A laptop computer is required.
Each paper attracts a tertiary fee of approximately $550 to be confirmed each year by Massey University and paid
through our school’s accounts. On provision of evidence that a student has passed a subject, the school will reimburse
$200 per paper.
2. Scholarship
The award of scholarship is a prestigious award offered as a Level 4 qualification. Some students will enter for
scholarship concurrently with NCEA Level 3. For many students, having the time dedicated to preparing for the
scholarship examination, will be a preferred option.
With this in mind, students could return to the subject in which they already have satisfied the NCEA Level 3 requirements
and focus on preparing for Scholarship.
3. NCEA Level 3 Option
Students may prefer to take up a different NCEA Level 3 subject providing them with six UE approved subjects over their
time at school. Subjects studied at NCEA Level 3 over two years all count towards a Level 3 endorsement.
Students who wish to discuss or clarify this opportunity, should contact the Deputy Principal who oversees the acceleration
programme.
8Gifted and Talented (Extension)
The aim of the scheme is to provide a formal high achievement programme at the Year 9 to Year 13 levels. We provide
opportunities for gifted and talented students across a range of learning areas. Extension opportunities are also
provided within subject areas. Students in the Pūhoro STEM programme for Māori students are automatically in the
Pūmanawa programme.
Students may opt in or be referred by staff, parents or peers. Students enter and leave the programme as their needs
demand and their commitments allow. Parents and students are also informed of our Extension programme through our
school web page and Update newsletter.
Students meet once a term with the Extension Co-ordinator to set goals, report on their progress and review their
progress in their other subjects and their school attendance.
Competitions
A number of subject departments organise and coach students for participation in regional, national and international
competitions. These competitions are advertised in class as well as in the daily notices.
Instrumental Music Tuition (Extension)
Instrumental music tuition is available for individuals, usually in small groups, for 20 to 30 minutes per lesson. Students
come out of their regular classes to attend music lessons on a rotational basis so that students do not always miss the
same subject. Application forms will be available from outside the music office from the beginning of the year.
Learning Assistance
A range of assistance is available for students who require it through our Te Whare Poutama Achievement Centre (for-
merly Learning Support). Students are referred by Deans to Te Whare Poutama Achievement Centre for assessment
and development of an education plan. Any changes are timetabled and parents are informed.
Classes are provided for English Language (English for speakers of other languages). These classes are taught at three
different levels dependent on the student’s English capability.
In Year 11, students who need additional assistance with their learning will be invited to join one or more of NCEA Level
1 English Studies, Mathematics Studies and Science 1 subjects.
Tutoring
Subject departments provide peer-tutoring opportunities for students at lunchtime. Often regular weekly sessions are
scheduled and advertised in the daily notices. All students can make good use of this service to improve their achieve-
ment outcomes.
Tutoring is also held from 2.30pm - 3.30pm on Wednesday afternoons in the Library. A google form is emailed to all
students each term and is available on the school website.
9NATIONAL CERTIFICATE OF EDUCATIONAL ACHIEVEMENT
Students in Years 11, 12, 13 and some in Year 9 and 10 will work towards NCEA (National Certificate of Educational
Achievement). Students are assessed against achievement standards and/or unit standards, each contributing credits
towards NCEA. For a unit standard, an Achieved or Not Achieved are usually the outcomes. For an achievement stand-
ard, a Not Achieved, Achieved, Merit or Excellence are the possible outcomes.
To gain NCEA at each level a student needs at least the following:
Level 1 - 80 credits, 10 must be in Numeracy and 10 in Literacy.
Literacy credits will be available from a range of different subjects, not solely English.
Level 2 - 80 credits of which 60 must be at level two and NCEA Level 1 Literacy and Numeracy
requirements must be met.
Level 3 - 80 credits of which 60 must be at level three and NCEA Level 1 Literacy and
Numeracy requirements must be met.
University Entrance - details are on the next page.
NCEA Level 2 is promoted nationally as the minimum qualification recommended for school leavers. Final assessments
are either internal – assessed by the teacher at school at various times during the year, or external – assessed by exam-
ination in November. Because of the ongoing nature of assessments, it is important for students to be at school every
day.
Some subjects also offer unit standards, which lead to a wide range of National Certificates, and concurrently contribute
to NCEA. Work towards a National Certificate can be started at secondary school and, if necessary, completed at a
tertiary institution. The subject information in this booklet will tell you which unit standards are being offered.
Certificate Endorsement
If a student gains 50 credits at the Excellence level, their NCEA will be endorsed with Excellence. Likewise, if a student
gains 50 credits at the Merit level (or Merit and Excellence) their NCEA will be endorsed with Merit.
Credits earned can count towards an endorsement over more than one year and more than one NCEA level. However,
they must be gained at the level of the certificate or above. For example, Level 2 credits will count towards endorsement
of a Level 1 NCEA, but Level 1 credits will not count towards endorsement of a Level 2 NCEA.
Subject Endorsement
A subject endorsement provides recognition for a student who performed exceptionally well in an individual subject.
The key objective of a subject endorsement is to motivate students to achieve their potential in one or more subjects.
Students will gain an endorsement for a subject, if, in a single school year, they achieve:
• 14 or more credits at either Merit or Excellence for a subject.
• At least 3 of these credits must be from externally assessed standards and 3 credits from internally assessed stand-
ards. (Note: this condition does not apply to Physical Education, or Level 3 Visual Arts).
Vocational Pathway Endorsement
Students will also be given advice on using the Youth Guarantee website to design a course which leads to a Vocational
Pathway endorsement to their NCEA qualification.
10UNIVERSITY ENTRANCE
Listed below is the criteria that must be met to gain University Entrance.
1. Achievement of NCEA Level 3, including
2. 14 credits in each of three subjects from the list of university approved subjects, and including
3. UE Numeracy – 10 credits at Level 1 or higher from specified achievement standards or three specific numeracy
unit standards, and including
4. UE Literacy – 10 credits (five in reading and five in writing) from specified Level 2 and Level 3 achievement stand-
ards.
14 credits 14 credits 18 credits at
14 credits
at Level 3 at Level 3 Level 3 or 20 credits from
NCEA Level 3 or higher in +
at Level 3
or higher in + or higher in + higher across + NCEA Level 2
an approved an approved any of your
an approved
subject subject subjects
subject
Reading Writing
NCEA Level 2 (5 credits)
(5 credits)
(or above)
Mathematics
NCEA Level 1 (10 credits)
Each standard indicates whether literacy or numeracy credits are available for Level 1 NCEA. This is listed under the
number of the standard. Students require a minimum of 10 numeracy and 10 literacy credits at Level 1 or higher to be
awarded the L1 NCEA qualification.
For UE, students require 10 literacy credits, 5 reading and 5 writing at Level 2 or Level 3. This is indicated by:
R = reading credits
W = writing credits
R, W = reading OR writing credits (not both).
Footnote: The university approved subjects are listed on the Year 13 Subjects Page and marked on the curriculum
planner.
11UNIVERSITY SELECTION
• University entrance and other selection criteria is applied by the particular university.
For example, some university programmes select students:
• after one semester e.g. Bachelor Veterinary Science
• after one year e.g. Medicine, Physiotherapy, Pharmacy
• by using a guaranteed entry score (GES) [some universities refer to it as a Rank Score]
• by using passes in specific subject Achievement Standards
• by using an interview, a portfolio or an audition
HOW IS A GUARANTEED ENTRY SCORE (GES) CALCULATED?
Students who achieve a guaranteed entry score/rank score have guaranteed or preferential status when applying for
specific degrees. If the university has places available, students with UE but not GES may be awarded enrolment.
• Calculation of a GES is based on your 80 best credits in university approved subjects at Level 3 NCEA over a
maximum of 2 years
• A maximum of 24 credits may count from each Level 3 subject from the university approved list.
• Points are generated based on grades i.e. Excellence = 4 points, Merit = 3 points, Achieved = 2 points.
WORKING OUT THE GES SCORE
Approved Subject Excellence Credits Merit Credits Achieved Credits
(24 credits in subjects)
English 8 3 6
History - 6 10
Statistics and Modelling 4 4 16
Geography - 10 10
French - - 24
SUB TOTAL 12 23 66
Best 80 Credits 12x4pts 23x3pts 45x2pts
Calculate Points 48 pts 69 pts 90 pts
GES = 207 points
HOW DO I KNOW WHAT CREDITS ARE REQUIRED FOR PROGRAMME ADMISSION?
University websites – many have advice on recommended subjects and the number of NCEA Level 3 credits required
for programme admission. For example:
1. Bachelor of Engineering (Honours) at Auckland University requires GES of 260 with 17 external Level 3 credits in
Calculus and 16 external Level 3 credits in Physics.
2. Calculus is required for many university Engineering degrees for example, 14 credits at NCEA Level 3 for Canter-
bury and 17 external credits at NCEA Level 3 for Auckland.
3. While not specifically required, some subjects are most beneficial as a foundation for many university courses.
4 At Auckland University courses such as Architectural Studies, Commerce, Health Sciences and Property require
credits from Table A and Table B subjects. Table A are generally ‘language rich’ subjects ie English, Geography,
Classics, Te Reo Māori, etc. Consult the website for current entry requirements.
WHAT HELP IS AVAILABLE?
• University websites
• Student Liaison/Recruitment Advisers’ visits to school
• Career Services Department at PNGHS
Always check that the information is up to date; this handbook contains information dated
1 July 2020.
12APPLIED CONSUMER TECHNOLOGY
HOD: Mrs Slade
YEAR 10 FOOD TECHNOLOGY (FOT) Assessments
Prerequisite: None Brief Development: Identify a need or opportunity for a given issue in the development of a burger
Outcome Development and Evaluation: Evaluation of a burger against key attributes
Restriction: None
Planning Process: Key stages in the process of developing a healthy fast food product
Students learn: Characteristics of Technology: Demonstrate understanding of the technological developments to
• to prepare, serve and store food using safe and hygienic practices create a salad jar, and a healthy pizza; using seasonal ingredients with little waste
• to develop a burger to meet a specified need
• to investigate, develop and evaluate healthy fast food Characteristics of Technology: Demonstrate technological innovation in making a fresh cheese
• to investigate and critique food trends and health issues product
• the importance of good nutrition Technological Modelling: Develop a baked product to meet a specified need
• the importance of reducing food waste
• to develop and demonstrate the key stages of making a fresh cheese product
• to develop food products by applying the technological process
• to investigate the function of ingredients in baked products
Course Contribution:
Class materials $120.00
FOOD AND NUTRITION Number Standard and Title CR
NCEA Level 1 (FON)
Prerequisite: Achievement in Year 10 English examination will determine AS90956 Demonstrate knowledge of the nutritional needs of a nominated 5
placement in 11FON or 11HOS. Internal individual
Literacy
Restriction: Not with 11HOS
AS90958 Describe how cultural practices influence eating patterns in New 5
Internal Zealand
Students learn:
Literacy
• food safety in the home and community
• to plan and prepare meals to meet the nutritional needs of individuals AS90959 Demonstrate knowledge of practices and strategies to address food 5
• how food choices impact on our health Internal handling issues
• to identify the factors that influence our food choices Literacy
• to investigate nutritional information and packaging and how this influences our AS90961 Describe how nutritional information and packaging can influence 4
well-being External well-being through food choices
Literacy
Course Contribution:
Class materials $120.00
FOOD AND NUTRITION Number Standard and Title CR
NCEA Level 2 (FON)
Prerequisite: At least 9 credits from 11FON OR at least 7 English credits AS91301 Analyse beliefs, attitudes and practices related to a nutritional issue 5
including at least 1 external standard. Internal for families in New Zealand
. Literacy
Restriction: None
AS91300 Analyse the relationship between well-being, food choices and 4
External determinants of health W
Students learn:
Literacy
• to analyse the relationship between well-being and food choices
• to investigate sustainable food practices AS91302 Evaluate sustainable food related practices 5
• to analyse attitudes and practices related to a nutritional issue Internal
• to anayse health promotion models Literacy
AS91304 Evaluate health promoting strategies designed to address a nutrition- 4
Course Contribution: External al need W
Class materials $120.00 Literacy
13FOOD AND NUTRITION Number Standard and Title CR
NCEA Level 3 (FON)
Prerequisite: At least 8 credits from 12FON OR at least 8 English credits AS91468 Analyse a food related dilemma for New Zealand society 5
including 1 external. Internal R
Literacy
Restriction: None
AS91469 Investigate the influence of multinational food corporations on eating 5
Internal patterns in New Zealand R
Students learn:
Literacy
• to analyse a food related dilemma
• how the impact of food corporations influences New Zealand eating patterns AS91466 Investigate a nutritional issue affecting the wellbeing of New Zealand 5
• to investigate a current nutritional issue in New Zealand Internal society R
• how advertising has an impact on food choices Literacy
AS91471 Analyse the influences of food advertising on well-being 4
Course Contribution: External W
Class materials $120.00 Literacy
HOSPITALITY Number Standard and Title CR
NCEA Level 1 (HOS)
Prerequisite: Achievement in Year 10 English examination will determine US15901 Prepare and present fruit and vegetables in the hospitality industry 3
placement in 11FON or 11HOS. Internal
US19770 Prepare and present egg and cheese dishes in the hospitality 2
Restriction: Not with 11FON
Internal industry
Students learn: US15921 Prepare and cook a cake, a sponge and scones in the hospitality 3
• foundation practical cookery skills Internal industry
• food hygiene and safety US21059 Demonstrate knowledge of knife care, use, storage, and carrying for 2
• how to prepare and present meat dishes Internal the hospitality industry
• the preparation and presentation of fruit and vegetable dishes
• how to prepare and present egg and cheese dishes US15919 Prepare and present hot finger food in the hospitality industry 2
• the preparation, baking and presentation of baked items Internal
US21058 Identify career pathways in the hospitality industry 2
Course Contribution: Internal
Class materials $40.00
US15892 Demonstrate knowledge of terminology used for food and recipes in 5
Internal commercial cookery
US15900 Prepare and present meat in the hospitality industry 4
Internal
HOSPITALITY Number Standard and Title CR
NCEA Level 2 (HOS)
Prerequisite: Preference given to students who have completed 11HOS but not US167 Practise food safety methods in a food business 4
limited to this Internal
US13825 Handle and maintain knives in a commercial kitchen 2
Restriction: None
Internal
Students learn: US13283 Prepare salads in a commercial kitchen 2
• food hygiene and safety Internal
• foundation cookery and knife skills US13281 Prepare and present sandwiches in a commercial kitchen 2
• espresso coffee making Internal
• customer service and table setting in the hospitality industry
• hot and cold beverage preparation and service in the hospitality industry US28145 Interact with customers in a service delivery context 2
Internal
Course Contribution: US14425 Prepare and serve hot and cold non-alcoholic drinks in a commerical 5
Class materials $40.00 Internal hospitality environment
US14434 Prepare and clear areas for food service in a commercial hospitality 3
Internal environment
US17285 Demonstrate knowledge of commercial espresso coffee equipment 4
Internal and prepare espresso beverages under supervision
14HOSPITALITY Number Standard and Title CR
NCEA Level 3 (HOS)
Prerequisite: Preference given to students who have completed 11HOS and/or US13322 Prepare and cook basic pastry dishes in a commercial kitchen 4
12HOS. Internal
US13325 Prepare and bake basic cakes, sponges, and scones in a 4
Restriction: None
Internal commercial kitchen
Students learn: US18497 Demonstrate knowledge of culinary products and terms 8
• a range of theoretical and practical culinary skills Internal
• catering for special occasions including a High Tea US13343 Demonstrate knowledge of nutrition in commercial catering 5
• pastry and baking techniques Internal
• nutritional knowledge for catering
Course Contribution:
Class materials $40.00
YEAR 10 FASHION AND TEXTILES (FTX) Assessments
Prerequisite: None Brief Development: Formulate a brief and specifications that reflect stakeholder requirements for
the garment
Restriction: None
Technological Products: Selects materials based on the desired performance criteria
Students learn: Technological Modelling: Use modelling to advance and justify the refinement of outcomes
• to classify and select materials for a project Planning for Practice: Plan resources for the development and construction of a garment/textile
• to analyse and evaluate textile products to inform design ideas item
• to develop construction skills to produce quality garments/textile items
• to use the code of practice undertaken by a fashion designer Outcome Development and Evaluation: Analyse garments/textile products to inform the
development of possible outcomes. Use this information to develop an outcome that best address-
Course Costs: es the specifications
Class materials $30.00 Characteristics of Technological Outcomes: Garments and accessories are evaluated in terms of
Materials and components are required for three projects ‘fitness for purpose’ as described by their physical and functional nature
Technological Products: Quilting skills are used to enhance ‘fitness for purpose’ of the material
during the construction process.
YEAR 11 FASHION AND TEXTILES Number Standard and Title CR
NCEA Level 1 (FTX)
Prerequisite: None AS91044 Undertake brief development to address a need or opportunity 4
Internal
Restriction: None Literacy
AS91058 Implement basic procedures using textile material to make a 6
Students learn:
Internal specified product
• to create and use a brief in the process of designng and making a garment
• to critically analyse their own and others finished garments to inform the develop- AS91096 Make basic adaptations to a pattern to enable a design to fit a 4
ment of a design Internal person or item
• to undertake testing of sewing techniques and design ideas in order to select
procedures and justify outcomes AS91053 Demonstrate understanding of design elements 4
• to discuss the elements of design and how to use these when designing a External
garment or textile item Literacy
• to make basic pattern adaptations in order to fit a specific person or design
Course Costs:
Class materials $30.00
Materials and components are required for two projects.
15YEAR 12 FASHION AND TEXTILES Number Standard and Title CR
NCEA Level 2 (FTX)
Prerequisite: Recommended Level 1 NCEA Fashion and Textiles AS91350 Make advanced adaptations to a pattern to change the structural and 4
Internal style features of a design
Restriction: None
AS91357 Undertake effective development to make and trial a prototype 6
Students learn:
Internal
• advanced pattern adaptations, using pattern blocks to create simple sewing
patterns AS91345 Implement advanced procedures using textile materials to make a 6
• prototype development, using trialling and testing methods to develop a design Internal specified product with special features
• using advanced procedures to build on the sewing and construction skills learned AS91359 Demonstrate understanding of the role of material evaluation in 4
at Level 1 External product development
• materials evaluation, testing and evaluating the differences in fabric properties Literacy
Course Costs:
Class materials $40.00
Materials and components are required for prototypes and outcomes for two
projects.
YEAR 13 FASHION AND TEXTILES Number Standard and Title CR
NCEA Level 3 (FTX)
Prerequisite: Recommended NCEA Level 2 Fashion and Textiles AS91626 Draft a pattern to interpret a design for a garment 6
Internal
Restriction: None
AS91621 Implement complex procedures using textiles materials to make a 6
Students learn:
Internal specified product
• pattern drafting to create a pattern block and pattern for a specific person
• complex procedures, building on Level 2 NCEA to develop sewing and AS91623 Implement complex procedures to create an applied design for a 4
construction skills Internal specified product
• complex applied decoration design and implementation, using different AS91612 Demonstrate understanding of how technological modelling supports 4
techniques such as screen printing, embroidery, print design and appliqué External technological development and implementation W
• technological modelling, how using mock ups and testing supports the design Literacy
process
Course Costs:
Class materials $40.00
Materials and components are required for two prototypes and outcomes for two
projects.
CHILDCARE STUDIES Number Standard and Title CR
NCEA Level 2 (CDS)
Prerequisite: An interest in childcare is recommended 29852 Demonstrate knowledge of basic needs and nutrition that support 4
young children’s holistic well-being and development
Restriction: None
29855 Describe attachment relationships and strategies used to support 3
transitions of young children
Students learn:
• The basic needs of children under five years including nurturing, shelter, nutrition, 29856 Describe and demonstrate care practices for infants and toddlers 2
sleeping, cleanliness, and other care practices 29853 Demonstrate knowledge of health issues and services available to 3
• The importance of personal and environmental health and safety practices to protect and enhance the well-being of young children
providing care to young children
• The provision of services in our community to support children and their families 29854 Describe personal and environmental hygiene and safety practices 2
including financial issues and personal support for the care of young children
• The importance of healthy attachment to young children, as well as ways to 29861 Identify and describe agencies/services available in the community 3
support young children through major transitions such as beginning at Early to support young children and families
Childhood Education settings
• To investigate a number of health issues for young children and the services and
interventions focused on disease prevention and health promotion
Course Contribution:
Nil
16HEALTH AND WELL-BEING (HEW) Number Standard and Title CR
NCEA Level 3
Prerequisite: At least 8 English credits from Level 2 including at least 1 external AS91461 Analyse a New Zealand health issue 5
standard. Internal R
Literacy
Restriction: None
AS91463 Evaluate health practices currently used in New Zealand 5
Internal R
Students learn:
Literacy
• how to compare and contrast models for health promotion
• the importance of understanding ethics in relation to wellbeing AS91464 Analyse a contemporary ethical issue in relation to wellbeing 4
• how to source, interpret and reference credible evidence-based research Internal R
• how to critically analyse the determinants of health and their effects on wellbeing Literacy
• the importance of evaluating a current health practice in relation to Western AS91465 Evaluate models for health promotion 5
Scientific Medicine versus complementary and alternative medicines. External R, W
Course Contribution:
Nil
17COMMERCE
HOD - Mrs Dustin
YEAR 10 BUSINESS (BUS) Assessments
Prerequisite: None Economic assessment
Restriction: None Accounting assessment
Students learn: Business plan (group)
• about consumer decisions and influences on consumer demand
• about financial literacy Business oral presentation (group)
• about personal and business financial accounting
• to develop skills in interviewing, questionnaires, individual and group research Business evaluation
• about share market investments using a virtual trading platform
• about global tourism
Business test
Course Contribution:
Shareholders’ contribution to own business
Workbook $10.00
Optional attendance at Business Challenge $35.00
ACCOUNTING Number Standard and Title CR
NCEA Level 1 (ACC)
Prerequisite: None. AS90977 Process financial transactions for a small entity 5
Internal
Restriction: None
AS90978 Prepare financial statement for sole proprietors 5
External
Students learn:
• an understanding of the role of accounting in society as a financial language for AS90980 Interpret financial information for a sole trader 4
iindividuals, community organistions and businesses External
• knowledge of the principles, processes and systems of accounting Literacy
AS90981 Make a financial decision for an individual or group 3
Course Contribution: Internal
Workbooks (approximately $35.00) Literacy
Optional purchase of revision resources
ACCOUNTING Number Standard and Title CR
NCEA Level 2 (ACC)
Prerequisite: At least 10 NCEA Level 1 Accounting credits including one external AS91176 Prepare financial information for an entity that operates 5
standard. External accounting subsystems
Numeracy
Restriction: None
AS91177 Interpret accounting information for entities that operate 4
External accounting subsystems
Students learn:
Literacy
• understanding of the role of accounting in society, as a financial language for
Numeracy
businesses
• knowledge of the principles, processes and systems of accounting AS91179 Demonstrate understanding of an accounts receivable subsys- 3
• manual and computerised systems Internal tem for an entity
Literacy
Course Contribution: Numeracy
Workbooks (approximately $35.00) AS91175 Demonstrate understanding of accounting processing using 4
Optional purchase of revision resources Internal accounting software
Numeracy
18ACCOUNTING Number Standard and Title CR
NCEA Level 3 (ACC)
Prerequisite: At least 12 NCEA Level 1 Accounting credits including AS90978 AS91405 Demonstrate understanding of accounting for partnerships 4
OR 90980 OR 12 Level 2 Accounting credits. Internal
Numeracy
Restriction: None
AS91406 Demonstrate understanding of company financial statement 5
External preparation
Students learn:
Numeracy
• understanding of accounting in society, as a financial language in business
• concepts, partnerships, companies and management accounting covering manu- AS91408 Demonstrate understanding of management accounting to 4
facturing, costing, budgeting, systems and analysis External make a decision
Literacy
Course Contribution: Numeracy
Workbooks (approximately $35.00) AS91409 Demonstrate understanding of a job cost subsystem for an 4
Optional purchase of revision resources Internal entity
Field Trips $10.00-$30.00 Literacy
Numeracy
ECONOMICS Number Standard and Title CR
NCEA Level 1 (ECO)
Prerequisite: None. AS90983 Demonstrate an understanding of consumer choice using 4
External ‘demand’
Restriction: None Literacy
AS90984 Demonstrate understanding of decisions a producer makes 5
Students learn:
Internal about production
• how people and societies use their limited resources to meet needs and wants
Literacy
• how producers, consumers and the government contribute to the economy
• develop research skills through researching producer decisions and their interde- AS90985 Demonstrate understanding of producer choices using ‘supply’ 3
pendent relationships External
Literacy
Course Contribution: AS90986 Demonstrate understanding of how consumer, producer and/or 5
Economic workbook (approximately $35.00) External government choices affect society using market equilibrium
Revision resources (optional) Literacy
AS90988 Demonstrate understanding of the interdependence of sectors 3
Internal of the New Zealand economy
Literacy
ECONOMICS Number Standard and Title CR
NCEA Level 2 (ECO)
Prerequisite: At least 1 External Achievement Standard from Level 1 AS91223 Analyse international trade using economic concepts and 4
Mathematics OR at least 10 Level 1 Economics credits including External models W
AS90985. Literacy
AS91224 Analyse economic growth using economic concepts and 4
Restriction: None
External models W
Literacy
Students learn:
• an appreciation of major issues facing the New Zealand economy e.g. growth, AS91227 Analyse how government policy and contemporary economic 6
trade, inflation and other contemporary issues Internal issues interact R
• further develop research skills through researching producers and significant Literacy
industries
AS91228 Analyse a contemporary economic issue of special interest 4
Course Contribution: Internal using economic concepts and models W
Field trip (approximately $55.00) Literacy
Workbook (approximately $35.00)
Revision resources (optional)
19ECONOMICS Number Standard and Title CR
NCEA Level 3 (ECO)
Prerequisite: At least 12 NCEA Level 1 Economics credits including AS90986 AS91399 Demonstrate an understanding of the efficiency of market 4
AND/OR at least 12 Level 2 Economics credits External equilibrium R, W
Literacy
Restriction: None AS91401 Demonstrate understanding of micro-economic concepts 5
Internal R
Students learn:
Literacy
• an appreciation of contemporary New Zealand economic issues through indepth
study of market efficiency, market structures, the public sector and resource AS91402 Demonstrate understanding of government interventions to 5
allocation, and aggregate economic activity and policies Internal correct market failure R
• research skills including: Literacy
- a field trip to Wellington visiting key participants in the private and
AS91403 Demonstrate understanding of macro economics concepts 6
public sector
External R, W
Course Contribution: Literacy
Field trip (approximately $55.00)
Economics workbook (approximately $35.00)
Revision resources (optional)
BUSINESS Number Standard and Title CR
NCEA Level 2 (BUS)
Prerequisite: At least 7 NCEA Level 1 English credits, including at least 1 AS90845 Apply business knowledge to a critical problem in a given 4
external standard. External context
Literacy
Restriction: None
AS90846 Conduct market research for a new or existing product 3
Internal
Students learn:
Literacy
• how to set up and operate a business (through the Young Enterprise Scheme)
Numeracy
• accounting and management skills related to running a business
• communication and marketing theory and practice AS90847 Investigate the application of motivation theory in a business 3
• the value of teamwork Internal
Literacy
Course Contribution: AS90848 Carry out, review and refine a business activity within a 9
• Company Registration $35.00 per Director Internal community context with guidance
• Each company requires start up capital, which can be generated from share- Literacy
holders and/or fundraising
• Workbooks (approximately $35.00)
• Kickstart Trip (approximately $5.00-$10.00)
BUSINESS Number Standard and Title CR
NCEA Level 3 (BUS)
Prerequisite: 12 Level 1 Credits Accounting or Level 1 Economics OR AS91379 Demonstrate understanding of how the internal factors interact 4
12 Credits Level 2 Accounting or Level 2 Business or Level 2 Economics External within a business that operates in a global context R, W
Literacy
Restriction: None
AS91382 Develop a marketing plan for a new or existing product 6
Internal R
Students learn:
Literacy
• marketing plan, assumptions and strategy
• marketing theory and practice AS91383 Analyse a human resource issue affecting business 3
• global business factors Internal R
• export market for NZ business Literacy
• human resources affecting business AS91869 Analyse future proofing strategy to ensure long term viability 4
Internal of a business
Course Contribution: Literacy
• Workbooks (approximately $35.00)
• Field trip (approximately $55.00)
20DANCE
HOD - Mrs Price
YEAR 10 DANCE (DAN) Assessments
Prerequisite: None Use dance elements and choreographic devices to create dance based on a range of given briefs
Perform group dances in jazz, contemporary, and hip hop genres
Restriction: None
Research and respond to specific dance styles
Students learn: View, interpret and respond to selected dance performances
• to compare and contrast dances from a variety of past and present cultures
and contexts
• to develop a variety of dance skills, techniques, vocabularies, and movement
practices
• to manipulate the dance elements and use choreographic devices and
structures to organise dance movement
• to prepare, rehearse and perform dance using production technologies
• to describe how choreography communicates ideas, feelings, moods and
experiences
Course Contribution:
There will be optional trips to performances during the year
DANCE Number Standard and Title CR
NCEA Level 1 (DAN)
Prerequisite: None. AS90858 Compose dance sequences for given briefs 6
Internal
Restriction: None.
AS90002 Perform dance sequences 6
Students learn: Internal
• to explore, investigate and describe the features and backgrounds of a variety of AS90859 Demonstrate ensemble skills in a dance 4
dance genres and styles Internal
• to develop and demonstrate skills in selected dance genres and styles and
explore the use of a variety of technologies AS90860 Demonstrate understanding of the elements of dance 4
• to select and use choreographic devices, structures, processes and technolo- Internal
gies to develop and give form to dance ideas Literacy
• to prepare, rehearse and perform a range of dances and demonstrate an AS90861 Demonstrate understanding of a dance performance 4
understanding of the performance requirements of the genres and contexts External
• to describe, explain and respond to the ways that dance communicates images, Literacy
themes, feelings and moods
AS90005 Demonstrate understanding of a dance genre or style 4
Course Contribution: External
There will be optional trips to performances during the year. Literacy
Maximum of 20 credits from the 28 listed, 1 of which must be
external
DANCE Number Standard and Title CR
NCEA Level 2 (DAN)
Prerequisite: 8 credits in NCEA Level 1 Dance including AS90861 is AS91205 Choreograph a group dance to communicate an intention 4
recommended. Internal
AS91206 Choreograph a solo dance to communicate an intention 4
Restriction: None
Internal
Students learn: AS91207 Perform an ethnic or social dance to communicate under- 4
• to investigate and evaluate the effects of individual, social, cultural and techno- Internal standing of the style
logical influences on the development of a variety of dance styles AS91208 Perform a theatre dance to communicate understanding of 4
• to extend their skills in the vocabulary, practices and technologies of selected Internal the dance
dance genres and styles
• to choreograph solo and group dance works, using choreographic processes, AS91209 Perform a repertoire of dance 6
devices structures, and technologies to communicate choreographic intentions Internal
• to apply rehearsal and performance skills to a range of dances, using appropri- AS91210 Demonstrate understanding of a range of choreographic 4
ate techniques and expressions to communicate specific intentions. Internal processes
• to analyse, explain and discuss aspects of performance and choreography in a
AS91211 Provide an interpretation of a dance performance with support- 4
range of dance works
External ing evidence
Course Contribution: Literacy
There will be optional trips to performances during the year. AS91212 Demonstrate understanding of a dance genre or style in 4
External context
Literacy
* Maximum of 22 credits from the 34 listed, one of which must
be external
21DANCE Number Standard and Title CR
NCEA Level 3 (DAN)
Prerequisite: 8 credits in NCEA Level 2 Dance including AS91205 and/or AS91588 Produce a dance to realise a concept 8
AS91211 is recommended. Internal
Restriction: None AS91589 Choreograph a dance to develop and resolve ideas 4
Internal
Students learn: AS91590 Perform a solo or duet dance 4
• to investigate, analyse and discuss the features, history, issues and development Internal
of dance in New Zealand, including the contribution of selected individuals and AS91591 Perform a group dance 4
groups. Internal
• to extend and refine skills, practices and use of technologies in a range of dance
genres and styles AS91592 Perform a repertoire of constrasting dances 6
• to develop a concept and produce original dance works, using appropriate Internal
production technologies to communicate choreographic intentions AS91593 Demonstrate understanding of dance performance practices 4
• to record and critically reflect on the development and resolution of dance ideas Internal
• to select and apply rehearsal processes, performance skills, and production
AS91594 Analyse a dance performance 4
technologies to enhance the communication and expression of dance works
External W
• To critically analyse, interpret, and evaluate the artistic features and the commu-
Literacy
nication of ideas in a range of dance works
AS91595 Demonstrate understanding of the development of dance in 4
Course Contribution: External Aotearoa/New Zealand R, W
There will be optional trips to performances during the year. Literacy
* Maximum of 24 credits from the 38 listed, one of which must
be external
22DESIGN AND VISUAL COMMUNICATION
HOD - Ms Hurley
YEAR 10 DESIGN AND VISUAL COMMUNICATION (DVC) Assessments
Prerequisite: Year 9 Design and Visual Communication recommended but not a 2D/3D Freehand Drawing
requirement
2D/3D Instrumental Drawing
Restriction: None
Product Design
Students learn:
• apply knowledge of how to effectively use design process Rendering
• build and apply knowledge of different types of 2D/3D freehand and
instrumental drawings Presentation Techniques
• explore a range of presentation and rendering techniques
• develop imagination, creativity, and problem solving skills Spatial Design
• explore innovative solutions for produce and spatial briefs
• explore new technology and the possibilities they offer Inspiration
Course Contribution:
DVC Stationery pack $30.00
Year 11 DESIGN AND VISUAL COMMUNICATION Number Standard and Title CR
NCEA Level 1 (DVC)
Prerequisite: Year 10 Design and Visual Communication and/or Year 10 Art is AS91068 Undertake development of design ideas through graphics 6
highly recommended. Internal practice
AS91066 Use rendering techniques to communicate the form of design 3
Restriction: None
Internal ideas
Students learn: AS91063 Produce freehand sketches that communicate design ideas 3
• apply the use of the design process to find creative solutions for both product External
and spatial briefs AS91064 Produce instrumental, multi-view orthographic drawings that 3
• develop understanding of how to communicate ideas through 2D + 3D, freehand External communicate features of design ideas
and instrumental drawing Numeracy
• apply understanding of how to best present designs through a range of rendering
and presentation techniques AS91067 Use the work of an influential designer to inform design ideas 3
• build knowledge of how to evaluate own and others’ work through the use of Internal
design principles
• build understanding of new computer technology that is purposeful to the brief
Course Contribution:
Stationery, Equipment and Material Fee $20.00
Year 12 DESIGN AND VISUAL COMMUNICATION Number Standard and Title CR
NCEA Level 2 (DVC)
Prerequisite: 4 out of 5 Achievement Standards from 11DVC. AS91337 Use visual communication techniques to generate design 3
External ideas
Restriction: None AS91341 Develop a spatial design through graphics practice 6
Internal
Students learn: Literacy
• apply the use of design process to find creative and innovative solutions for both
AS91342 Develop a product design through graphics practice 6
produce and spatial briefs
Internal
• develop and apply understanding of how to best communicate ideas through 2D
+ 3D, freehand and instrumental drawing
• apply understanding of how to evaluate own and others’ work through exploring Choose one from the following:
the aesthetic and functionality features of a design
• develop knowledge about design eras and apply understanding of their AS91343 Use visual communication techniques to compose a presenta- 4
inspiration to own work Internal tion of a design
• build understanding of new computer technology that is purposeful to the brief AS91338 Produce working drawings that communicate technical details 4
External of a design
Course Contribution:
Stationery, Equipment and Material Fee $20.00
23Year 13 DESIGN AND VISUAL COMMUNICATION Number Standard and Title CR
NCEA Level 3 (DVC)
Prerequisite: 3 out of 4 Achievement Standards from 12DVC. AS91630 Resolve a product design through graphics practice OR 6
Internal (spatial)
Restriction: None AS91629 Resolve a spatial design through graphics practice OR 6
Internal (product)
Students learn:
AS91628 Develop a visual presentation that exhibits a design outcome 6
• apply the use of the design process to find creative, innovative and realistic
Internal to an audience
solutions for either a product and spatial brief
• apply knowledge of how to best use 2D + 3D, freehand and instrumental AS91631 Produce working drawings to communicate production details 6
drawings to help build others’ understanding of your project External for a complex design OR
• develop and apply knowledge of successful presentation techniques to own AS91627 Initiate design ideas through exploration 4
presentation ideas External
• apply understanding of new computer technology that is purposeful to the
project
• develop knowledge of how to use everyday things and items as inspiration for
your designs
Course Contribution:
Stationery, Equipment and Material Fee $20.00
Kelsey Hannon
24DIGITAL TECHNOLOGIES
HOD - Ms Blackler
YEAR 10 DIGITAL TECHNOLOGIES (DGT) Assessments Cr
Prerequisite: None Develop a design for a website
Restriction: None Create a website using code
Students learn: Computer science concepts
• to design, develop, store, retrieve, test and evaluate digital content
Programming
• how to design and create a website (using HTML/CSS)
• how to evaluate user interfaces Information Management
• the role of operating systems
• how to choose appropriate software and evaluate content Tahi Rua Toru Tech - Digital Technologies Team Challenge
• about algorithms, logical thinking and problem solving
• developing and debugging a computer program using two different languages Practical observations in keyboarding and file management
• how to work in a team to solve a problem using digital tools
• mobile app development
• digital citizenship
Course Contribution:
None - printing vouchers to be purchased as required
Year 11 DIGITAL TECHNOLOGIES Number Standard and Title CR
NCEA Level 1 (DGT)
Prerequisite: None. AS91880 Develop a digital media outcome 4
Internal
Restriction: None
AS91883 Develop a computer program 4
Internal
Students learn:
• Design, develop (using HTML/CSS) and test to create a fit for purpose website AS91885 Demonstrate understanding of searching and sorting 3
• Investigate the efficiency of different algorithms for a range of tasks Internal algorithms
• Design, develop and test computer programs AS91879 Develop a digital outcome to manage data 4
• Develop a database outcome to manage a range of data Internal
• Evaluate digital interfaces
AS91886 Demonstrate understanding of human computer interaction 3
Course Contribution: External
None - printing vouchers to be purchased as required.
Year 12 DIGITAL TECHNOLOGIES MEDIA Number Standard and Title CR
NCEA Level 2 (DTM)
Prerequisite: NCEA Level 1. AS91890 Conduct an inquiry to propose a digital technologies outcome 6
Internal
Restriction: None
AS91357 Understand effective development to make and trial a 6
Internal prototype
Students learn:
• Design an effective digital outcome for a specified user AS91891 Apply conventions to develop a design for a digital outcome 3
• Develop a digital outcome using advanced website techniques Internal
• Create a digital media product using the inquiry and technology process AS91893 Use advanced techniques to develop a digital media outcome 4
• Summarise the development of their own digital outcome Internal
Course Contribution: AS91899 Present a summary of developing a digital outcome 3
None - printing vouchers to be purchased as required External
25You can also read
