Senior School Curriculum 2020 - Years 11, 12 and 13 - Scots College
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Senior School Curriculum 2020 Years 11, 12 and 13
01
Welcome Contents
Introduction 02 Details of individual subjects:
The curriculum handbook is an important Future Pathways (Careers Programme) 03 Accounting/Business Studies 44
part of your child’s educational pathway – it Course Planning for Careers 04 Biology 45
provides information on subjects, courses and Some useful websites 07
Chemistry 46
careers. University Entrance 08
Classical Studies 47
Senior School subject and pathway
options 09 Construction & Materials Technology 48
The handbook outlines the three change their goals as they move Design & Visual Communication
year learning journey students through the Senior School and Year 11 Courses (Graphics) 49
undertake in the Senior School. beyond. Year 11 Course overview 12 Digital Technologies 50
It provides an overview of our Please read the Future Full year courses 13 Drama 51
Year 11 programme as well as Pathways section carefully. The Semester courses 20 Economics 52
up-to-date explanations of the IB requirements for certain careers English 53
Years 12 & 13 Courses
Diploma Programme and NCEA may include prescribed subjects.
Course Structure (IBDP) Geography 54
qualifications and programmes An appointment with the Careers
International Baccalaureate History 55
we offer. Adviser, Mr Henley-Smith, is
Diploma Programme (IBDP) 29 Languages 56
a useful first step as he has the
Well-informed course selection International Baccalaureate Diploma
Materials Design Technology 57
most up to date information Programme Course Design 30
is crucial! It is important that
available especially from Mathematics 58
families and their sons and Frequently asked questions 31
Universities. There are also many Music 60
daughters spend time discussing IBDP Subjects and Pre-requisites 33
other avenues for sound advice Physical Education 62
the appropriate courses for their
within the College, from Senior Details of individual subjects:
future aspirations. As a general Physics 63
Management to House Deans Group 1: Mother Language 33
rule of thumb, courses should Tourism Studies 64
and Heads of Department. Group 2: Language Acquisition 33
be chosen which leave as many Visual Arts 65
doors open as possible. Young Christian Zachariassen Group 3: Individuals and Societies 33
people today have far more Principal, Senior School Group 4: Experimental Sciences 35
NCEA and IBDP Compared 67
opportunities available to them July 2019 Group 5: Mathematics 36
Qualification Fees 68
and are more likely than ever to Group 6: The Arts 37
Key Contacts 69
Course Structure (NCEA)
National Certificate in Educational
Achievement (NCEA) 40
General Course Information (NCEA) 4202 03
Introduction Future Pathways
Careers programme
In 2019 the Scots Future Pathways programme was integrated into the existing PERFORM framework with emerging competencies
identified through international ‘future of work’ research. The programme combines our traditional values and competencies with
those identified as required in the future of work research. The aim is to sequentially build self-awareness and career knowledge to
This booklet is designed to give parents and put Scots students in the most well informed position to make career plans and decisions on their future pathways.
students an overview of the courses offered When we talk about the future of work, much focus is on which jobs will disappear and which will remain. These are important
in the Senior School at Scots College so that factors, however we need to shift our focus from jobs to skills to prepare students for the future of work. By understanding the skills
and capabilities that will be most portable and in demand in the new economy, young women and men can work to equip themselves
they are in a position to make wise course for the future of work more effectively. Our mind set needs to shift to reflect a more dynamic future of work where linear careers will
selections in the students’ final three years at be far less common and young people need a portfolio of skills and capabilities, including career management to navigate a more
complex world.
Secondary School. Comparing skills demand, 2018 vs. 2022, top ten
Today 2018 Trending 2022 Declining 2022
It gives general details about Early Term 3, parents and • Analytical thinking and innovation • Analytical thinking and innovation • Manual dexterity, endurance and
courses and careers, and then students are asked to make • Complex problem-solving Critical • Active learning and learning precision
outlines details of each individual choices, and at this stage we thinking and analysis Active learning strategies • Memory, verbal, auditory and spatial
subject. Please note: the topics do our best to satisfy all these and learning strategies • Creativity, originality and initiative abilities
and assessment information choices, though we cannot • Creativity, originality and initiative • Technology design and • Management of financial, material
for each subject are indicative guarantee that any particular • Attention to detail, trustworthiness programming resources
only. They are a guide to combination of subjects will be • Emotional intelligence Reasoning, • Critical thinking and analysis • Technology installation and maintenance
the type of content that can available. Once the structure problem-solving and ideation • Complex problem-solving • Reading, writing, math and active
be covered in each course of the timetable is established, • Leadership and social influence listening
• Leadership and social influence
and the likely assessment and decisions made about how Coordination and time management
• Emotional intelligence
• Management of personnel
weightings. subjects are grouped together, • Reasoning, problem-solving and
• Quality control and safety awareness
the structure cannot be changed. ideation • Coordination and time management
The actual combinations of
This means that, if at a later date • Systems analysis and evaluation • Visual, auditory and speech abilities
subjects available in Years 11-
students wish to change their Technology use, monitoring and control
13 in any one year depend on
courses, they can only do so
the constraints imposed by the Source: Future of Jobs Survey 2018, World Economic Forum.
within that established structure. http://www3.weforum.org/docs/WEF_Future_of_Jobs_2018.pdf
timetable and the numbers of
students opting to do particular If you have any questions Students will need to demonstrate foresight in navigating a rapidly shifting landscape of organisational forms and skill requirements.
subjects. Subjects will only be concerning your own particular They will increasingly be called upon to continually reassess the skills they need, and quickly put together the right resources to
available if there is a sufficient situation as far as course develop and update these. Workers in the future will need to be adaptable lifelong learners.
number of students wishing to selection is concerned, please The PERFORM programme taught during tutorials provides an avenue to develop the students’ soft skills as mentioned above. See
take them. don’t hesitate to contact Mr http://www.scotscollege.school.nz/p-e-r-f-o-r-m/ for more information on our PERFORM framework for wellbeing.
Dyer (Academic Programmes Two opportunities we encourage senior students to look into when considering their post- secondary school pathways are:
Coordinator – NCEA), Mr
McKnight (IBDP Coordinator) Work or job shadow experience
Last year, the College introduced work and job shadowing experiences into the school programme. We believe it is an important
or Mr Smith (Deputy Principal
ingredient in helping students make decisions about their futures. Any students interested in taking part in this programme should
Curriculum).
speak with Careers Advisor Gary Henley-Smith.
Future Pathways Forum
Each year the College hosts a careers evening. We encourage senior students, particularly Year 13s to attend. All students and
parents will have the opportunity to hear about a number of different career possibilities.
To read more on the College’s Careers programme www.scotscollege.school.nz/senior-school/career-planning-support/CAREER AREA QUALIFICATION MINIMUM ENTRY SCHOOL SUBJECTS 04
Course Planning for Careers Architectural Polytechs: 60 Level 2 in best four or Weltec: Level 2 Maths,
When choosing a course it is best to keep your subject choice as broad for as long as possible. Technology Diploma equiv at Level 3. Science, English
Entry to many courses does not depend as much on course choice as it does on achievement. Architectural Otago Polytech 35 Level 2 credits or higher Level 2 Maths, Physics,
The list below is not exhaustive but will give some guidelines. draughting Diploma English, Chemistry
Note: Business Management Degree All Universities Maths, Statistics
1. For entry to any university course, University Entrance is required Commerce/Business NZ DipBus 48 NCEA Credits or better, English, Maths
2. No subjects are compulsory. Universities label them recommended / highly Level 2
recommended.
Degree Some universities have Maths, English, Accounting,
CAREER AREA QUALIFICATION MINIMUM ENTRY SCHOOL SUBJECTS limited entry. Eco recommended.
Agriculture/Farming Diploma NCEA 48 Credits or Level 2 Biology, English, NB: Specialist commerce Calculus if majoring in Eco
more in best 4 subjects Maths, Chemistry/Physics degrees at LIN & MAS or Finance.
Level 2 recommended Communication Degree AUT, Auckland, Waikato, Drama, English, Art
Degree Level 3 Biology, Maths, Massey History
Chemistry recommended Computer Science Degree All Universities except Mathematics, Physics,
Apprenticeships: Certificate & Check Polytechnic Level 1 English, Maths & Lincoln Digitech
e.g. Electrician, Diploma programmes for specific Physics can be required. Construction Diploma Level 2. Good Marks Maths, Eco, Computer
Plumber, Builder requirements Economics Studies
Painter Degree Maths essential. Eco, Physics
(Quantity Surveying)
& Computer Studies rec.
Aviation
(i) Air Force Air Force Officer 90 Credits Level 3 Calculus, Physics, English Construction Diploma Level 2 Maths & English
English, Maths, Physics Management or AS Maths & English
preferred
Degree Victoria, Massey Maths, English, Computer
Pilot/Navigator Physics, 18 credits Physics, Chemistry or Studies
Level 2 Maths, English, Computer Studies, English
Dentistry Degree See Health Science
Science preferred
Intermediate Otago
(ii) Massey Pre-selection exam & Level 3 Physics, Calculus,
Design Hons. degree Portfolio required, competitive Art essential
Degree: high standard of English English
entry, Massey, Auckland Useful English, His, Maths,
B. Aviation
University of Technology, Physics, Art History,
(iii) Flying Academies/ Pre-selection process, Level 2 Maths, Physics Unitec, Otago Polytechnic. Computer Skills, Graphics
Schools 18 years of age Victoria. no portfolio,
competitive to Year 2
Architecture Degree: All require Auckland: No specifics but
Auckland: Auckland – min. 16 credits Physics, Maths, Design,
Bachelor in two subjects from DigiTech may be useful.
Architect Studies Table A & Table B + portfolio.
Victoria Vic – Competitive entry to Victoria: Calculus,
BAS/BBSc Year 2– no portfolio Statistics, Physics English,
Unitec: Unitec – Portfolio Tech, Art, Design &
BAS Graphics are useful
CAREER AREA QUALIFICATION MINIMUM ENTRY SCHOOL SUBJECTS CAREER AREA QUALIFICATION MINIMUM ENTRY SCHOOL SUBJECTS
Engineeering Diploma Maths & Physics: Level 2 Maths, Physics, Health Science Medicine, Auckland Medical School: Auckland:
48 credits Level 2 or better graphics desirable (Medicine) Dentistry, either Year I B. Health Sci or For MBChB, Biology,
in best four Pharmacy, B Biomedical Sci. Chemistry and one English
Med Lab Science, rich subject.
AUT: Calculus and Physics Calculus, Physics
Physiotherapy Physics, Statistics/Calculus
at Level 3.
useful
B. Engineering 42 Level 3 credits & Otago Med School: Otago:
Technology 14 in Calculus & Physics Health Science Intermediate – Recommended: Biology,
compulsory Biology, Chemistry, Physics,
Degree Auckland: limited entry. Level 3 Calculus & Physics
Chemistry, Physics, Statistics – Statistics
Canterbury: open entry. essential. Chemistry highly
Competitive 2nd year entry Useful: Calculus, English
Intermediate year. recommended. English &
for Auckland and Otago. rich subject
Statistics recommended
Horticulture BAg.Sc/HortSc Biology, Chemistry, Maths
Environmental Degree All Universities Chemistry, Biology, Maths
Statistics, Geography DipHort Minimum 40 credits NCEA
Level 2 + numeracy/
Fine Arts Diploma Portfolio required Polytechnics: Level 2 in
literacy for
English & Art
Journalism BCS Auckland University of Art History, Classics,
Degree Canterbury: Good passes in Art, Art History
Bachelor of Technology. Preference to English, Geography,
2 Art Level 3 subjects &
Communication 60 credits Level 3 in four NCEA History or Media Studies
portfolio, or 2 portfolios.
Studies subjects. IB – 28 with min 5 in
Auckland: Portfolio and
language rich subj. also at
written application required.
Diploma – Waikato, Massey, Unitec
Massey: Competitive entry,
post-graduate Canterbury – degree required.
portfolio.
Refer to individual ‘varsity Information Systems Bachelor All universities No specific knowledge,
websites interest in Tech & Business
Food Science Degree Auckland, Otago, AUT Chemistry essential. Landscape Architecture Diploma Unitec: NCEA Level 2 credits. Maths, Design, Biology,
Human Nutrition Biology, Maths, Physics Geography recommended
recommended
Languages Degree (including University Entrance Language of choice and
Food Technology Degree Massey Chemistry, Physics, Maths joint honurs/ any supporting subject
major or minor e.g English, Commerce,
Forestry Degree Canterbury: first year BForSc Biology, Statistics
optons e.g inter- Economics
can be taken at any university. Chemistry, essential,
national marketing
Economics & English
with Spanish,
recommended
Chinese with
commerce).
Law Degree Very competitive entry to English, Hist, Art History,
second year. Classics, Eco, Geography
Limited entry to Waikato Physics, Maths Languages,
first year. good preparation
Logisitics Supply Chain Degree Massey, Lincoln Maths, Statistics
05CAREER AREA QUALIFICATION MINIMUM ENTRY SCHOOL SUBJECTS CAREER AREA QUALIFICATION MINIMUM ENTRY SCHOOL SUBJECTS 06
Medicine: Sport and Recreation Degree: P.E. recommended.
see Health Science Sport & Exercise Auckland Biology, English,
Med Lab.Science
Science Canterbury Geography helpful
Media Studies Certificate Good grade in English. Level 2 English Massey
Work experience desirable. Science Certificate Level 2 Biology, Chemistry,
BCS Auckland University of English, History, Art Maths, Physics depending
Bachelor of Technology, Unitec, History, Classics, on major
Communication Waikato and Massey Geography, Media Studies Degree Limited entry Auckland for Maths, Biology, Physics,
Studies Written application, some courses Chemistry depending on
Competitive entry, high major
grades for Auckland
Speech & Language Degree Competitive entry to second Science to at least Level 2,
University of Technology
Therapy Postgraduate year, Massey & Canterbury Biology recommended and
Media Studies &
Auckland Post-graduate Auckland. English
Communication are also BA
majors Social Work Degree Competitive entry to second General education
year
Medical Radiation Degree Otago. Post Grad. English, Maths, Physics,
Therapy programmes require Science Biology. Surveying Diploma Minimum 35 Level 2 credits Maths, Physics, Graphics
degree. in best 3 subjects including Yr12, Computer Studies
Maths, 12 credits in Algebra useful
Music Degree in various NZSM – some papers require Music to at least Level 2, & trig
disciplines music theory and some preferably Level 3
require audition. Degree Intermediate year at Otago English, Calculus, Statistics,
Computer Studies &
Optometry Degree at Auckland: (Year 1 of B.Sc.Bio Chemistry, Biology, Physics Geography useful
Auckland Med). competitive entry
Teaching Primary: degree Primary: some required
Paramedicine Degree AUT Biology, Chemistry subjects
Pharmacy Degree Auckland: competitive. Maths, Chemistry, Biology Secondary: degree Secondary: 4 year degree
Direct entry and interview. essential, Physics, English or Post Graduate diploma
Level 3 Biology & Chemistry recommended.
Technology Degree Auckland: Limited entry Physics & Calculus;
essential
programmes. Victoria & Chemistry if major in
Otago Health Science for first
Massey – B. Tech degree
year.
Veterinary Science Degree Vet Sc. intermediate. Massey. Biology, Statistics
Physical Education Degree at Otago Min 16 in each of four English, Biology & P.E. at Competitive entry to Chemistry, Physics, English
Level 2 subjects. Level 2 and Level 3 Semester 2.
Admission competitive recommended.
Visual Communication Diploma, Degree Very competitive. Portfolio English, Art
Physiotherapy Degree at Otago: Health Sci. int. Otago: English, Biology, required
Auckland Chemistry, Physics, Maths.
University of Auckland University of Auckland University of
Technology and Technology – competitive Technology – no
Otago entry NCEA 56 Level 3 prescribed subjects
credits in 3 subjects.
Scholarships
Qualifications
Tertiary Study
Career Services
Open Polytechnic
Otago Polytechnic
Lincoln University
Massey University
University of Otago
Unitec New Zealand
Polytechnics
University of Waikato
University of Auckland
University of Canterbury
ARA Institute of Canterbury
Universal College of Learning
Eastern Institute of Technology
Waikato Institute of Technology
Victoria University of Wellington
Southern Institute of Technology
Manukau Institute of Technology
Whitireia Community Polytechnic
Wellington Institute of Technology
Auckland University of Technology
Te Auaha The Institute of Creativity
New Zealand Universities
www.ibo.org
www.sit.ac.nz
www.eit.ac.nz
www.ara.ac.nz
www.aut.ac.nz
Some useful websites
www.vuw.ac.nz
www.ucol.ac.nz
www.otago.ac.nz
www.unitec.ac.nz
www.weltec.ac.nz
www.lincoln.ac.nz
www.nzqa.govt.nz
www.nzqa.govt.nz
www.teauaha.com
www.wintec.ac.nz
www.massey.ac.nz
www.waikato.ac.nz
www.tekotago.ac.nz
www.whitireia.ac.nz
www.auckland.ac.nz
www.manukau.ac.nz
www.careers.govt.nz
www.studyzone.co.nz
www.canterbury.ac.nz
www.openpolytechnic.ac.nz
www.moneyhub.co.nz/scholarships-nz.html
0708 09
University Entrance Senior School Subject & Pathway Options 2020
NCEA IBDP NCEA
• NCEA Level 3 Subject Name Yr 11 Yr 12 Yr 13 Level 2 Level 3
• Three subjects – at Level 3, made up of: Accounting/Business Studies
– 14 credits each, in three approved subjects Applied Art
• Literacy – 10 credits at Level 2 or above, made up of: Biology
– 5 credits in reading Biology & Environmental Systems - Full Year *
– 5 credits in writing Business Management
– specified Level 2 and Level 3 achievement standards through a range of subjects Chemistry ^ ^
• Numeracy – 10 credits at Level 1 or above, made up of: Classics
– achievement standards – specified achievement standards available through a range of subjects Computer Science
Construction
Consumer & Business Law
International Baccalaureate Diploma Programme
Design & Visual Communication
Award of the Diploma (minimum of 24 points).
Digital Design
Digital Design – Biomimicry
Digitech
Discover China
Drama
Economics
English *
Students should feel free to visit the Careers Centre at any time and/or
English – English Studies *
make an appointment with Mr Henley-Smith English – Standard English *
Environmental Studies
ESS
Film
Financial Capability
Foundation Art
French
Geography
Graphics
History
Humanities
Industry Art
Integrated Design Challenge
Language A – Literature
Language Acquisition
Languages
Materials Design Technology 10 11
IBDP NCEA
Subject Name Yr 11 Yr 12 Year 13 Level 2 Level 3
Mathematics
Mathematics – Analysis & Approaches
Mathematics – Application & interpretation ^^
Mathematics – Abstract World Mathematics *
Mathematics – Calculus
Mathematics – Real World Mathematics *
Mathematics – Statistics
Year 11
Music
Physical Education (Theory)
Physics ^ ^
Courses
Physics & Chemistry - Full Year *
Psychology
Spanish
Sports Exercise & Health
Studio Art
Tourism Studies
Visual Arts
Compulsory Subjects Year 11 *
Compulsory Subjects Year 12 *
Pre requisite Experimental Science ^
Pre requisite Abstract World Mathematics ^^12 13
Year 11 Course overview Full Year Courses
The Year 11 course is designed to Within each full-year course there will • The project will be structured with
small business, marketing, small business
prepare students well for Level 2 NCEA be some NCEA assessment. In general, staff supervision, a handbook, regular Business Studies architectural and product design through
accounting, product development and drawing, sketching, modelling and
and the IB Diploma Programme by each course will include 1 externally tracking of tasks, checkpoints and INTRODUCTION TO BUSINESS
operations management. Students computer design software. It will suit
concentrating on learning and the assessed achievement standard and events. The project will be launched STUDIES
will be exposed to numerous local, students undertaking further study in
development of key transferable skills. 1 internally assessed achievement at the start of the year with an event
Introduction to course national and global business case studies product or spatial design, and who wish
standard. This will assist students in such as three day BP Challenge and
The focus of the course is to develop a The Introduction to Business Studies through excursions and school-based to pursue the subject at Years 12 and 13,
preparation for NCEA Level 2 and IB culminate in an exhibition at the end
depth and breadth of learning that isn’t course is a full year course, and builds presentations. They will be expected and beyond into design studies such as
Diploma Programme by requiring them of the year.
available in a course based on discrete on the skills and knowledge obtained to complete the marketing component architecture, product design, landscape
achievement standards. to complete some internal assessment • Students will be asked to reflect on
from MYP Business Studies courses. The of the course through a series of design, graphic design, urban planning,
and sit some exams. their project throughout the year,
Courses have New Zealand Curriculum course structure consists of carrying out online modules and communicate their interior design, fashion design. Year 10
At the foundation of the Year 11 demonstrating what they have understanding through a Dragon’s Den. DVC or Graphics would be an advantage
achievement objectives as well as those and reviewing product based business
programme are the key skills of: learned or how they would have done but is not essential.
of the International Baccalaureate as the activities concluding with a school-wide
Communication, Collaboration, Self- something differently – this reflection Students completing this course will
basis of their design. Market Day experience. The course
management, Research, Innovation, will be the main focus for the project’s develop the ability to: How and what will I learn?
aims to provide a broad understanding
Learning within each course is Creativity, and Critical Thinking, and assessment along with the final
of operations and internal features of • Understand the internal features of Students will focus on skills including
connected, and units of work are themed Problem Solving. Students will develop exhibition.
a small scale business. This is through a small businesses and how owners self-management, collaboration,
or constructed to make learning deeper these skills through the learning The combination of key skills, connected organising, planning, carrying out, and make operational decisions that have problem solving, communication and
and more meaningful. There will be activities that take place in their subject learning, and a collaborative project will reviewing of a product-based business consequences for the success of their creative thinking through project based
opportunities for students to complete classes as well as through the full-year prepare students well for future study activity to satisfy a specific group of business learning. Students will undertake work
interdisciplinary units of work across project they will complete. in Years 12 and 13 as well as give them customer’s needs. Students will apply • Relate business knowledge of the on two major projects: Flashlight Design
certain courses and subjects.
Project details: more opportunities to develop the skills knowledge of the four functions of marketing mix to a new or existing and Architectural Brief. Within these
Students study 5 full-year subjects that necessary to be successful in the rapidly business throughout the planning, projects students will complete discrete
• It is a full-year collaborative group product from a suitable business
provide the foundation of their further changing world that surrounds them. carrying out and evaluation of a Market phases of the design cycle, including
project. connected to the student’s life and
learning in NCEA or the IB Diploma Day. Prior study of the MYP Enterprise research, brief development, conceptual
community
Programme. English, Mathematics and • Students will spend one period a week Studies course would be beneficial as a design/development, final design
Science are compulsory; students choose working on their project. • Plan, carry out, and then review
basis, but is not essential. and evaluation. Creative practice will
the most appropriate course within those a one-off business activity, basing
• Students will research a problem comprise: model making, sketching,
This course leads to further study at recommendations for the future on
subjects. These 5 full-year subjects are and plan a solution, building in a drawing, rendering, display principles
Year 12, towards the NCEA Level 2 market feedback
complemented by 2 semester courses number of 21st century skills such as and electronics.
Accounting/Business Studies course or
and a full-year collaborative project. collaboration, creativity and design • Manage the financial affairs of a small
IB Diploma Business and Management. Students completing this course will
Semester courses are more specialised thinking. business
It is also a valuable life skill and provides develop the ability to:
and are designed to stimulate learning in
• Groups can choose an area of interest What do students need to select: a basis for entrepreneurial skills and
a range of areas. How will I be assessed? • Analyse existing products/solutions
from Transport, Environment, Well- • 1 English course knowledge for young people who will
All courses consist of clear learning Students will be assessed throughout the in terms of functional and aesthetic
being, Culture and Language, and contribute to New Zealand’s economic
objectives that will be measured using • 1 Mathematics course year via a range of formative tests and values
Entertainment. They can then use this future in the 21st Century.
a range of formative and summative submissions related to their Market Day
as a basis for utilising and developing • 1 Science course • Develop a design brief considering
assessments, allowing students and product. Up to 6 internal and 4 external
their scientific, technological, • 2 additional full-year courses How and what will I learn? function and aesthetic values, target
parents to receive feedback on levels of NCEA Level 1 credits will be offered.
entrepreneurial and creative skills to The key intended learning outcomes of audience, human factors/ergonomics
achievement and skill development. • 2 Semester courses
develop a solution. the course is for students to develop and and sustainability
carry out a business plan for a product-
based business, including preparing a
Design and Visual • Design a product of their own,
considering all of the factors above
marketing plan and financial plan for Communication
Market Day. This will be underpinned (Graphics) How will I be assessed?
with a strong knowledge base of the key DESIGN AND VISUAL Students will be assessed on self-
internal features of a business. There are COMMUNICATION management, communication,
five topics covered over the academic collaboration, creative thinking, critical
year, with the Market Day experience Introduction to course thinking and problem solving. One
embedded throughout the year. The This course will appeal to students who internal and one external NCEA Level
topics include internal features of a want to develop design thinking and 1 standard totaling six credits will be
practice. Students will learn to create available.14 15
Digital Technology • Project Development – 1 hour a and methodologies such as Brecht, Economics the economy of visual text, formal writing, reading,
week to work on a project of personal Stanislavski, Bogart, Musical Theatre, research and speaking.
DIGITAL DESIGN INTRODUCTION TO • Analyse and evaluate the impacts of
interest (for example: programming, Combat Metaphor and Contemporary ECONOMICS significant events in markets and the
Introduction to course graphics, or app development) Playwrights, devised self-directed work, Students completing this course will
wider economy
group collaboration and project based Introduction to course develop the ability to:
This Digital Design course is designed to
How will I be assessed? work. This will culminate in a production • Analyse and explain the roles and • Write in a range of styles – formal,
facilitate the journey from consumers This Introduction to Economics course
Students will be assessed on self- to an invited audience. The focus will actions of governments in markets research, report, creative
of digital content to creators. Digital builds on the skills and knowledge
management, communication, be on developing the idea of Company; and the wider economy
technology incorporates aspects of obtained from the MYP Business • Create and present a visual
computer science and information collaboration, critical and creative a condition of being with another or Studies course. The broad focus of this • Understand economic issues relating presentation and an oral presentation
technology. It explores how we can use thinking and problem solving. others, especially in a way that provides course includes exploring the resources to the economy
support and enjoyment. This is achieved • Examine connections in themes and
technology to create, store, process, In their assessment students will used by consumers and producers as
by using collaboration in the arts and How will I be assessed? style across a range of texts
analyse and present information in a demonstrate how they have be able to: active stakeholders in the economy.
digital context. This includes computer finding ways of working together in This course leads to further study of Students will be expected to complete • Analyse and respond to visual texts
• develop an understanding of the drama. These include the 8C’s of drama; components of the course through a
architecture, networks, web technology, Economics at Year 12 (IBDP or NCEA). • Research using a variety of sources
foundations of digital design and creativity, confidence, communication, combination of classroom teaching,
digital media, programming tools and For students interested in a pathway into
the creative process required to compassion, culture, collaboration, a series of online modules and
software applications. commerce and a wider understanding of How will I be assessed?
successfully develop solutions to given critical thinking and challenge. communicate their understanding
the economic environment, this course is The course will offer one (student
Innovative Digital Technology issues
designed for you. through giving presentations to an selected) Level 1 NCEA external
qualifications are a direct response to the Students completing this course will
• develop a range of skills and audience. At the conclusion of the Achievement Standard and one Level 1
call for digital skills and digital makers. develop the ability to: How and what will I learn?
knowledge to help present their course, students will need to be able to NCEA internal Achievement Standard.
design ideas effectively and to a high • Investigate the forms and purposes The Introduction to Economics course demonstrate their understanding of how
How and what will I learn?
standard. of drama in different historical and aims to develop students’ comprehensive consumer, producer and government
Students will acquire and apply STANDARD ENGLISH
contemporary contexts understanding of the causes and flow choice affect society using the market
knowledge and understanding of digital
• Select and use techniques, on effects of economic decisions in equilibrium. Project work will also be
technology in a variety of contexts. Introduction to course
They will also develop creative and
Drama conventions and technologies in a the 21st Century. This course uses a assessed.
The Standard English course prepares
11 DRAMA COMPANY 20 range of dramatic forms domestic New Zealand context to provide One internal and one external NCEA
practical digital technology skills, either students for using language in a wide
foundational economic skills for further Level 1 Achievement Standards will be
using a range of generic software or in Introduction to course • Research, evaluate and refine ideas in variety of situations. Students will be
study. It will cover the fundamental undertaken.
an object-oriented environment. They a range of dramatic forms to develop taught to communicate through written,
This course will see students spending economic concepts of supply, demand
explore the legal, social, economic, drama oral and visual language. The course
a year of working in a Drama Company and market equilibrium which underpin
ethical and environmental impact of builds on Year 10 MYP English and
environment, with the purpose of • Perform and respond to drama and
digital technology. This course also
pricing and production decisions and
English prepares students to study either NCEA
producing work that explores our social make critical judgements about how consumer behaviour. Transactions
helps them to develop transferable skills ENGLISH STUDIES Level 2 or the IB Diploma.
conventions. elements, techniques, conventions and between the key sectors of the economy
such as creative problem solving and
The Year 11 Drama Company 20 course technologies are used to create form are explored with a focus on New Introduction to course
teamwork. How and what will I learn?
has been developed to broaden students’ and meaning in their own and others’ Zealand and a comparison with key English Studies is a practical course with Based around a theme of either conflict
skill base in drama. New skills and work trading partners. Students will explore the an emphasis on developing skills which
Students completing this course will or identity, the course will cover topics
methodologies are to be introduced in • Work collaboratively with their peers microeconomics concepts of consumer, are transferable to their other Year 11
develop the ability to: of novel, short text, film, speech making
the first half-year, and explored bi-weekly in an artistic environment to produce a producer and government choices using subjects. The course is based around the
Students will develop an understanding and report writing.
in a supportive workshop environment drama the economic models of demand, supply concept of ‘the joy of food’ and will use
of the foundations of digital design
to develop students’ repertoire of drama and market equilibrium. Students will be a variety of visual and written texts to
and the creative process required to • Communicate their ideas on social Students completing this course will
practices. Through these practices exposed to numerous local, national and explore the ways various people have
successfully develop solutions to given conventions through producing a develop the ability to:
students will develop their stagecraft global economic case studies through achieved success through eating and
issues. They will develop a range of drama for a specific audience • Read and analyze visual and written
and dramas. The second part of the excursions to the Reserve Bank and working with food. The course builds
skills and knowledge to help present texts
course is designed for students to work Treasury and through school-based on Year 10 MYP English and prepares
their digital design ideas effectively and How will I be assessed?
presentations. • Research a topic and write a report
to a high standard. collaboratively on producing a two part The course will comprise diagnostic, students to study English Studies at
on it
thematic drama including a scripted formative and summative assessment. NCEA Level 2.
Introduction
The courseto
hasBusiness Studies
five units plus a project Students completing this course will • Write a literary essay
and self-devised body of work for an This will be achieved though
development component: develop the ability to: How and what will I learn?
audience. observations, feedback from the teacher • Prepare and present an oral text
• Unit 1: Digital Technology • Construct economic models to The course will use a variety of
and peers when presenting work in
How and what will I learn? describe market situations and the cooperative learning, discussion,
• Unit 2: Web Design Concepts progress. Two NCEA Level 1 internal How will I be assessed?
The course will include teacher lead impact on the wider economy presenting, report writing, guest
assessments will be offered, with no The course will offer one (student
• Unit 3: Web Design Project
workshops, exploration of renowned external assessment. • Analyse and explain stakeholders speakers, practical tasks, off site visits selected) Level 1 NCEA external
• Unit 4: Coding Concepts theatre practitioners’ theatre forms behaviour using economic models and inter- disciplinary learning. Based Achievement Standard and one Level 1
• Unit 5: Coding Project around the theme of food students will NCEA internal Achievement Standard.
• Analyse and explain the
cover the close viewing and production
interdependent nature of sectors in16 17
Individuals and • Document sources of information How will I be assessed? Students will also be encouraged to Materials Design Mathematics
using a recognised convention Assessment tasks will take many forms undertake DELF Scolaire.
Societies Technology ABSTRACT WORLD
throughout the year. These are to include MATHEMATICS
HUMANITIES How will I be assessed? MATERIALS DESIGN
interactive conversations; Great Wall
The course will offer one NCEA Level SPANISH TECHNOLOGY Introduction to course
Introduction to course marathon competition; performance;
1 External Achievement Standard and Comic-book writing. Internal and This Abstract World Mathematics course
This Humanities course is a blended Introduction to course Introduction to course
one NCEA Level 1 Internal Achievement External NCEA Level 1 Achievement deals with mathematical theory,
course which draws on aspects of The aim of the Spanish course is to build This is a creative design course that
Standard. In addition, there will be other Standards will also be part of the formal patterns and their application in real life
Geography, History and Classics, this on language competency and develop enables students to realise their design
project based exhibition style assessment assessment of this course. problems. It covers algebra, geometry
course prepares students for the future intercultural awareness. This course ideas through a practical outcome and is
tasks. and trigonometry in detail, and the
by equipping them with the thinking will prepare students to engage with aimed at students who want to develop
design thinking and hands-on skills. basics of probability and statistics. This
skills required to actively engage in Spanish speaking countries via making
FRENCH course is intended for students who
a changing world. It aims to ignite connections with culture, history and
student curiosity in real world issues by
Languages commerce. Students who successfully How and what will I learn? wish to pursue studies in mathematics
Introduction to course
DISCOVER CHINA Students undertaking Materials at a higher level. It is for students
exploring different societies, cultures Students develop their French language complete this course will be good
Design will gain familiarity with good who enjoy developing mathematical
and perspectives. This is a skills-based skills through the study of French- candidates to continue study in Year
Introduction to course arguments, problem solving and
course building from Year 10 MYP speaking cultures, history, art, literature, 12 (IBDP SL or NCEA). An interest in workshop safety protocols and tool
This course is designed for students exploring both real and abstract
Humanities and leads to any IBDP or music and civilization. Students who Hispanic culture would be an advantage. usage. They will also follow the design
interested in Chinese language and applications of mathematics. Students
NCEA senior Humanities subjects at successfully complete this course will cycle, comprising: Research, brief
culture. Students will build on their will become fluent in the construction of
Year 12. be good candidates to continue study at How and what will I learn? development, and evaluation skills. This
current Mandarin knowledge to help mathematical arguments, and develop
Year 12 (IBDP SL or NCEA). The course will comprise three course is structured around the following
consolidate their future learning and strong skills in mathematical thinking.
How and what will I learn? core units: Discover Cuba; Spanish modules: Safety and Workshop Practice;
prepare them for Year 12 courses (IBDP They will also learn to explore real
There will be a variety of learning How and what will I learn? in the working world; and Cultural Practical skills training and equipment
SL or NCEA) and abstract applications of different
utilized in this course. These include The course will comprise four core heritage of the Spanish speaking familiarization; Testing/trialling; and the
Major Project: Toy design project. Other concepts, with and without the use of
inquiry based learning, authentic units of work: What is it to be a young world. Teaching strategies will include
How and what will I learn? technology. This course is aimed at
learning when applicable, G.R.A.S.P.S. person?; Discover France through its (but are not limited to): research, projects are lamp design and skateboard
Students will learn a wide range students that are looking at careers
approach, some online learning and regions; Discover the French speaking group work, collaborative learning, design.
of Chinese language and cultural in or further study of areas such as
some project based learning. Four topics world beyond France; French culture community seminars, an iQualify
knowledge. They will develop their Students completing this course will mathematics itself, engineering, physical
will be covered over the academic year: through cinema and media. Learning will module, Education perfect, EOTC with
speaking, reading, writing and listening develop the ability to: sciences, or economics.
• Olympics: How the Olympic games be centred through projects, literature, a focus on community engagement and
skills throughout the course. The course
DELF Scolaire (A2 level), and will take opportunities for interdisciplinary study. • Analyse existing products/solutions in
promote relationships between nations will be structured by four core contexts: How and what will I learn?
an inter-cultural approach. terms of functional an aesthetic values
and celebrates identities Everyday life in China; Chinese history This course aims to develop students’
Students completing this course will
and famous places; Traditional Chinese • Develop a design brief considering
• Superpowers: Power systems shift in develop the ability to: skills in logical and systematic thinking;
Students completing this course will functional and aesthetic values, target
relation to time, place and space art; and Chinese literature. Learning presentation and critical analysis of
develop the ability to: • Communicate clearly and effectively audience, human factors/ergonomics
will take many forms, including (but are data; statistical insight; solving of both
• Pop Culture: Cultures and • Understand ways in which French is demonstrating intercultural and sustainability
not limited to): Research, group work, familiar and unfamiliar problems; abstract
environments change as individuals organised for different purposes understanding
collaborative learning, community • Design a product of their own, reasoning; and number processing using
and communities express themselves • Use language appropriate to a range
seminars, through an iQualify module, • Express and respond to personal ideas considering all of the factors above calculator and computer. The course
• Colonialism: Colonialism has Education perfect, EOTC with a focus and opinions of interpersonal and/or cultural comprises units covering: Algebra
• Work with a variety of materials,
redistribution of resources has created on community engagement, and contexts basics, Algebra advanced, Geometry
• Communicate appropriately in including wood and wood products,
inequalities in development opportunities for interdisciplinary study. • Understand and use language to & Trigonometry basics, Geometry &
different situations, participating and metals, plastics and composites
Students completing this course will contributing in communities express and respond to a range of Trigonometry advanced, Statistics basics
Students completing this course will • Maintain safe working practices in a
develop the ability to: ideas with some accuracy and fluency and Probability basics.
develop the ability to: • Develop interactive skills potentially hazardous environment
• Analyse and evaluate a range of • Understand literature to demonstrate
• Understand Chinese culture and • Develop intercultural understanding How will I be assessed?
different sources cultural and historical context How will I be assessed?
legends • Have an awareness of the role of Assessment will take many forms
• Interpret different perspectives and • Understand and apply topic-specific Safety and Workshop Practice:
• Discover and perform traditional language in relation to other areas of throughout the year. Students will
their implications vocabulary for the correct purpose Assessment will comprise diagnostic
Chinese art knowledge complete a Level 1 NCEA Achievement
and summative, with key skill sign-offs.
• Synthesise information to make valid Standard assessing their abilities in both
• Demonstrate an understanding of How will I be assessed? Major Project: Toy design: Observation,
arguments How will I be assessed? manipulation and solving of algebraic
spoken Chinese texts Assessment will take many forms portfolios, exhibitions, peer assessment.
Assessments will be designed to measure expressions and equations. Students
• Structure information and ideas for an throughout the year, and will measure Undertake development to make a
• Speak confidently in order to give a the acquisition of oral, writing and will also undertake an Achievement
appropriate audience written, oral and reading skills in Spanish. prototype to address a brief. Up to 6
spoken presentation to an audience reading skills in French. Students will Standard assessing competency in
• Use inquiry methods to collect and Two achievement standards (one internal internal NCEA Level 1 credits will be
undertake one internal and one external Tables, Equations and Graphs. This
record relevant information and one external) will be completed. assessed across the course.
NCEA Level 1 Achievement Standard. will assess their understanding of18 19
mathematical models and patterns along Standard on Numerical Reasoning. • Develop advanced performance skills How will I be assessed? How will I be assessed? Visual Art
with their fluency with different forms of This will assess their ability in applying • Develop advanced skills in the use of This course will be assessed through a Assessment tasks for this course will
FOUNDATION ART
mathematical representation and ability numeric reasoning and using relational composing and editing software variety of approaches. The course will take several forms throughout the year;
to investigate different mathematical and abstract thinking to solve problems. include four formal assessments; one these may include research reports, Introduction to course:
• Gain experience in authentic settings
scenarios. Students will also undertake an NCEA Level 1 Achievement Standard on assignments, end of topic tests, and oral The Foundation Art course is a pathway
making music in the community
Achievement Standard on Chance and societal influences, a knowledge based presentations. to studying art in Years 12 and 13. It
Data. This will assess their ability to • Build knowledge of music theory and test around anatomy and biomechanics, is designed to provide students with
REAL WORLD MATHEMATICS understanding of written music multiple performance related testing
demonstrate an understanding of chance the various skills required of young art
and self-reflection process. The class
PHYSICS AND CHEMISTRY
Introduction to course and data, which includes their ability to • Develop a final showcase presentation students. Through this course students
justify statements and findings and show of their musical achievements will have the opportunity to learn about Introduction to course: will handle a variety of art-making media
This Real World Mathematics course deals
statistical insight. sports strapping and will complete a such as sculpture, painting, drawing and
with mathematical theory, patterns and This course is designed to introduce
How will I be assessed? level 1 coaching course. printmaking. As well, some photography
their application in real life problems. It students to the fundamentals of
will cover probability and statistics in Assessment will take many forms Chemistry and Physics and allow will be used in documenting work. In
detail and the basics of algebra, geometry Music throughout the year. Formal assessment students to see the connections between this course students will be looking
and trigonometry. SOUNDS LIVE – REAL MUSIC for this course will include performance Science the two subjects. This course, alongside at the work of artists, designers and
FOR THE REAL WORLD and/or composition achievement BIOLOGY AND the respective semester courses, will commercial photographers, an important
This course is intended for students
standards as well as the external music ENVIRONMENTAL SYSTEMS cover content that will prepare students feature of studying Art at a senior level.
who enjoy describing the real world Introduction to course theory exam. for NCEA Level 2, IBDP Physics or Students are expected to purchase
and solving practical problems using Introduction to the course:
This is a dynamic course for active Chemistry. and maintain their own materials to
mathematics. Students will gain Through studying this course, students
musicians that focuses on practical skills supplement those supplied by the Art
experience in harnessing the power
of technology alongside exploring
of recording, performing and composing. Physical Education will develop an awareness of the
How and what will I learn? Department. As well, students may
This will give opportunities for students complex relationship organisms
PHYSICAL EDUCATION Students will learn through practical undergo field trips to visit galleries and
mathematical models to help solve real have between themselves and the
to develop their areas of strength in real work, inquiry, class discussions and exhibitions and will be expected to do so
world problems. This course will suit environment they live in and how
settings as well as learning 21st Century Introduction to course online platforms. The course is designed independently as well.
those students who enjoy mathematics this drives evolution. Students will
skills in the music studio. A willingness to This Physical Education course will give to link core understandings between
best when seen in a practical context. also examine how humans impact Prior study of Year 10 Art is required, or
perform, compose and work with other students the opportunity to learn about Physics and Chemistry. Students will
It is aimed towards students who are the environment, and this will include students are encouraged to discuss with
musicians is a pre-requisite. Singers, anatomy, biomechanics, energy systems, cover atomic structure and bonding,
looking at careers in or further study of elements of Physics, Chemistry and the HoD Art.
instrumentalists and technicians are all psychology and societal influences on redox, and electricity; making links
areas such as social sciences, natural Biology. It is intended that students
welcome. Core music theory will also sport. Much of this will be delivered between the structure of metals, electron
sciences, statistics, business, psychology, develop an informed personal view of How and what will I learn?
be covered in preparation for the final through engaging practical learning transfer and electrical circuits. Students
and design. pressing global issues and instead of All work will be documented in a visual
external exam. situations. This course will also have a will also learn about combustion and heat
local real-world problems. If this course diary, with larger work being kept in
unit on adolescent health issues. production and the physics behind heat
How and what will I learn? is done in conjunction with the semester folders. The programme will begin quite
How and what will I learn?
transfer. Finally, students will learn about
This course is to comprise Algebra Biology course, it will lead to IBDP or teacher-directed and will gradually
Students will work in practical How and what will I learn? the stability of isotopes and radioactivity.
basics, Geometry & Trigonometry NCEA Level 2 Biology. become more student-directed as the
settings as much as possible, firstly This course will comprise units covering
basics, Statistics basics, Statistics course develops.
learning recording and sound skills, broad aspects of sports: Societal Students completing this course will
advanced, Probability basics and How and what will I learn?
and then developing performances Influences; Performance Psychology; develop:
Probability advanced. Students will develop an understanding Students completing this course will
and compositions. A high degree of Biomechanics and Anatomy; Health and The ability to think logically and clearly;
of fundamental biological and develop:
independence and collaboration will be Wellbeing; and Sports Education. observe and describe Physics and
Students completing this course will environmental system concepts and • The ability to handle a variety of
encouraged in order to complete work Chemistry in everyday occurrences and
develop: ways to test these concepts by research, art-making media such as sculpture,
on personalised projects. The broad Students completing this course will look for and identify commonalities and
• Skills in logical and systematic thinking fieldwork, experimentation and painting, drawing and printmaking. As
structure of the course includes units develop an understanding of: themes. Students will also collect sound
• The ability to present and critically investigation. Topics covered will be well, some photography will be used
on: Soundtrack – learning studio and live • Anatomy/biomechanics/exercise qualitative and quantitative data and use
analyse data pollution and stream studies, ecology, in documenting work.
music skills; Remix – making music in for physiology it to draw valid conclusions.
a real setting or community; Big Bucks – microbes, genetics and evolution and • Skills including time and self-
• Statistical insight • Societal influences on Generation Z
working to provide musical services to a environmental impacts of combustion. How will I be assessed? management, critical art analysis,
• The ability to solve both familiar and • Sports performance
set brief; Showtime – a final showcase of There will be a range of different annotation, planning and research.
unfamiliar problems Students completing this course will
students’ work. • Sports education: coaching/ assessments for this course; end-of-topic
• Skills in number processing using a develop: How will I be assessed?
leadership/personal training/event tests and practical investigations.
calculator and a computer Students completing this course will management/grounds maintenance/ The ability to think critically, research, Work will assessed through evidence
develop the ability to: player management investigate and make connections supplied by the student in visual diaries.
How will I be assessed? • Understand the use of equipment for between observed phenomena which There are two NCEA Level 1 internal
• Skill analysis including psychology
Assessment will take many forms live and recorded sound allow them to draw conclusions. Achievement Standards offering
throughout the year. Students will • Health and well-being approximately 10 credits.
complete a Level 1 NCEA AchievementYou can also read
