Senior Pathways Planner 2018 Tuesday 21st July … · L1 Digital Technology Electronics and Robotics..... 18 L2 Digital Technology Electronics and Robotics..... 18 L3 Digital Technology

Senior Pathways

Planner 2018

CONTENTS PAGE

Qualifications .................................................................................................................... 1

Decision Making ................................................................................................................ 3

Employment Skills ............................................................................................................ 4

Career Decisions ............................................................................................................... 5

Overview of Subjects offered in 2018 ............................................................................. 11

How to choose your programme for 2018 ....................................................................... 12

Information about making Subject Choices for 2018 ....................................................... 13

Applied Technology ......................................................................................................... 14

L2 Automotive Engineering ............................................................................................ 14

L1 Construction Technology ........................................................................................... 14

L2 Construction Technology ........................................................................................... 14

Commerce ...................................................................................................................... 14

L1 Commerce ............................................................................................................... 15

L2 Commerce ............................................................................................................... 15

L3 Commerce ............................................................................................................... 15

Food & Nutrition ............................................................................................................. 15

L1, L2 Food & Nutrition Composite .................................................................................. 15

L3 Food & Nutrition ....................................................................................................... 16

Design and Visual Communication (Graphics) ................................................................. 16

L1 Design and Visual Communication............................................................................... 16



Digital Technologies ........................................................................................................ 17

Business Computing

L2 Digital Technology Media and Business Computing ........................................................ 17

L3 Digital Technology Media and Business Computing ........................................................ 17

Computer Science: Electronics and Robotics

L1 Digital Technology Electronics and Robotics .................................................................. 18



Creative Technology and Design

L1 Creative Technology and Design ................................................................................. 19



Human Development ....................................................................................................... 20

L1, L2, L3 Human Development Composite ....................................................................... 20

English............................................................................................................................ 20

L1 English ................................................................................................................... 20

L1 Enhanced English ..................................................................................................... 20

L2 English ................................................................................................................... 21

L2 Enhanced English ..................................................................................................... 21

L3 English ................................................................................................................... 21

Geography ...................................................................................................................... 21

L1 Geography .............................................................................................................. 22

L2 Geography .............................................................................................................. 22

L3 Geography .............................................................................................................. 22

History ............................................................................................................................ 23

L1 History .................................................................................................................... 23

L2 History .................................................................................................................... 23

L3 History .................................................................................................................... 24

Japanese ........................................................................................................................ 24

L1 Japanese ................................................................................................................. 24

L2 Japanese ................................................................................................................. 24

L3 Japanese ................................................................................................................. 24

2018

Mathematics ................................................................................................................... 25

L1 Mathematics ............................................................................................................. 25

L1 Workplace Numeracy: ........................................................................................................ 25

L2 Mathematics: ............................................................................................................ 25 L3 Statistics: .......................................................................................................................... 26

L3 Calculus: ........................................................................................................................... 26

Performing Arts .............................................................................................................. 26

L1, L2, L3 Music Composite ............................................................................................ 26

L1, L2, L3 Performing Arts (Drama, Dance) ...................................................................... 27

Senior Physical Education ............................................................................................... 27

Year 11 Core Physical Education ..................................................................................... 27

L1 Physical Education .................................................................................................... 27


L2 Sport Studies ........................................................................................................... 28


Religious Studies ............................................................................................................ 28

L1 Religious Studies ...................................................................................................... 29



L3 Discipleship and Mission ............................................................................................ 29

Science ........................................................................................................................... 30

L1 Science ................................................................................................................... 30

L2 Biology ................................................................................................................... 30

L3 Biology ................................................................................................................... 30

L2 Chemistry ............................................................................................................... 31

L3 Chemistry ............................................................................................................... 31

L2 Physics ................................................................................................................... 31

L3 Physics ................................................................................................................... 31

Social Studies ................................................................................................................. 32

L2, L3 Social Studies ..................................................................................................... 32

Te Reo Maori ................................................................................................................... 32

L1 Tikanga Maori .......................................................................................................... 33

L2 Tikanga Maori .......................................................................................................... 33

L3 Tikanga Maori .......................................................................................................... 33

Visual Art and Media ....................................................................................................... 34

L2, L3 Art Theory ......................................................................................................... 34

L1 Practical Art ............................................................................................................. 35

L2 Practical Art ............................................................................................................. 35

L3 Practical Art ............................................................................................................. 35

Gateway, Trades Academies and PITA (Year 12 and 13) ................................................. 36

Trades Academies – Uskills and PITA (Primary Industry Training Academy) ........................... 36

Gateway ...................................................................................................................... 36

2018

1

St Peter’s College Student Pathways: Qualifications and Decisions

Student Pathway Planning is a process of the school working with students and parents, or caregivers,

to achieve success.

Success may be academic, career focused or specific personal goals. A key element of this is course

selection.

The major vehicle for doing this here at St Peter’s College is through C2S.

Qualifications to gain while at school:

How is it structured?

• Three Levels: 1, 2 or 3

• Each course (like a subject) is made up of a number of standards. Each standard is worth a set

number of credits.

• Standards may be assessed internally ( in class ) or externally (end of year examinations)

• The NZQA website contains plenty of information regarding standards and how the system

works.

NCEA Level 1

• 80 credits in total at Level 1 or higher

• 10 Literacy Credits

• 10 Numeracy Credits

NCEA Level 2

• 60 credits at Level 2 or higher

• 20 Level 1 credits – usually from your Level 1 Certificate

• Level 1 Literacy and Numeracy

NCEA Level 3

• 60 credits at Level 3 or higher

• 20 credits at Level 2 – usually from your Level 2 certificate

• Level 1 Literacy and Numeracy

http://www.nzqa.govt.nz/

2018

2

University Entrance

• Requires Level 3 including a minimum of 14 credits in three approved subjects.

• Level 1 Numeracy

• and 5 Reading and 5 Writing credits usually through Level 2 English or

Te Reo Maori, or through English Rich Subjects

Approved Subjects

• Approved Subjects are subjects that are approved for university entrance. A list is provided

later in the booklet.

• Subjects that are not approved still count towards Level 3 e.g. Early Childhood, Food and

Nutrition, ITO standards e.g. through Gateway, STAR or Trades Academies

Gaining Entrance to University

• Every Achieve credit is worth 2 points, Merit credit worth 3 and Excellence credit worth 4

• Most Universities now require between 140 – 150 points at Level 3 in 5 subjects to gain a guaranteed entrance score- this is on the rise. Some courses require as much as 280 points!!

• Best advice: Level 3 at a high standard and ensure you meet the University Entrance Standard

Other things to note:

• Any Level 1, 2 or 3 CERTIFICATE can be endorsed with Merit or Excellence

• 50 credits at Merit or Excellence or more are required at the appropriate level and this can be

over more than one year

• A COURSE can be endorsed if you achieve 14 credits at Merit or Excellence – usually

including 3 credits in External Examinations. This must be in the same year.

What about Exams?

Most external standards have an external examination. Students across the country sit the exams at the

same time. (In the future more exams will be done online and may also be sat throughout the year).

What does it cost?

• In 2017 the fee was $76.70 (or $20 for those whose families are eligible for a community

services card).

• The fee is paid by school to NZQA early September and needs to be paid in August.

• This fee pays for ALL standards - both internal and external.

• Scholarship Entries are $30 per subject

2018

3

Decision Making

Vocational Pathways is a planning tool that connects sector related

standards to six industries. The industries relate careers to study from

Level 1 right through to careers that require university qualifications.

So how does this tie in with school and the NCEA standards

students study?

Each standard has a number and these may contribute to a sector. These standards may be sector

specific or part of the recommended Level 2 ones for an industry.

Level 3 standards have been added so will also appear in pathways results. They are in the profile

builder.

Student pathway planning includes helping students to gain key employment skills.

The 10 skills most valued by employers

According to Business New Zealand, the top 10 skills employers look for are:

• communication skills

• customer service skills – in person, on the phone, and online

• ability to work well in a team

• literacy and numeracy skills

• confidence learning about and using computers and technology

• planning and organisational skills

• initiative and a can-do attitude

• problem-solving skills

• good work habits and independence

• health and safety skills.

Numeracy is being at home with numbers, and knowing the smartest way to solve mathematical

problems.

Literacy is the ability to read and write, but also includes skills like critical thinking, listening,

speaking, viewing and presenting.

2018

4

So how do students gain employment skills while at

school? Some examples:

• “I have good written communication”: I gained 20 credits in English while at school and

wrote an article for Petrus.

• "I can work confidently under pressure”: “At school, I handed in all of my assignments on

time, while also being part of the Kapa Haka group and working part time.”

• "I like to achieve my goals”: “I have been a member of my school’s choir for two years and

we have performed at Big Sing. I completed my Silver/Gold Duke of Edinburgh Hillary Award.

• "I have good verbal communication skills”: “I spoke at assembly about Survive-a-Slum and

took a large role in Parables.

• "I am able to motivate others”: I coached two junior basketball teams while at school, one of

whom came second in their division.”

• “I have good self-direction”: I organised my part time job so that I could attend tutorials after

school.

• “I have a good work ethic”: I achieved all my NCEA Levels with endorsement. I received a

Diligence Award at Prizegiving.

• "I have excellent organisational skills”: I had overall responsibility for my school's Survive-a-

Slum event, which raised $2500 for Caritas.

• “I am socially responsible”: I helped to fundraise with Keys to the Kingdom by running a cake

sale. I assisted with Breakfast Club every week.

• “I have strong leadership skills”: I was Captain of M/R/O/V House and organised/led all my

house competition entries I was Head of the Liturgy Committee that organised full school

masses through the year. I was a Peer Support Leader. I taught the house/cultural group a new

song/dance.

• “I am a good problem solver”: I worked with the Sport’s Coordinator to solve a major issue

we had with our sports uniforms.

2018

5

There are lots of interactive tools and websites that students can access to support them through the

decision-making processes. The live links are available in the online document.

Occupation Outlook 2017 is useful when planning study and career options. It gives a clearer picture of

possible career paths by providing education, employment, and income information on 60 key occupations

in New Zealand. These 60 were chosen for their size, popularity, and potential for future growth.

Career Quest is a tool that recommends jobs based on students’ actual interests. Students rate their

interests in a range of areas on a continuum from no interest to high interest. The tool then recommends

particular jobs based on this data.

Skill Matcher helps students to generate job possibilities based on the skills they enjoy or are interested in

learning, shows how their skills could apply to many occupations within New Zealand, and provides them

with tips on what steps to take next.

Vocational Pathways Planning Tool helps you to plan and choose your possible career path.

My Blueprint is a tool for NCEA credit records, diary and career planner in one easy-to-use app.

Careers NZ helps people to make smart decisions about working and learning in New Zealand.

http://occupationoutlook.mbie.govt.nz/

https://www.careers.govt.nz/tools/careerquest/

https://www.careers.govt.nz/tools/skill-matcher/

http://trades.skills.org.nz/apprentices-trainees/about-vocational-pathways/

http://trades.skills.org.nz/apprentices-trainees/about-vocational-pathways/

http://www.myblueprint.co.nz/

https://www.careers.govt.nz/

2018

6

The New Zealand Qualifications Authority (NZQA) ensures that New Zealand qualifications are

valued as credible and robust, both nationally and internationally. Students can view their Vocational

Profile on NZQA website.

TKI is a bilingual portal plus web community that provides educational material for teachers and

school managers. It includes Vocational Pathways internal assessment resources.

Find resources for education providers on TKI:

Internal assessment resources by Vocational Pathway

Resources for aligned standards by subject.

NZQA Assessment Standards Support Material

Other information

Got a Trade got it made is where you can find a trade, get an overview and talk to experts through the

links

Clean Technology - Careers for the Future

View student stories showing Vocational Pathways in practice.

View the Maori and Pasifika Trades Training initiative helping students to gain relevant skills and

qualifications and be successful in the workplace.

The Find My Path tool is an online tool that can be used to help plan employment and qualification

pathways. It is suitable for people of all ages who are interested in exploring study options and the jobs

available as you progress from Level 3 qualifications onwards. The tool enables you to:

search for jobs

explore qualifications

identify next steps using current qualifications or jobs

explore the Vocational Pathways

identify appropriate entry and exit points across different levels of the New Zealand

Qualifications Framework

http://www.nzqa.govt.nz/

https://www.tki.org.nz/

http://ncea.tki.org.nz/Vocational-Pathways-Internal-Assessment-Resources

http://ncea.tki.org.nz/Resources-for-aligned-standards

https://gotatrade.co.nz/

https://vimeo.com/102199038

https://vimeo.com/102199038

http://www.youthguarantee.net.nz/vocational-pathways/students-and-whanau/view-student-stories/

http://www.maoripasifikatrades.co.nz/

http://vp.org.nz/#/

http://www.youthguarantee.net.nz/vocational-pathways/

2018

7

University Study – why do it?

Top reasons a degree can be a smart investment

• The more educated you are the more you earn and the less likely you

are to be unemployed.

• A typical university graduate will earn more than a million dollars

extra over their working life than a non-graduate- this is much higher

for doctors, engineers and information technology graduates.

• A degree pays off by the age of 33, where net additional earnings from a degree exceed the

costs of getting a degree and the income lost while studying.

• Follow your heart and the evidence says you are likely to end up personally and economically

better off.

Career Planning Support at St Peter’s College for students

Years 11-13

• Career Education Programmes through C2S

• Liaison Visits e.g. Trade and Industry, Universities,

Polytechnics, Armed Forces

• Individual or Small Group Career or Planning

Advice

• STAR and Taster courses

• Work Experience on request

• Career Expo Visit

• Help with Applications, CV Writing and Practice Interviews on request

Years 12 and 13

• Tertiary and Job Application Assistance

• Gateway and Trade Academies - U-Skills and PITA

• Tertiary Provider’s Presentations

Year 13

• Year 13 Leadership Camp - NCEA and Careers Presentation, Goal Setting Workshops and

Individual Interviews

• Small Group and Individual Tertiary Study Workshops with providers

• Individual Application support for Scholarships

• Year 13 Tertiary Open Days

• Individual Support in Completing Applications and Preparing for Interviews

2018

8

How do Parents Help?

• Be both realistic and supportive. Decisions take time.

• Listen to your son or daughter

• Read through the Student Pathways Handbook

• Come to Learning Conferences

• Visit websites, talk to staff

• Encourage your son or daughter to take an active role in the wider opportunities offered by the

college. These activities build key life skills.

Where to get help:

Just ask - we are here to support your son and daughter on their learning journey.

• C2S Learning Conferences

• Subject Teachers

• Deans

• Head of Senior School

• Careers Department Staff

• Subject Confirmation Day

• NCEA or Career Pathway planning questions or can be sent directly to

Mrs Lynch. E-mail - [email protected] .

Individual appointments to discuss pathway planning can also be made.

2018

9

COMPULSORY COURSES

Religious Studies is compulsory at all year levels and at Level 3 is a university approved subject.

An English course and a Mathematics course are compulsory at Year 11. This is to ensure sufficient

Literacy and Numeracy credits are achieved to gain Level 1 NCEA. If sufficient credits are not gained

in these subjects, they will need to be repeated in the following year. Science is also compulsory for

Level 1 students, although there may be some students taking a non-Science pathway after appropriate

discussions with the Head of Learning Support, or Head of Senior School.

In Year 12, an English course must be taken. Students may also complete L1 Literacy or work towards

catch up on missed L1 literacy credits, or work towards the Level 2 Reading and Writing credits as part

of University Entrance. Students must continue in English, or appropriate courses, at school until they

have the necessary 10 Level 2 Literacy credits for University Entrance, if that is part of their pathway.

ENTRY REQUIREMENTS

Please note carefully the entry requirements for courses. If these are not met, then a student will

usually not be able to take the course and an alternate pathway will need to be developed. Students

should work hard in 2017 to ensure the requirements are met for subjects they would like to take in

2018. Students without the suggested entry requirement must gain approval from the Head of

Department or Teacher-in-Charge of the learning area in which they wish to study. Repeating a course

may also be an appropriate pathway if that course is required for future study or employment.

VIABILITY OF CLASSES

The offering of courses in this booklet does not guarantee that the course will run.

If there are insufficient numbers to run a course, the following options will be considered:

running a multi-level course in the subject

offering the course through the Correspondence School (there are strict criteria for entry to

these courses, and they are generally not recommended for most subjects)

not running the course at all

PLEASE NOTE: Information contained in this book is current at the time of printing. The school

reserves the right to change any part of the information contained herein, at any time.

NEW ZEALAND SCHOLARSHIP

Scholarship is a monetary award to recognise top students. It does not attract credits nor contribute

towards a qualification, but the fact that a student has gained a Scholarship will appear on the Record of

Learning, and is widely recognised as demonstrating outstanding achievement.

Scholarship examinations enable students to be assessed against challenging standards, and will be

demanding for even the most able students in each subject.

UNIVERSITY PAPERS

Students who have completed Level 3 in the subject may be given an opportunity to extend themselves

by undertaking a university paper through a distance learning programme. Some Year 13 students also

complete a philosophy paper after consulting the Director of Religious Studies. Other university study

should be discussed with the Head of Senior School and Heads of Department.

2018

10

UNIVERSITY ENTRANCE APPROVED SUBJECTS

The lists of ‘approved’ Level Three subjects offered at St Peter’s College for university entrance in

2018 are:

Accounting Drama Physical Education

Biology

Calculus

Chemistry

Economics

English

Geography

Physics

Printmaking (Practical Art)

Religious Studies

Construction & Mechanical

Technologies

Dance

Design & Visual Communication

Digital Technologies

History

Japanese

Music Studies

Painting (Practical Art)

Photography (Practical Art)

Social Studies

Statistics

Technology

Te Reo Māori

Te Reo Rangatira

Students looking to complete University Entrance in 2018 should be taking a full academic load of six

approved subjects. Doing this increases the opportunity to gain the qualification.

Completing University Entrance Literacy Requirements in Year 12 is also good practice, otherwise

taking a course (usually English) to gain it in Year 13 reduces the option choices.

Many limited entry courses at universities require more than the “University Entrance” requirements

listed above. A sufficiently high rank score as detailed below is required in addition to University

Entrance for such courses. For example, 80 credits at Achieved level equates to a rank score of 160.

Note that the basic UE requirement of 60 Level 3 credits at Achieved level equates to a rank score of

only 120 and that is only if all the subjects are approved. Only the best five subjects are taken in to

account. Non-approved subjects do not count towards a rank score.

2018

11

OVERVIEW OF SUBJECTS OFFERED IN 2018

LEVEL ONE LEVEL TWO LEVEL THREE

Commerce Commerce Commerce

- Construction Technology

-

Automotive Engineering Construction Technology

- -

Creative Technology & Design Creative Technology & Design Creative Technology & Design

Digital Technology

Media and Business Computing

Digital Technology


Digital Technology


Digital Technology

Electronics and Robotics

Digital Technology


Digital Technology


Human Development Human Development Human Development

English

Enhanced English

English

English

Food & Nutrition Food & Nutrition Food & Nutrition

Geography Geography Geography

*Design & Visual Communication

(*Graphics)


(*Graphics)


(*Graphics)

History History History

Japanese Japanese Japanese

Mathematics

Mathematics

Statistics

Calculus

Workplace Numeracy

Music

Performing Arts

Music

Performing Arts

Music

Performing Arts

Core Physical Education

Physical Education

Physical Education

Sport Studies

Physical Education Studies

-

Religious Studies

Religious Studies

Religious Studies

*Philosophy and Critical Thinking (*University Paper)

* Discipleship & Mission

Science

Biology Biology

Chemistry Chemistry

Physics Physics

- Social Studies Social Studies

Te Reo Maori

Te Reo Rangatira

Te Reo Maori

Te Reo Rangatira

Te Reo Maori

Te Reo Rangatira

Visual Art Visual Art Visual Art

- Gateway or Trades Academies Gateway or Trades Academies

Note that courses will only run subject to sufficient numbers.

2018

12

HOW TO CHOOSE YOUR PROGRAMME There are three basic things to be aware of when you select courses to make up your year’s

programme. These are: your ability, your interests and the requirements of the occupations

you are interested in. The following diagram shows how these work together.

The next step is to work out a pathway to where you want to go.

Good places to go for careers advice

The Careers Department at school and on the school website.

Your Learning Coach

Careers at www.careers.govt.nz

Vocational Pathways: www.youthguarantee.net.nz/vocational-pathways/students-and-

whanau

MMyy

CChhooiicceess

Ambition

What would I like to be? If you have a reasonable idea what you want to do you should check what requirements must be met before

you can do it. (see the box below for sources of help).

If you are unsure then it is very important that you do not close off options that you may want to continue with later. For example, even if there is just a slight possibility of going to university you should select

courses that enable you to gain University Entrance.

Interest

What subjects do I enjoy doing?

Reasons for enjoyment might be the work, the teacher, or because you seem good at it.

You gain more satisfaction and reach a higher standard in your work if you are interested in it.

Ability

How good am I at different subjects?

Assessments and class work will

help you to estimate your ability.

Discuss your ability with your teacher or the HOD as you might have a false idea of how well you can do something. Be careful not

to underrate your ability.

http://www.careers.govt.nz/

http://www.youthguarantee.net.nz/vocational-pathways/students-and-whanau

http://www.youthguarantee.net.nz/vocational-pathways/students-and-whanau

2018

13

INFORMATION ABOUT MAKING SUBJECT CHOICES

SUBJECT CHOICE forms will be distributed via your C2S Learning Coach for you to take home.

It is very important that you discuss your option choices with your parents and your C2S Learning

Coach, before the third Learning Conference. This will enable a quality discussion to take place,

and reduce the need to make later changes.

The next steps that will happen are:

HODs check that entry requirements have been, or are likely to be met, by every student

who has entered for a course they are responsible for. If not they will advise you or the

Learning Coach that you need to make a different choice;

The Careers Adviser (Mrs Lynch), and the Head of School will check your programme as a

whole to make sure it will help you achieve your goals. If it doesn’t, they will talk with you

about it or give feedback to your C2S coach.

The timetable for courses will be finalised. If changes need to be made to your programme

(eg a course does not run because of low numbers), or there is a timetable clash when two

subjects you want to do are on at the same time, you will be informed and you can make a

different choice.

From this point you can only change classes if there is room in the class you want to transfer into

or you fail to meet entry requirements after external exams.

Our aim is to keep any changes to a minimum, so as not to disrupt learning during 2018.

2018

14

Applied Technology

Technology in its various forms affects every aspect of our lives, from the car we drive to the house we live in. Applied technology courses provide an excellent opportunity to explore various aspects of technological practice.

Reasons for studying Applied Technology:

To gain an appreciation of the importance of health and safety in the workplace.

Students will acquire and master a number of new skills by working with different materials, tools, and processes.

Practical and theoretical skills students gain enhance employment and leisure opportunities later in life.

Links to Careers: The Automotive Engineering course can lead to careers in: Auto Mechanics, Parts Sales and

Management, and other automotive careers. The Construction Technology course can lead to careers in carpentry, joinery, furniture making and other associated trades.

Automotive Engineering L2 Code: AUTO2

ENTRY REQUIREMENTS:

A reasonable standard of literacy and written skills is required. As only a limited number of places are available, a keen interest in automotive or engineering and a solid work ethic is required.

COURSE DESCRIPTION:

A combination of unit standards teaching the basics in general Engineering, handtools, location of motor vehicle components and M.I.G. welding. Project is a Mini Motor Bike.

ASSESSMENT:

Level 2 Unit Standards.

COSTS: This course does have a cost of approximately $350.00 (the cost of the Motor Bike kit).

TEACHER IN CHARGE:

Mr Gowan

Construction Technology L1 Code: CONS1

ENTRY REQUIREMENTS:

Year 10 Graduation

COURSE DESCRIPTION:

An introduction to basic construction skills, including safety, processes, materials, and quality control. Learn how to use hand tools and power tools to produce quality work. Three projects are completed over the year.

ASSESSMENT:

This course will be assessed by project and theory work.

L1 & 2 Unit standards will be offered.

TEACHER IN CHARGE:

Mr Gowan

Construction Technology L2 Code: CONS2

ENTRY REQUIREMENTS:

Satisfactory completion of Year 11

COURSE DESCRIPTION:

An introduction to basic construction skills, including carpentry. Make more complex products including furniture, using workshop equipment and machinery.

ASSESSMENT:

Project work and industry unit standards. L2 Unit Standards.

TEACHER IN CHARGE:

Mr Gowan

Commerce

Commerce includes business, accounting and economics topics.

We aim to develop the students’ understanding of the economy in which business operates and develop a range of skills including the ability to process financial information and make economic decisions.

Students may plan, and operate a business.

The skills and knowledge developed will be useful in tertiary study and the wider business community.

Links to Careers: Business Management, Accounting, Marketing, Retailing, Human Resources, Financial Planning, Economics and Banking.

2018

15

Commerce L1: Business and Economics Code: COMM1

ENTRY REQUIREMENTS:

Year 10 Graduation

COURSE DESCRIPTION:

Learning how to process financial information. Planning and operating a business. Studying Markets. Investigating local firms.

ASSESSMENT:

A range of internal and external achievement standards

TEACHER IN CHARGE:

Mr Russell

Commerce L2: Business in the New Zealand Economy Code: COMM2

ENTRY REQUIREMENTS:

8 credits in Level One Commerce or completion of Level One NCEA.

COURSE DESCRIPTION:

Use Economic models and spreadsheets Finance processing for business. Study economic issues and government policy. Market Research and Business Planning

ASSESSMENT:

A range of internal and external achievement standards

TEACHER IN CHARGE:

Mr Russell

Commerce L3: Accounting and Economics Code: COMM3

ENTRY REQUIREMENTS:

8 credits in Commerce Level Two or completion of Level Two NCEA (including 8 Maths credits).

U.E. Approved Subject - Yes

COURSE DESCRIPTION:

The study of supply and demand and the efficient use of resources in business. The role government has to improve the use of resources in our economy. Accounting skills for a small to medium-sized business.

ASSESSMENT:

A range of internal and external achievement standards.

TEACHER IN CHARGE:

Mr Russell

Food & Nutrition

Studying food and nutrition creates an awareness of the impact food choices have on health and wellbeing and the lifelong implications of poor choices. The content is career focused, it reinforces time management and organisational skills, while the practical component builds confidence and is particularly useful both as a life skill and as a career choice leading into chefing, hospitality, being a baker or a barista. The more academic papers are a good background for health sciences, like nursing, medicine, sports science, physiotherapy. The course focuses around Service IQ Hospitality Unit Standards and potentially some nutrition based Achievement Standards.

Links to careers: Café work, Chef, Baker, Barista, Health Sciences – Nursing, Medicine, Sports Science, Physiotherapy.

Food & Nutrition Composite L1, L2 Code: FOODC

ENTRY REQUIREMENTS:

Open to all Year 11, 12 and 13 students. You do not need to have taken Food classes before, however Year 10 Food & Nutrition would be an advantage.

COURSE DESCRIPTION:

This course is suitable for all abilities and is a formation level course for the hospitality industry as well as providing an excellent nutritional basis for further study in this field.

ASSESSMENT:

Level 1 and 2 Unit Standards and Achievement Standards.

SPECIFIC COSTS:

Students will be expected to contribute to the cost of food or to provide ingredients for practical lessons.

TEACHER IN CHARGE:

Mrs MacKenzie

2018

16

Food & Nutrition L3 Code: FOOD3

ENTRY REQUIREMENTS:

Open to Year 12 and 13 students. You do not need to have taken Foods before, however previous study in Food and Nutrition would be an advantage. This course is suitable for all abilities and builds on the foundation level course for the hospitality industry as well as providing an excellent nutritional basis for further study in this field.

U.E. Approved Subject – No (unless students wish to study Achievement Standard based units) This needs to be discussed with the HOD.

COURSE DESCRIPTION: The course looks at the principles of cooking and food service in a practical based setting, it develops practical skills but also backs this up with a sound knowledge base. For those wishing more academic challenge, Achievement Standards based units can be offered and supported by a registered clinical nutritionist.

ASSESSMENT:

Level 3 Unit Standards

(and the potential option of Achievement Standards)

SPECIFIC COSTS:

Students will be expected to contribute to the cost of food to provide ingredients for practical lessons.

TEACHER IN CHARGE:

Mrs MacKenzie

Design and Visual Communication

In today’s society communication and design in its many forms are vital factors. Various forms of graphics are used in

architecture, engineering, product design, and advertising to name a few.

Reasons for studying graphics include:

It helps to meet the needs of a technological society by combining aspects of graphic communication and problem solving.

Through graphic communication, students give directions to others, plan a procedure or system of operation, describe a mechanism, or portray the shape or form of any object.

Graphics involves a wide variety of learning experiences leading to a wide range of career and recreational

opportunities.

Links to careers: The Design and Visual Communication course can lead to careers in architecture,

landscaping, interior design, product development, fashion or any other design-based career.

Design and Visual Communication L1 Code: GRAP1

ENTRY REQUIREMENTS:

Year 10 Graduation

COURSE DESCRIPTION:

An introduction to the design process using freehand and instrumental drawing and the use of mock ups and models in the design process. Unleash your creativity to design solutions based around Architectural, Landscaping and product design.

ASSESSMENT:

Internal and external Achievement Standards. L1.

SPECIFIC COSTS:

Students to provide own equipment.

TEACHER IN CHARGE:

Mr Gowan


ENTRY REQUIREMENTS:

Satisfactory completion of Level 1 Design and Visual Communication.

COURSE DESCRIPTION:

This course involves a range of design opportunities that are solved by the use of sketching and mock ups and models. Design briefs are based around Architectural, Landscaping and product development. Take your technical drawing and presentation skills to the next level.

ASSESSMENT:

Internal and external Achievement Standards. L2

SPECIFIC COSTS:


TEACHER IN CHARGE:

Mr Gowan

2018

17


ENTRY REQUIREMENTS:

Satisfactory completion of Level 2 Design and Visual Communication.


COURSE DESCRIPTION:

This course introduces students to the more complex design problems faced by architects, engineers, and graphic designers. Show that you can think out of the box and produce designs and solutions to real life needs and opportunities.

ASSESSMENT:

Internal and external Achievement Standards. L3

SPECIFIC COSTS:


TEACHER IN CHARGE:

Mr Gowan

Digital Technologies

Digital technologies impact on every aspect of our lives, and in the 21st century will be vitally important to New Zealand’s growth. Employment statistics show that ICT-related skills are in significant and increasing demand. “ICT is where the jobs are,” the Institute of IT Professionals said “and we need to ensure New Zealand is on an equal or better footing with countries such as the UK and Australia who are also significantly increasing their focus on computing education in schools”.

Digital Technologies are some of the most important skill sets you can have moving into future employment. We live in a digital world and everything from farming and agriculture to arts, science and social services have some aspect of digital fluency required in their respective fields. Digital Technologies itself has 5 streams, including Digital Information, Digital Media, Programming and Computer Science, Electronics, and Infrastructure (which includes Networking). All digital technologies courses can be adapted to meet students’ individual needs with regards to which stream fits their interest or career pathway.

Here at St Peter’s College we recognise that our students will need different digital technology skills for different career pathways. Below students can choose which specific area aligns with their own individual career and tertiary pathway goals.

Links to Careers:

Work in this industry may include: Computer programming, software testing, mechatronics, product development, industrial engineer, digital telecommunications and multimedia, database administration, website development, systems administration, working with geographic information systems (gis), designing computer systems and networks, developing computer games, filming and digital special effects, opening credit design for the film industry, fixing software and hardware problems for people and organisations, personal assistant, telecommunications technician, printer, training consultant, website developer, website administrator, teacher, database administrator, computer systems technician, air force air electronics operator, electronics technician, electrical fitter, electrician, programmer, software architect, systems analyst, textile design.

BUSINESS COMPUTING

Students develop depth and understanding of word processing, spread sheet and database skills through practical application. Students will explore small business environments and logistics. This course will have an emphasis on business communication and management systems that will lead students into tertiary and future business pathways.

Digital Technology Media and Business Computing L2 Code: DTMI2

ENTRY REQUIREMENTS:

This is an open entry course.

COURSE DESCRIPTION:

Students develop depth and understanding of spreadsheet and database sills that have practical application in small business environments and logistics.

ASSESSMENT:

Assessment is through digital technology unit standards.

TEACHER IN CHARGE:

Mrs Purda

Digital Technology Media and Business Computing L3 Code: DTMI3

ENTRY REQUIREMENTS:

This is an open entry course, although Level 2 is an advantage. UE Approved subject - Yes

COURSE DESCRIPTION:

Students develop depth and understanding of spreadsheet and database sills that have practical application in small business environments and logistics.

ASSESSMENT:

Assessment is through digital technology unit standards.

TEACHER IN CHARGE:

Mrs Purda

2018

18

COMPUTER SCIENCE: ELECTRONICS AND ROBOTICS

Students develop depth and understanding of core programming language skills. Students experiment with

electronics to create new ideas and find solutions to issues. A focus on problem solving, thinking laterally and practical application is key to this strand. Testing and modification processes are refined. VEX, Raspberry Pie, Electronics and really the sky is the limit here.

Students may take this subject to:

Have an understanding of the devices, concepts and standards underlying the design and construction of electronic and embedded software systems.

To assemble, program, test, debug and modify electronic and embedded software systems. To design and analyse systems to solve problems using electronic and software elements. To read, understand, write, and debug software programs using an appropriate programming language,

tools, and software development process. To understand, select and design data types, data structures, algorithms, and program structures for a

program to meet specified requirements, and evaluate user interfaces

Digital Technology Electronics and Robotics L1 Code: DTER1

ENTRY REQUIREMENTS:


COURSE DESCRIPTION:

Students will be developing skills by working with robots. They will develop skills to use microcontrollers and sensors in electronic applications and systems, like robotics and machines, at a basic level. Students could be developing skills through the use of flowcharts and programming languages.

ASSESSMENT:

Assessment is through achievement standards and some unit standards.

TEACHER IN CHARGE:

Mr van Haren


ENTRY REQUIREMENTS:


COURSE DESCRIPTION:

Students will be developing skills by working with robots and machines, at an advanced level. Students will learn concepts of redundancy and reliability of robots and machines. Students will be planning and constructing computer programs.

ASSESSMENT:

Assessment is through achievement standards and some unit standards. This course can contributes towards the National Certificate in Electronics Technology (L2).

TEACHER IN CHARGE:

Mr van Haren


ENTRY REQUIREMENTS:

Level 2 Digital Technology Electronics/Programming recommended. UE Approved subject - Yes

COURSE DESCRIPTION:

Students will use either their electronics and/or robotic skills to design and build a prototype and looking at technological development through modelling. Students will look at hardware, software and data procedures. They could develop skills in networks and computer science.

ASSESSMENT:

Assessment is through achievement standards This course can contribute towards the National Certificate in Electronics Technology (L3).

TEACHER IN CHARGE:

Mr van Haren

2018

19

CREATIVE TECHNOLOGY AND DESIGN

Students will select a personal interest theme, subject, event or issue that is relevant to them. The year’s course will include creating a moving image production such as a game or movie trailer, TV advertisement, documentary or social media advertorial or a textile design. Students may prefer to create a functioning website to market a product or service using both graphic design and HTML code.

All students will learn about basic typography, moving image and composition within the field of design. They

will then apply this knowledge to practical tasks to meet a self-negotiated brief.

Creative Technology & Design Skills: Students will learn how to create basic moving images using either or a combination of the following software: Adobe Premier Pro, Adobe After Effects and Stop Motion Studio and Adobe Photoshop. Students exploring we design will create their websites in Adobe Dreamweaver, HTML. Students will also use Adobe Photoshop and Adobe InDesign as graphic support.

Please note: There is the opportunity for students to explore costume design for these mini digital productions. This would be done in negotiation with Mrs Purda on a case by case basis.

Creative Technology & Design L1 Code: DGCT1

ENTRY REQUIREMENTS:


COURSE DESCRIPTION:

Moving Image, Web Design or Textile Design: At this level students will be expected to explore a range of visual techniques to create a basic moving image based media production. Or be able to create an interesting website with basic working code in order to perform specific tasks.

ASSESSMENT:

Assessment is through achievement unit standards

TEACHER IN CHARGE:

Mrs Purda


ENTRY REQUIREMENTS:


COURSE DESCRIPTION:

Moving Image, Web Design or Textile Design: At this level students will be expected to explore a range of layering and visual techniques to create a more advanced and polished media production. Or be able to create an interesting website with working code in order to perform specific tasks. Students would also have a solid understanding of typography and design composition.

ASSESSMENT:


TEACHER IN CHARGE:

Mrs Purda


ENTRY REQUIREMENTS:


COURSE DESCRIPTION:

Moving Image, Web Design or Textile Design: At this level students will be expected to create a polished piece of media that responds to a brief in a powerful and dynamic way. Students should be able to use effectively visual layering and special effects to create an emotive and engaging moving image. Or be able to create an interesting and engaging website with working code in order to perform specific complex tasks. Students would also have an advanced understanding of typography and design composition.

ASSESSMENT:


TEACHER IN CHARGE:

Mrs Purda

2018

20

Human Development

This course offers you the opportunity to learn about human development from conception through to 5 years of age, including physical, social and cognitive development. Due to changing health and safety requirements in Early Childhood Centres, students will no longer be required to undertake work placements. The course is written assessment based.

Links to Careers: All levels of teaching, nursing, health care workers, social work, lawyers, nannying.

Human Development L1, L2, L3 Code: HUDVC/HUDV3

ENTRY REQUIREMENTS: Open to all Year 11, 12 and 13 students

COURSE DESCRIPTION:

Human Development involved looking at an introduction to education and care of infants and young children, the Early Childhood Curriculum (Te Whariki), age-related nutrition practices, ages and stages of development, developmental milestones, hauora and cultural diversity in an early childhood setting.

ASSESSMENT:

The course is theory based with a practical component for the nutritional unit.

All Assessments are internal unit standards that require a reasonable academic ability

SPECIFIC COSTS: Students will be expected to provide ingredients for the practical lessons in the Nutritional Unit.

TEACHER IN CHARGE:

Mrs MacKenzie

English

English provides us with a way to communicate and interact with our world. It underpins every subject and helps to build personal confidence.

Reasons for studying English:

It allows you to develop the skills you will need after leaving school.

You will learn how to communicate in a variety of formats.

You will be able to understand and interact with universal themes, like social justice.

You will understand the changing digital world around you.

CAREER OPPORTUNITIES: Any career that requires literacy skills, such as law, creative industries, policy analysis, marketing and teaching.

English L1 Code: ENGG1

ENTRY REQUIREMENTS:

Year 10 Graduation; recommendation of Year 10 Teacher

COURSE DESCRIPTION:

Build skills in literacy and engages with important issues.

ASSESSMENT:

A mix of external exams and internals

TEACHER IN CHARGE:

Mr Stewart

Enhanced English L1 Code: ENGL1

ENTRY REQUIREMENTS:

Completion of Year 10. Recommendation of English HOD and Head of Junior School.

COURSE DESCRIPTION:

Develop important skills to interact with the world around you. Covers reading, digital literacy, writing and oral communication.

ASSESSMENT:

Achievement Standards with supporting unit standards.

TEACHER IN CHARGE:

Mr Stewart

2018

21


ENTRY REQUIREMENTS:

Level 1 English.

COURSE DESCRIPTION:

Builds on important literacy skills, such as reading and writing. This course helps to develop a personal communication style and an understanding of the world around us.

ASSESSMENT:

External and Internal Achievement Standards.

TEACHER IN CHARGE:

Mr Stewart

Enhanced English L2 Code: ENGL2

ENTRY REQUIREMENTS:

Available only to learners recommended English HOD, Careers Advisor and Head of Senior School.

COURSE DESCRIPTION:

Builds skills in visual, written and oral communication. A course focused on real world contexts and practical skills using English..

ASSESSMENT:

Internal Achievement Standards and supporting unit standards as required.

TEACHER IN CHARGE:

Mr Stewart


ENTRY REQUIREMENTS:

Satisfactory completion of Level 2 English course.


COURSE DESCRIPTION:

Builds important critical literacy skills and an ability to interpret and produce complex texts.

ASSESSMENT:

One external exam and three or more internal Achievement Standards, providing UE Entrance internally. NZ Scholarship exams available to highly motivated students.

TEACHER IN CHARGE:

Mr Stewart

Geography

The aim of Geography is to develop an understanding of the environment as the home of people. Geographers do this by looking for all things that make up the natural and cultural environment and then see how these

affect each other.

Reasons for studying Geography:

It fosters a balanced view of and respect for the environment at home and around the world.

It helps you to understand the things that have influenced our heritage, and that are important to

today’s environmental and planning issues.

It develops many skills and techniques (thinking, practical, social and valuing),

Qualifications gained will open up amazing career options where in today’s world there is huge demand.

Geography takes us into the world around us as nature and people collide:

to the earth releasing enough energy to destroy huge areas of Christchurch

to a diamond mine in Africa where people are surrounded in riches but living in poverty

to the carving of the mighty Manawatu landscape

to the deep dark reaches of the Amazon rainforest

to over 2 million people coming to see the sites of our great nation

Geography is recognised as a useful qualification for a wide range of careers. Some of the hundreds of different

jobs geographers are working in include: Resource Planner, GIS Analyst, Conservation, Wildlife Management

(DoC), Logisitics & Transportation Modeling, Teaching & Education, Resource Management (Ministry for the

Environment), Climate and weather based careers (NIWA), Maori Research & Development (Ngai Tahu), Travel &

Tourism, Airlines Flight & Ground Crew, Mining & Exploration, Diplomatic Service, Export & Trade etc.

2018

22

Geography L1: Extreme Natural Events, Sustainable Resource Use. Code: GEOG1

ENTRY REQUIREMENTS:

Year 10 Graduation

COURSE DESCRIPTION:

We look at extreme natural events, in particular earthquakes, focussing on Christchurch and Napier. The very topical issue of social networking sites is studied, where viewpoints are looked at, especially privacy and security issues. We look at the pattern of water shortages around the world and the significance this has for people. In a topic around sustainable resource use we study the impact of tourism on the environment and the consequences for people and places. We also study how the weather works and research how accurate the local forecasts are compared to our own measurements. A range of geographic skills are learnt which include: mapping, graphing, decision making, GIS analysis etc.

ASSESSMENT:

Internal and external Achievement Standards.

SPECIFIC COSTS:

$10 - $15 for Field Trip expences

TEACHER IN CHARGE:

Mr Erskine

Geography L2: Natural Landscapes, Disparities In Development Code: GEOG2

ENTRY REQUIREMENTS:

NCEA Level 1 or 8 credits in Level 1 Geography

COURSE DESCRIPTION:

We look at the natural landscape of the Manawatu - how it varies, evolved and people’s impact on it. A geographic issue is studied around the effects of consumerism on society, where viewpoints are analysed and different courses of action evaluated. In the global study we look at the global killer that is malaria. Disparities in development focuses on Tanzania - ways development can be viewed, what causes it, and what differences exist within a country. A range of geographic skills and concepts are learnt which include: mapping, graphing, decision making, GIS analysis etc.

ASSESSMENT:


SPECIFIC COSTS:

$10 - $15 for Field Trip expenses

TEACHER IN CHARGE:

Mr Erskine

Geography L3: Natural Processes, Events Management Code: GEOG3

ENTRY REQUIREMENTS:

NCEA Level 2 or 8 credits in Level 2 Geography


COURSE DESCRIPTION:

We study coastal processes operating and interacting in order to protect the west coast of the lower North Island which will incorporate a research project as well.. Also looked at is how major local events, such as Relay for Life, are managed from a geographic perspective. A geographic issue is based around human trafficking where conflicting viewpoints are analysed over the use of that environment. A range of geographic skills and concepts are learnt which include: mapping, graphing, decision making, GIS analysis etc.

ASSESSMENT:


SPECIFIC COSTS:

$10 - $15 for Field Trip expenses

TEACHER IN CHARGE:

Mr Erskine

2018

23

History

“History is as essential to human society as memory is to an individual”

History fires your curiosity and imagination. It invites you to ask, and helps you answer, today’s questions by engaging with the past and imagining and speculating on possible futures.

Reasons for studying history:

It teaches analytical skills in high demand in a range of situations and occupations, and how to put together an argument based on sound reasoning

History presents you with the dilemmas, choices, and beliefs of people in the past.

It equips you with knowledge and skills that are valuable and useful throughout life.

History takes us into the drama of different places, times and people’s lives:

to a place called Auschwitz where over 1 million people will die as part of the Nazi “Final Solution”

to French secret agents blowing up a ship in Auckland Harbour

to protesters facing off with police in Palmerston North because of a rugby match

to a man called Martin Luther King, telling 200,000 people about a dream he has

to a Tunisian street vendor who set himself on fire as an act of protest and starts a revolution

to a women in New Zealand leading the world by fighting for the right of woman to vote

to being on the brink of nuclear war where “even the fruits of victory would be ashes in our mouth”

History is recognised as a useful qualification for a wide range of careers. Hundreds of different jobs historians are working in include: Journalism, Army, Navy, Air Force, Travel, Conservation, Tourism, Law, Marketing, Iwi Development, Diplomatic Service, Policy analysis & advice, Broadcasting, Local Body Planning, Politics, Promoting Human Rights, Project Management, Public Relations, Research, Travel, Social Work, Teaching, Religion, etc.

History L1: Paths to War and History Bites Code: HIST1

ENTRY REQUIREMENTS:

Year 10 Graduation

COURSE DESCRIPTION:

The first part of this course uses active learning to investigate reasons why World War II broke out in 1939, just 20 years after World War I, the ‘war to end all wars’. A particular focus is also put on New Zealand’s involvement and how it impacted on our society. The course then looks at a range of other interesting historical events such as: the emergence of the Bodgies and Widgies subculture that in the late 1950s; the arrival of that revolutionary thing called a television; those weird times we called carless days (in our house we were not allowed to use our car on a Tuesday) etc You get to choose an event or place to investigate eg: New Zealand in the 1960s (like Moon landing, Beatles Tour, Troops going to Vietnam or even the Hippie movement), Famous Assassinations (like Martin Luther King, JFK, John Lennon and Gandhi) or Acts of Terror (like Lockerbie, Munich Olympics and 911) etc Have a passion for a place or event in history? We can build an entire, or part, programme that meets your interests and needs, just ask.

ASSESSMENT:

Internal and external Achievement Standards

TEACHER IN CHARGE:

Mr Erskine

History L2: Contested Spaces: Cold War 1945-1991 Code: HIST2

ENTRY REQUIREMENTS:

Level 1 NCEA or 8 credits in Level 1 History

COURSE DESCRIPTION:

This course uses active, flexible and enjoyable learning methods to investigate the battle between two superpowers following the emergence of a new world order after World War II. The democratic nations fear of communist expansion spurns a hostile rivalry between the Soviet led east and the USA led west, that would last for more than four decades.

You get to choose an event or place to investigate eg: Spies agents and espionage (like the KGB CIA or U2 spy planes), Cold War Warriors (like Stalin, Kennedy and Castro) Cold War influence on popular culture (such as movies, literature, music and sport), voyages of discovery (be it Columbus or Cook) and many more.

If you have a passion for history but this Contested Spaces theme does not appeal, then come and talk. We can build an entire, or part, programme that meets your interests and needs, just ask.

ASSESSMENT:

Internal and external Achievement Standards

TEACHER IN CHARGE:

Mr Erskine

2018

24

History L3: Talkin’ ‘Bout A Revolution Code: HIST3

ENTRY REQUIREMENTS:

Level 2 NCEA or 8 credits in Level 2 History.


COURSE DESCRIPTION:

This course looks at what forces create and drive a revolution. We will compare the likes of the Arab Spring, a revolutionary wave that has swept across the Arab world since 2010 and continues in the likes of Syria, with various other historical revolutions. How is the Arab Spring similar and or different from the likes of the American, French or Russian revolutions (to name but a few). What can we learn from these events and how can they be applied to the present?

You get to choose an event or place to investigate. These vary year to year as students get to follow their interests. In fact your entire year can be built around this choice.

If you have a passion for history but this Revolution theme does not appeal, then come and talk. We can build an entire, or part, programme that meets your interests and needs, just ask.

ASSESSMENT:


TEACHER IN CHARGE:

Mr Erskine

Japanese

It is interesting to understand the different cultures through learning Japanese. It is important to know different value

systems for world peace.

New Zealand has a strong relationship with Japan (eg. teaching, business, tourism, politics) so it is very useful for communication in these fields.

Students can enjoy learning this language and contribute to the relationship by being a bridge between New Zealand and Japan.

Japanese L1 Code: JAPA1

ENTRY REQUIREMENTS:

Satisfactory completion of Year 10 Japanese or approved by Ueta Sensei.

However, if you are not good at reading and writing Japanese and want to develop listening and speaking sills, you can take it for less credits.

COURSE DESCRIPTION:

You will learn through listening to spoken Japanese in class, role plays, speaking, reading and writing.

ASSESSMENT:

Internally assessed and externally assessed achievement standards.

CREDITS: 14 – Listening and speaking only

CREDITS: 24 –Full course

TEACHER IN CHARGE:

Mr Ueta


ENTRY REQUIREMENTS:

Satisfactory completion of Japanese Level 1 or approved by Ueta Sensei.


COURSE DESCRIPTION:

You will learn through listening to spoken Japanese and by doing related reading, writing and conversation exercises. A variety of resources developed specifically for the New Zealand syllabus will be used.

ASSESSMENT:

Internally assessed and externally assessed achievement standards.



TEACHER IN CHARGE:

Mr Ueta


ENTRY REQUIREMENTS:

Satisfactory completion of L2 Japanese or approved by Ueta Sensei.



COURSE DESCRIPTION:

You will learn through listening to spoken Japanese and by doing related reading, writing and conversation exercises. A variety of resources developed specifically for the New Zealand syllabus will be used.

ASSESSMENT:

Internally assessed and externally assessed achievement standards



TEACHER IN CHARGE:

Mr Ueta

2018

25

Mathematics

Mathematics is the study of number, measurement, geometry, algebra and statistics for;

Use in managing and understanding the everyday world, in which we live and work.

Use in describing and investigating social and physical sciences.

Development of logical thought.

Note: If appropriate, the school will place students in a Mathematics class appropriate to their individual ability.

Links to careers: Mathematics teaches patience, discipline, and step-by-step problem-solving skills. For those with a substantial background in mathematics, an unlimited number of career opportunities are available, e.g. actuary, mathematics teacher, operations research analyst, statistician, physician, research scientist, inventory

strategist, staff systems air traffic control analyst, cryptologist, attorney, economist, mathematics professor, environmental mathematician, robotics engineer, geophysical mathematician, design, ecologist, geodesist, photogrammetrist, civil engineer, geomantic engineer.

Even if you do not choose a career in the mathematical sciences, studying as much mathematics as you can is a good way to keep your career options open. Mathematics is an excellent foundation for, and is usually a prerequisite to, study in all areas of science and engineering. Students in such areas as anthropology, sociology and psychology, as well as law, business, and medicine, also benefit from a solid background in mathematics and statistics. It will help

you to better understand science and technology and their effects on our world.

Mathematics L1: Algebra, Graphs, Trigonometry and Statistics Code: MATG1

ENTRY REQUIREMENTS:

Recommendation from Junior Maths Teacher.

COURSE DESCRIPTION:

This course consists of Statistics, Right-angled Triangles, Algebra,

Graphs and Probability. Students are given the opportunity to gain the ten credits for the Numeracy requirement of Level One NCEA. This course is necessary for students intending to study Mathematics in the following year.

ASSESSMENT:

Assessment is by internal achievement and external achievement standards.

TEACHER IN CHARGE:

Mrs McArthur

Workplace Numeracy L1: Everyday Number, Measurement and Statistics Skills Code: MATN1

ENTRY REQUIREMENTS:

Year 10 Graduation

COURSE DESCRIPTION:

This course involves the development of basic everyday number, measurement and statistics skills. Individual needs will allow students to attempt achievement standards at a level appropriate to their skill. The attainment of the ten Numeracy credits required to gain Level One NCEA is a focus for the course. (Note: This course does not lead on to any Level 2 Mathematics course.) – a potential pathway for graduates from this class would be NCEA L1 Mathematics.

ASSESSMENT:

Assessment is by internal numeracy standards.

TEACHER IN CHARGE:

Mrs McArthur

Mathematics L2: Coordinate Geometry, Statistics, Algebra, Calculus, Trigonometry, Probability, Graphs and Networks

Code: MATG2

ENTRY REQUIREMENTS:

At least 14 Achievement Standard Mathematics credits, including Algebra and Graphs, or in consultation with the HOD.

COURSE DESCRIPTION:

This course consists of a combination of, and depending on class, Coordinate Geometry, Statistics, Algebra, Calculus, Trigonometry, Probability, Graphs and Networks. This course is necessary for students intending to do Year 13 Statistics and/or Calculus in the following year.

ASSESSMENT:

Assessment is by internal achievement standards

and external achievement standards.

SPECIFIC COSTS:

Graphics Calculator Casio fx-9750G Plus (approx $120)

TEACHER IN CHARGE:

Mrs McArthur

2018

26

Statistics L3: Probability, Time Series and Bivariate Statistical Investigation,

Probability Distributions, and Equation Solving and Formal Inference.

Code: STAT3

ENTRY REQUIREMENTS:

At least 12 Achievement Standard Mathematics credits at Level 2 or in

consultation with the HOD.


COURSE DESCRIPTION:

This course consists of Probability, Time Series and Bivariate Statistical Investigations, Probability Distributions, Equations Solving and Formal Inference.

ASSESSMENT:



SPECIFIC COSTS:

Graphics Calculator Casio fx-9750G Plus (approx $120).

TEACHER IN CHARGE:

Mrs McArthur

Calculus L3: Differentiation, Algebra and Integration Code: CALC3

ENTRY REQUIREMENTS:

At least 14 Achievement Standard Mathematics credits at Level 2, including Algebra and Calculus, or in consultation with the HOD.


COURSE DESCRIPTION:

This course consists of Differentiation Techniques and Applications, Algebra, including Complex Numbers, Integration Techniques and Applications. Mathematics and pure sciences usually require this course at tertiary level.

ASSESSMENT:



SPECIFIC COSTS:

Graphics Calculator Casio fx-9750G Plus (approx $120).

TEACHER IN CHARGE:

Mrs McArthur

Performing Arts

Learning to be creative and learning to use our creative energy in a positive and productive way is an essential part of life. These courses look at effective presentation and creation of Drama, Dance and Music.

Reasons for studying Performing Arts and Music:

It gives opportunity for practical and creative learning

It develops creative thinking skills

It provides opportunity for learning and demonstration using creative language and symbols

It develops performing ability and self-confidence

It provides a ‘stage’ for students to develop and display creative ability

Music Composite L1, L2, L3 Code: MUSIC

ENTRY REQUIREMENTS:

Successful previous year course completion in Music, or relevant out

of school experience. Students who do not meet the Level 1 requirements, may join the class, but need to be aware that they may take up to two years to complete the Level 1 course.

U.E. Approved Subject – Yes (at Level 3)

COURSE DESCRIPTION:

You will be given the opportunity to gain experience and to be assessed in a range of musical skills which include:

Performance, solo and group

Composing music

Aural perception skills

Conventions of music

An understanding of a range of musical styles.

Each student will be assisted to design an individual programme to

suit their own experience and goals.

ASSESSMENT:

Many of the Music Achievement Standards are

internally assessed, but you will also be encouraged to take the opportunity to gain further external Achievement Standards at the end of the year.

SPECIFIC COSTS:

A4 ringbinder, 2 pencils and an eraser If not receiving private music tuition, students will be

expected to learn an instrument through the school’s Itinerant Music Programme.

Visits to concerts and other musical events may take place during the course. These trips will be provided on a cost recovery basis.

TEACHER IN CHARGE:

Ms Arnott

Email: [email protected]

mailto:[email protected]

2018

27

Performing Arts L1, L2, L3 Code: PART1/PART2/PART3

ENTRY REQUIREMENTS:

Successful prior year course completion in Drama, relevant out of

school experience in Drama or Dance or a keen interest in performing.

U.E. Approved Subject – Yes (at Level 3)

COURSE DESCRIPTION:

This course looks at creative performance in the area of Drama and Dance. Students will work as individuals and in groups to create performances in the chosen areas of study. Students will cover:

Acting and dramatic performance skills.

Script writing and developing a performance from page to stage.

Stage production – experience in stage performance and technical opportunities in Drama and Dance.

Understanding of a range of stage movement.

Analysing live performances.

SKILLS ACQUIRED AND DEVELOPED:

Performance and self-confidence.

Project and creative development.

Self-motivation and time management.

Group skills and working with others.

ASSESSMENT:

Performances are internally assessed throughout the

course over the year. Externals are also encouraged for all levels.

SPECIFIC COSTS:

A4 ring binder, with dividers and refill paper.

Visits to theatres and other performance events will take place during the year. These trips will be provided on a cost recovery basis.

TEACHER IN CHARGE:

Mrs van Deventer

Email: [email protected]

Senior Physical Education

If you love being physically active and learning about exercise, sport, dance, outdoor education, motor skill development and other sports-related topics, then this is the subject for you.

Senior physical education courses will challenge you, will develop your understanding of physical skills and fitness, will allow you to apply theory to practice, and will keep you motivated to learn and achieve.

Links to Careers: There are a wide variety of career options that stem from this subject area, and they can include: Fitness Industry, Sport Management and Recreation industry, Adventure Tourism, Sports Science, Education, Armed Forces, Health related careers, outdoor education and teaching.

Core Physical Education Year 11 Code: PEDC1

ENTRY REQUIREMENTS:

Year 10 Graduation

COURSE DESCRIPTION:

Students attend one lesson per fortnight. The emphasis is on being

active through recreation. This is compulsory for all Year 11 students.

ASSESSMENT:

None

TEACHER IN CHARGE:

Ms McLeod

Physical Education L1 Code: PEST1

ENTRY REQUIREMENTS:

Year 10 Graduation, with preference given to students who have completed 10SPD, and to students who are involved in sport or dance/physical activity.

COURSE DESCRIPTION:

Outdoor Education; Fitness and Physical Activity; Skill learning and performance; Anatomy, Physiology and Biomechanics; Self-

management..

A high level of involvement in sport and physical activity is expected.

ASSESSMENT:

Level 1 Achievement Standards (16 credits) all internally assessed.

SPECIFIC COSTS: Outdoor Education excursion -

costs to be confirmed

TEACHER IN CHARGE:

Mrs Rolfe

mailto:[email protected]

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Physical Education L2 Code: PEST2

ENTRY REQUIREMENTS:

Level 1 NCEA Certificate. Achieved 75% of credits offered in 11PES, involved in sport or dance/physical activity, performance standards.

COURSE DESCRIPTION:

Outdoor Education and Risk Management; Skill Analysis and Performance; Anatomy, Biomechanics, Motor Skill Learning and Sports Psychology; Training Programme planning and application,

Performance in physical activity against National Standards.

A reasonable level of literacy and consistent involvement in physical activity is expected.

ASSESSMENT:

Level 2 Achievement Standards (16 credits), all internally assessed.

SPECIFIC COSTS:

Outdoor Education excursion in Term 1 – cost to be confirmed; various activity fees.

TEACHER IN CHARGE:

Ms McLeod

Sport Studies L2 Code: SPST2

ENTRY REQUIREMENTS:

Level 1 NCEA Certificate.

COURSE DESCRIPTION:

Event Management; Social Responsibility; Anatomy and Movement; Static Stretching; Gym Technique and Performance Standards.

This course may suit students with an interest in Physical Education, but who have not met the entry requirements for Level 2 PE Studies, or who have timetable clashes with Level 2 PE Studies.

ASSESSMENT:

Level 2 Achievement Standards (10 credits), and Unit

Standards (9) all internally assessed.

SPECIFIC COSTS:

Various activity fees.

TEACHER IN CHARGE:

Ms McLeod

Physical Education Studies L3 Code: PEST3

ENTRY REQUIREMENTS:

75% of credits achieved in Level 1 and Level 2 PE Studies, NCEA Level 1 and 2 Certificates, or in consultation with HOD PE. Involved in sport or dance/physical activity.


COURSE DESCRIPTION:

Analysis and evaluation of physical activity experiences; Physical Activity Performance against National Standards; Research of current trends/issues in physical activities in Aotearoa; Analysis of safety issues in the outdoors; Planning and implementing 8-week training programmes for improving performance.

A high level of literacy and consistent involvement in a variety of physical activities is expected.

ASSESSMENT:

Level 3 Achievement Standards (19 credits) all internally assessed.

SPECIFIC COSTS:

Various activity fees;

Snow trip to Mt Ruapehu in Term 3 – approximate

cost $200.00

TEACHER IN CHARGE:

Ms McLeod

Religious Studies To study religion is to experience critical thinking and reflect upon issues of human development. It is to develop a clear understanding of the Scriptures, the teachings of the Church, and the living Catholic tradition and its relationship to other Christian Churches and other religions. Religious Studies encourages students to ask questions and challenge others’ arguments.

Reasons for studying Religious Studies:

To develop a sound knowledge base of the Catholic tradition to help students on their personal faith journey.

To teach critical thinking skills and the skills required to express ideas and opinions in a logical manner.

To give students a healthy life-giving holistic approach to life which is in contrast to our current individual and materialistic society.

To enable students to have a richer understanding of the need for a deeper meaning of life.

To provide support in the developing of a relationship with God.

Links to Careers: An asset in many areas of employment – e.g. businesses wherever understanding of clients’ values and beliefs is helpful; media/press, journalism, counselling, social services, teaching and much more.

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Religious Studies L1 Code: RSTG1

ENTRY REQUIREMENTS:

Year 11 students.

COURSE DESCRIPTION:

Three topics are assessed to achievement standards. In these units, students learn how to gain meaning from scripture; learn and apply a moral decision-making method; explore key Christian beliefs. They will also study elements of history and explore what it means to be a Christian in today’s world. The assessments are on Abortion; Religious Experience and the Reformation.

ASSESSMENT:

Three topics are assessed internally throughout the semester. The course is assessed to achievement standards level. (18 credits)

SPECIFIC COSTS:

Retreat Day: travel costs.

TEACHER IN CHARGE:

Mr Field


ENTRY REQUIREMENTS:

Year 12 Students

COURSE DESCRIPTION:

Students will have a short introduction to Biblical Studies with a focus on the Gospel of Luke. The first of the assessed units will be Social Justice. The second unit is Mary which explores her role in the history of salvation. And the final unit that is offered will be The Liturgy which looks at the development of Art and Architecture as well as the celebration of the Mass prior to Vatican II as well as post Vatican II. Students will also have a short unit on World Religions.

ASSESSMENT: Three of the five topics explained are assessed to achievement standards. (18 credits)

SPECIFIC COSTS:


TEACHER IN CHARGE:

Mr Field


ENTRY REQUIREMENTS:

Year 13 Students only.

U.E. Approved Subject: Yes

COURSE DESCRIPTION:

This course will allow students to explore contemporary issues in a Christian context. Ethical issues will be examined with an assessment on Euthanasia. Students will also complete an assessed unit on Sects and Cults where they will examine various extreme religious expressions. The third assessed unit will explore a Catholic and Secular worldview on ultimate questions.

ASSESSMENT:

18 L3 credits (achievement standards).

SPECIFIC COSTS:


TEACHER IN CHARGE:

Mr Field NOTE: Year 13 students who have gained 18 or more Level 2 Religious Studies credits, including at least 12 credits at Excellence, may also be considered for study at Waikato University on a Philosophy and Ethics paper. Cost will be $70.00 approx

Discipleship and Mission – L3 Code:

ENTRY REQUIREMENTS:

Year 13 Students only.

COURSE DESCRIPTION:

Discipleship and Mission is a new class which will be taught by Mr Udy in 2018. The class is not RE as you know it. There will be community outreach both to schools and the parishes, as well as the academic side being geared towards preparing you to take your faith out into the world, as well as help form others. It requires a commitment to be involved in activities beyond the classroom some of which will be after school hours.

ASSESSMENT:

SPECIFIC COSTS:


TEACHER IN CHARGE:

Mr Udy

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Science

Science involves investigating the living, physical, material and technological components of our world. As

such, Science knowledge is fundamental to an understanding of the world we live in.

Reasons for studying sciences include:

An understanding of science is essential in order to think about and make properly informed and considered decisions on issues in today’s world. e.g. climate change, non-renewable / Sustainable

resources, conservation.

Many careers require some science at senior level.

Investigative and research skills are developed.

It involves interesting practical activities.

Links to Careers: Many careers and trades require some science at senior level: Hairdressing, Teaching, Hospitality/Tourism, Plumbing, Vet Nursing, Pharmacy/Laboratory work, Agriculture & Horticulture careers, Food Science, Electrician, Builder, Automotive careers… It is also essential for all aspects of Engineering and is useful for all tertiary science qualifications (to at least levels 1 and 2).

Entry Requirements: Some of our senior science courses have entry requirements. These indicate the challenge level of the course and they are provided as the minimum knowledge base expected for a student to cope with the course.

General Science L1 Code: SCIG1

This course meets NZQA Endorsement Criteria

COURSE DESCRIPTION:

This course forms the basis for future studies in any of the level 2 and level 3 Sciences.

Physical and Material World This course investigates motion, forces and energy, electricity and magnetism, atoms, metals & non-metals, chemical reactions and rates of reaction, and acids & bases. Living World The second half of this course looks at cells, then a detailed analysis of DNA and genetic variation, genes, gene expression, meiosis and mutations.

ASSESSMENT:

Internal and external achievement standards.

TEACHER IN CHARGE:

Mrs Devlaminckx

Biology L2 Code: BIOL2


ENTRY REQUIREMENTS:

12 credits in Level 1 Science, including AS 90948.

COURSE DESCRIPTION:

We begin by exploring the structure of cells and how they function, then we investigate the field of Gene Expression and how genes shape the way we look. Finally we investigate Genetics and Variation within populations. Other aspects studied are: Animal adaptations and diversity, and the skills required to analyse the validity of biological information presented to the public.

ASSESSMENT:

Two internally assessed research assignments, and three externally assessed examination topics.

SPECIFIC COSTS:

$30 for workbook.

TEACHER IN CHARGE:

Mrs Devlaminckx

Biology L3 Code: BIOL3


ENTRY REQUIREMENTS:

10 credits of Level 2 Biology including AS 91157 Genetic Variation and Change.

U.E. Approved Subject

COURSE DESCRIPTION:

We begin this course by studying how our bodies maintain metabolic balance in the challenging environment we live in, this called human homeostasis. Then we study the interactions, responses and relationships of plants and animals with their environment. We will also carry out a comprehensive study of genetics and Biotechnology applications. Students completing the course will also gain an understanding of the mechanisms and patterns of evolution, and a closer appreciation of Human biological and cultural evolution.

ASSESSMENT:

Two internally assessed research assignments, and three externally assessed examination topics.

SPECIFIC COSTS:

$30 for workbook.

$95 for the Wellington Zoo trip

TEACHER IN CHARGE:

Mrs Devlaminckx

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Chemistry L2 Code: CHEM2


ENTRY REQUIREMENTS:

At least 12 credits from Level 1 Science including AS 90944, and four AS 90930.

COURSE DESCRIPTION:

This is a foundation chemistry course during which students familiarise themselves with the language of chemistry and develop a working understanding of chemical equations. Qualitative chemistry (What is present?) and quantitative chemistry (How much is there?) are introduced, and atomic structure and bonding is examined. The second half-year builds on this, introducing basic organic chemistry, reduction-oxidation reactions and basic principles of chemical reactivity (reaction rates, enthalpy changes, chemical equilibrium) and acid-base concepts.

ASSESSMENT:

External and internal achievement standards.

SPECIFIC COSTS:

$40 for workbook and disk.

TEACHER IN CHARGE:

Mr Green

Chemistry L3 Code: CHEM3


ENTRY REQUIREMENTS:

12 external credits in Level 2 Chemistry achievement standards and passed at least one internal Level 2 Chemistry achievement standard.


COURSE DESCRIPTION:

This course builds on the reduction-oxidation concepts and titration techniques introduced at Level 2, and continues the study of organic chemistry. It also examines atomic and molecular properties related to their structures, teaches students to use thermochemical principles and develops the understanding of chemical equilibria in the contexts of acid-base and sparingly soluble salts

ASSESSMENT:

External and internal achievement standards.

SPECIFIC COSTS:


TEACHER IN CHARGE:

Mr Green

Physics L2 Code: PHYS2


ENTRY REQUIREMENTS:

12 credits from L1 Science Achievement Standards, including AS 90940 and AS 90941.

COURSE DESCRIPTION:

This course develops an understanding of fundamental concepts in mechanics, atoms and radioactivity, waves, electricity and electromagnetism. It also develops an appreciation of the integrated nature of physics with a focus on the skills involved in measurement and data analysis.

ASSESSMENT:

Three external examination topics and two internal assessments, including one practical internal assessment.

SPECIFIC COSTS:


TEACHER IN CHARGE:

Mr van Haren

Physics L3 Code: PHYS3


ENTRY REQUIREMENTS:

Achievement grades, or better, in Level 2 Physics, with at least an Achieve grade for AS 91171.


COURSE DESCRIPTION:

This course develops an in-depth understanding of mechanical and wave systems, atomic and nuclear physics, and electrical and electromagnetic systems. It also develops skills in advanced data handling and graph transformation.

ASSESSMENT:

Three external examination topics and two internal assessments, including one practical internal assessment.

SPECIFIC COSTS:


TEACHER IN CHARGE:

Mr van Haren

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Social Studies

“If we choose not to live alone, we must learn how to live together.” Senior Social Studies is about developing understanding of how societies function and how people participate in them. You will be encouraged to:

Engage with social issues - to think critically about social issues, to analyse complex situations and find ways of explaining them, and to think about their own thinking.

Explore values - to recognise your own values and the values of others, and to explore how values affect the ways in which people respond to issues and make use of opportunities.

Act to improve society – by investigating how you can contribute to society by taking effective social action.

Build a career pathway - by developing skills that will be valuable in your personal lives and careers. You will learn to carry out research, work co-operatively in groups, and communicate with accuracy.

Social Studies L2, L3 Code: SSTG2/SSTG3

ENTRY REQUIREMENTS:

Year 12 or 13, or by special arrangement


COURSE DESCRIPTION: Senior Social Studies is about how societies work and how people can participate in their communities as informed, critical, active, and responsible citizens. Through inquiry you will examine the causes and effects of social issues that relate to identity, culture, and organisation, and learn to take actions that may bring about positive change. Some social issues that have been researched are Euthanasia, legalising cannabis for medicinal purposes, Abortion, housing crisis in NZ, and Child Poverty. You will investigate how individuals, communities, and societies respond to change and how ideas about society develop over time by examining a campaign that has brought about change. You will participate in personal actions to bring about change. In the past, students have chosen issues such as changing the school uniform, providing sun-smart options at school, improving the car drop-off/pick up areas, and school recycling. This course is driven by what you are passionate about.

ASSESSMENT:

Internal and External Standards.

SPECIFIC COSTS:

None

TEACHER IN CHARGE:

Mrs Leamy

Tikanga Maori

Students have the option of studying Te Reo Māori or Te Reo Rangatira at senior level. Both these courses provide students with the opportunity to engage in conversational settings within an Māori speaking environment. Students will experience cultural events internally and externally that will enhance their knowledge and understanding of the Māori culture.

Special Events

Students will get the opportunity to perform kapa haka at regional and national level or non -competitive. Manu Kōrero at regional and national level are held annually. Kapa haka credits are also available.

NCEA

NCEA Tikanga Maori offers Te Reo Maori, Tikanga Maori and Maori Performing Arts at Levels 1, 2 and 3.

Course Endorsement

Course endorsement provides recognition for students who perform exceptionally well. Students can gain a course endorsement at Merit or Excellence if they complete two internally assessed and externally assessed assessments at that a Merit or Excellence level.

Links to Careers in:

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Tikanga Maori L1 Code: TREO1

ENTRY REQUIREMENTS:

Have a basic understanding of Te Reo Maori and Maori Performing Arts or completed a Year 9 or Year 10 language course.

COURSE DESCRIPTION:

By the end of the course year, students would have completed Unit Standards and Achievement Standards in Te Reo Maori and Maori Performing Arts. They will be able to read, write, listen and converse in Te Reo Maori and perform Maori Performing Arts items at Level 1

ASSESSMENT:

Students will complete internally and externally assessed assessments for Te Reo Maori and Maori Performing Arts. There are opportunities to complete practice exams to prepare for the end of year external examinations.

SPECIFIC COSTS:

Course fee is set at $40. This covers activities that occur

throughout the year and also a course booklet. Other costs may be required for other activities throughout the year (e.g Marae noho).

TEACHER IN CHARGE:

Ms Wainohu


ENTRY REQUIREMENTS:

Have a good understanding of Te Reo Maori and Maori Performing Arts, or completed the Level 1 NCEA Te Reo Maori

course or the Tikanga Maori Level 1 course.

COURSE DESCRIPTION:

By the end of the course year, students would have completed Unit Standards and Achievement Standards in Te Reo Maori and Maori Performing Arts. They will be able to read, write, listen and converse in Te Reo Maori and perform Maori Performing Arts items at Level 2.

ASSESSMENT:

Students will complete internally and externally assessed assessments for Te Reo Maori and Maori Performing Arts. There are opportunities to complete practice exams to prepare for the end of year external examinations.

SPECIFIC COSTS:



TEACHER IN CHARGE:

Ms Wainohu


ENTRY REQUIREMENTS:

Have a very good understanding of Te Reo Maori and Maori Performing Arts or completed the Level 2 NCEA Te Reo Maori course or the Tikanga Maori Level 2 course.

U.E. Approved Subject – Yes (both Te Reo Māori and Te Reo Rangatira

COURSE DESCRIPTION:

By the end of the course year, students would have completed Unit Standards and Achievement Standards in Te Reo Maori and perform Maori Performing Arts items at Level 3.

ASSESSMENT:

Students will complete internally and externally assessed

assessments for Te Reo Maori and Maori Performing Arts. There are opportunities to complete practice exams to prepare for the end of year external examinations.

SCHOLARSHIPS: These are available.

SPECIFIC COSTS:



TEACHER IN CHARGE:

Ms Wainohu

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Visual Art & Media

Visual Art & Media students are given the opportunity to explore the world around them through a range of visual media including but not limited to: Drawing, Painting, Printmaking, Photography, Art History, Film and Design. Students will be expected to think laterally and use their imaginations to express and develop their artistic ideas. Successful Visual Art & Media students are those that have a good work ethic, good time management, and enjoy making art that they can be proud of.

Reasons for studying Visual Art: Beyond developing their artistic and visual communication skills, students develop visual literacy skills and engage regularly in using their imagination. Risk taking while learning new techniques is encouraged. Problem solving and critical thinking skills are essential tools used in every art lesson. Students are encouraged to ask questions, consider a wide range of possibilities and develop and build upon their ideas in

a meaningful way. All of these skills are essential life skills that will serve them well in their future, no matter what career path they choose.

Links to Careers: Careers within the wider Visual Arts & Media Industry could include: Art Director, Advertising, Photographer, Designer, Animator, Film Director or Producer, Public Relations work, Marketing, Gallery Curator, Museum

work, Illustrator, Self-employed artist, Visual Arts Teacher – secondary or tertiary, Web Designer, Journalism, Documentary Film, Motion Graphics, Medical Photography, Visual Data Artist, Architect, Fashion or Fabric Designer etc.

Art Theory L2 & L3 Code: VART2/VART3

ENTRY REQUIREMENTS: Students should have completed Level One Visual Art. If this is not the case special admission to Level Two or Three NCEA Art Theory can be sought by approaching Mrs Moss to

discuss your prior knowledge and work ethic.

COURSE DESCRIPTION: This course sits within the multi-level Senior Visual Arts classes. To select this course, choose VART2/VART3' from the subject choice list. It is totally internally assessed. It has no exams and includes Achievement Standards from Media Studies, Art History and Visual Art Subjects. It is a course for students who like or appreciate Art or Art History or who are interested in Journalism. If you enjoy a more academic program where writing about artworks for an

audience is the main focus, then this course is for you.

Students have the option of following two main pathways within this course. Either a more journalistic approach that explores not only writing about artworks, art movements and or artists that they are interested in, but also investigating publishing of stories.

The other pathway is more about critiquing artworks, sharing ideas and opinions about artists and their artworks. Exploring the media the artists use, the process in which they make their art and the meanings behind the art works.

This course would be appropriate for students who fall into the following categories:

You really like Art but may not have time or the skills to produce practical artwork of your own.

You may be quite serious about following a creative pathway for your future career and you need to back up your practical skills with some written theory.

You may have a study plan to take a General Bachelor of Arts at University with later aspirations of Museum Studies at Post Grad Level. This would enable you to work in Art galleries and museums in the future.

ASSESSMENT:

This course is quite self-directed with students working to a unique program that is agreed upon by themselves and Mrs Moss at the beginning of the year. Students can gain between 12 – 24 credits depending on the achievement standards and study pathway chosen by the student.

SPECIFIC COSTS:

None

TEACHER IN CHARGE: Mrs Moss

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Practical Art L1 Code: VART1

ENTRY REQUIREMENTS: Students should have completed Year 10 Visual Art. If this is not the case special admission to Level One NCEA Visual Art can be sought by approaching Mrs Moss to discuss your skill level and work ethic.

COURSE DESCRIPTION:

Level One Visual Art is based around students experimenting and creating artwork using a range of media and/or Art Theory based work. Students will be required to explore and use a range of media, however, this is very much the year when students begin to focus on one or two art forms they enjoy and work to their own strengths and interest areas. Students will be expected to generate artwork and develop their ideas through a series of smaller bodies of work in the first part of the year. This will focus on learning new art making techniques and skills, while investigating how other artists do this. The second half of the year will be focused on the folio, which is a large body of work and worth 12 NCEA credits.

ASSESSMENT: Students will have the opportunity to gain 22 Level One Credits during this course. This will be made up of 1 x 4 credit and 1 x 6 credit internal assessments that are internally assessed and 1 x folio worth 12 credits that is externally assessed. Subject endorsements can be gained on this course.

SPECIFIC COSTS:

Students are expected to provide their own A3 Visual Diary, A3 Clear File, drawing pencils, eraser, and camera if students are opting for photography options. Students are also expected to provide for themselves a range of art making materials such as paints and paper at home to complete set homework. Mrs Moss can assist with advice on this and keeping your costs down. All other materials will be provided. Digital Art students who are wishing to work on computers it would be an advantage but IS NOT ESSENTIAL to have your own laptop or desktop computer at home with CS5 or higher, so that you can complete work at home.



ENTRY REQUIREMENTS:

Students should have completed Level One NCEA Visual Art. If this is not the case special admission to Level Two NCEA Visual Art can be sought by approaching Mrs Moss to discuss your skill level and work ethic.

COURSE DESCRIPTION:

Level Two Visual Art is very subject specific and specialized. Students may choose to complete a whole class in either Painting, Photography, Design, Printmaking or Art Theory. It is possible for students to take more than one subject across two lines if they are wanting to follow a creative career path.

Students will be expected to generate artwork and develop their ideas through a series of smaller bodies of work in the first part of the year. This will focus on building up techniques and skills while investigating how other artists do this. The second half of the year will be focused on the folio, which is a large body of work and worth 12 NCEA credits.

ASSESSMENT: Students will have the opportunity to gain 24 Level Two

Credits in either of the following subjects, e.g. Photo Design, Print, or Paint. This will be made up of 3 x 4 credit internal assessments that are internally assessed and 1 x folio worth 12 credits that is externally assessed.

SPECIFIC COSTS:

Students are expected to provide their own A3 Visual Diary, A3 Clear File, drawing pencils and eraser. Students are also expected to provide for themselves a range of art

making materials such as paints and paper at home to complete set homework. Photography students should have a camera. Mrs Moss can assist with advice on this to keep your costs down. All other materials will be provided. Digital students are expected to print their own folios at the end of the year, at a cost of $17 per panel.



ENTRY REQUIREMENTS: Students should have completed Level Two NCEA Visual Art. If this is not the case special admission to Level Three NCEA Visual Art can be sought by approaching Mrs Moss to discuss your skill level and work ethic.

COURSE DESCRIPTION:

Level Three Visual Art is very subject specific and specialized. Students may choose to complete a whole class in the following: Painting, Printmaking, Photography or Design or Art Theory. It is possible for students to take more than one subject across two lines if they are wanting to follow a creative career path.

ASSESSMENT:

Students will have the opportunity to gain 26 Level Two Credits either of the following subjects, e.g. Photography, Painting, Printmaking or Design.

This will be made up of 3 x 4 credit internal assessments

that are internally assessed and 1 x folio worth 12 credits that is externally assessed.

SPECIFIC COSTS:

Students are expected to provide their own A3 Visual Diary, A3 Clear File, drawing pencils, and eraser. Students are also expected to provide for themselves a range of art making materials such as paints and paper at home to complete set homework. Students taking photography should have their own camera.

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Practical Art L3 Continued…. Code: VART3

COURSE DESCRIPTION Continued: Students will be expected to generate artwork and develop their ideas through a series of smaller bodies of work in the first part of the year. This will focus on building up techniques and skills while investigating how other artists do this. The second half of the year will be focused on the folio, which is a large body of work and worth 12 NCEA credits. For those wishing to pursue Tertiary education Mrs Moss will also assist you with preparation of portfolios for your Tertiary Study Applications in late September early October.

SPECIFIC COSTS Continued: Mrs Moss can assist with advice on this to keep your costs down. All other materials will be provided. Digital students are expected to print their own folios at the end of the year, at a cost of $17 per panel.


Gateway and Trades Academies (Years 12 and 13)

Trades Academies – U-Skills (Based at UCOL) and

PITA ( Primary Industry Training Academy) CODE: U-SKILLS/PITA

U-Skills is the perfect programme to gain credits while finding out what you love. Senior Secondary School students attend UCOL one day per week during Terms 1, 2 and 3 while working towards NCEA Level 2 or 3 and gain industry credits to set them up for the career of their choice.

U-Skills has a unique enrolment process that is different from the UCOL's standard application form.

Advice & Guidance

U-Skills offers secondary school students a range of opportunities. To participate in U-Skills you must show a keen interest in the area of choice. Students may be asked to attend an interview to assess their suitability for

the programme chosen.

All students must also gain school endorsement from their secondary school to attend. U-Skills students must be enrolled at school and actively working towards NCEA.

U-Skills will give you the opportunity to develop core skills in the area you select. The credits gained will be attributed to your NCEA and provide you with knowledge to staircase into further study or employment.

Possible Courses:

Applied Technology

Automotive Panel and Paint

Business Enterprise

Farm Animal/Vet Nursing

Graphics

Hair and Beauty

Health

Mechanical Engineering

Office Administration

Key Points One day per week for approximately

three terms. Work placement or additional days of

attendance and block courses during the school holidays.

Students may gain 25 credits or more at level two or three.

Practical hands on, project based learning.

It becomes one of your options if you are accepted (but you cannot put it down until this has happened).

You may have to attend an interview with a parent or guardian to gain a place.

Your application for U-Skills is done directly with UCOL but requires school support to be accepted. There are options under all the vocational pathways including (in 2016) Applied

Technology and Design, Hospitality, Retail, Mechanical Engineering and Hair and Beauty

PITA involves one day on farm every week with a PITA tutor receiving practical and theory tuition. Contact Mrs Robinson for more information

Gateway (Years 12 and 13) CODE: GATE

Gateway is a Government initiative funded by the Tertiary Education Commission (TEC). It offers up to 12 students at St Peter’s College in Year 12 and 13, the opportunity to experience structured workplace learning where they can achieve Credits at Level 1, 2 and 3. Students from the College have been placed in a number of industries in the past including: Travel and Tourism, Hairdressing, Broadcasting, Retail, Secretarial, Agriculture, Pre-Nursing, Construction, Beauty Therapy, Fisheries and Hospitality. Discussion with the Careers Department is necessary for both Trades Academies/PITA and Gateway.

Documents

Senior Pathways Planner 2018 Tuesday 21st July … · L1 Digital Technology Electronics and Robotics..... 18 L2 Digital Technology Electronics and Robotics..... 18 L3 Digital Technology