Auckland Grammar School Private Bag 99930, Newmarket Auckland 1149, New Zealand ags.school.nz Stay Connected. Follow Grammar. You Tube COURSE HANDBOOK...
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Auckland Grammar School Private Bag 99930, Newmarket Auckland 1149, New Zealand ags.school.nz Stay Connected. Follow Grammar. You Tube
COURSE HANDBOOK COVERING FORMS 4-7 2016
CONTENTS Introduction by the Headmaster, Mr T O’Connor......................................................................................................................... 3 Goals of Auckland Grammar School.......................................................................................................................................... 4 Options Choices for 2016........................................................................................................................................................ 5 Curriculum Flow Charts........................................................................................................................................................... 8 Senior Subjects for 2016......................................................................................................................................................... 9 General Guidelines for Choosing Options .................................................................................................................................10 Qualification Pathways.......................................................................................................................................................... 11 –
Introduction............................................................................................................................................................ 11
–
National Qualifications.............................................................................................................................................. 11
–
International Qualifications........................................................................................................................................ 12
–
The Dual Pathway.................................................................................................................................................... 14
–
Passing Form 5 and Form 6....................................................................................................................................... 15
–
Course Planning....................................................................................................................................................... 15
–
University Entrance ................................................................................................................................................. 21
Where Will My Subjects Take Me?.......................................................................................................................................... 23 Curriculum subjects............................................................................................................................................................... 26 Accounting Business Studies..................................................................................................................................... 26 Accounting............................................................................................................................................................. 26 Art/Design Graphics ................................................................................................................................................ 27 Biology................................................................................................................................................................... 28 Business Studies...................................................................................................................................................... 30 Career Studies......................................................................................................................................................... 32 Chemistry............................................................................................................................................................... 33 Classical Studies...................................................................................................................................................... 36 Design.................................................................................................................................................................... 38 Economics Business Studies...................................................................................................................................... 39 Economics ............................................................................................................................................................. 39 English .................................................................................................................................................................. 41 ESOL..................................................................................................................................................................... 43 French ................................................................................................................................................................... 44 Geography ............................................................................................................................................................. 45 AS Global Perspectives ............................................................................................................................................ 47 Graphics ................................................................................................................................................................ 47 History .................................................................................................................................................................. 49 History of Art ......................................................................................................................................................... 52 Japanese ............................................................................................................................................................... 53 Latin ..................................................................................................................................................................... 55 Mathematics .......................................................................................................................................................... 56 Media Studies ........................................................................................................................................................ 61 Music .................................................................................................................................................................... 62 Painting ................................................................................................................................................................ 64 Photography........................................................................................................................................................... 65 Physical Education .................................................................................................................................................. 66 Physics .................................................................................................................................................................. 69 Printmaking ............................................................................................................................................................ 71 Science ................................................................................................................................................................. 71 Social Studies ........................................................................................................................................................ 73 Spanish ................................................................................................................................................................. 74 Technology ............................................................................................................................................................ 75 Visual Art .............................................................................................................................................................. 78 Core Minor Subjects ............................................................................................................................................................. 80 General Music ........................................................................................................................................................ 80 Health ................................................................................................................................................................... 80 Physical Education .................................................................................................................................................. 80 Form Levels......................................................................................................................................................................... 81 Special Programmes ............................................................................................................................................................. 82 Subjects Required for University Courses ................................................................................................................................ 83 University of Auckland Entrance Requirements ....................................................................................................................... 84 University of Auckland Conjoint Degrees ................................................................................................................ ................ 86 Staircase Courses ................................................................................................................................................................ 87 Careers Programmes for Senior Boys ............................................................................................................................. 88
Page 2 - Course Handbook 2016 F 4-7
HEADMASTER’S INTRODUCTION Dear Parents This Course Handbook is intended to help parents and their sons make wise and informed decisions as they progress through the School. While such a handbook cannot be totally comprehensive, there is sufficient information to stimulate discussion, and to encourage boys to seek more detail from Heads of Department or the Careers and Transition Department, should that be necessary. We feel that this booklet is particularly useful in the current context of educational change. General enquiries regarding curriculum matters may be addressed in the first instance to Mr M Vella, Associate Headmaster or Mr Damian Watson, Deputy Headmaster. 2002 marked the beginning of a new era in secondary school qualifications in New Zealand and at Auckland Grammar School. From 2002 the National Certificate of Educational Achievement progressively replaced the then existing set of national qualifications provided by the New Zealand Qualifications Authority (NZQA). During the same period Auckland Grammar School also began introducing international qualifications provided by Cambridge International Examinations (CIE). 2005 saw the final phase of implementation for both qualification systems with the introduction of NCEA Level 3 and A-Levels at Year 13. The Dual Qualifications Pathway is now firmly established, having operated successfully for a decade. All students in this year’s Forms Five and Six have been briefed about external qualifications and have received a booklet outlining the Dual Qualifications Pathway. More information about national and international qualifications is available on pages 11 to 14 of this guide. I sincerely hope you find the handbook informative as your sons look ahead and plan their future study and careers.
Yours sincerely Tim O’Connor Headmaster Tim O’Connor Headmaster
Course Handbook 2016 F 4-7 - Page 3
AUCKLAND GRAMMAR SCHOOL - SCHOOL GOALS •
To enable students to achieve a standard of literacy and numeracy comparable to the best international standards.
• To provide a curriculum which in all disciplines will consist of content that is both substantial and rigorous. • To encourage students to reach their maximum potential by competition and co-operation with their peers and for this purpose to use academic streaming, form by form. • To inspire in students a love of learning and respect for knowledge in a wide variety of disciplines. • To enable students to master skills required to acquire and apply knowledge. • To teach students the value of hard work and the importance of healthy competition. • To require students in Forms Three and Four to study a major core of subjects consisting of English, Mathematics, Social Studies, Science, Languages and a minor core of Physical Education, Music, Art and Technology. No major core subject will consist of a course of less than one year’s duration. • To measure student performance by competitive internal examinations three times a year and external examinations at senior levels. • To encourage participation and interest in cultural activities and pursuits which lead to physical fitness and good health. • To provide school rules requiring a high standard of conduct from students in the interests of creating and maintaining a well-disciplined learning environment for all. • To develop in students self discipline, resourcefulness, adaptability, creativity, honesty, courtesy, self-reliance, healthy self-esteem, pride in personal appearance, public spirit and other personal qualities, and to aim to use these virtues for the good of the School and of society at large. • To promote attitudes and behaviour reflecting a core of values supported by the school and community, including: - the encouragement and reward of effort and achievement - the pursuit of excellence in all personal and group endeavours - the importance of fulfilling commitments - the acceptance of lawful and just authority - respect for and participation in the democratic process - the balancing of self-interest with concern and tolerance for others, their cultures and beliefs. • To develop in students sensitivity towards and acceptance of the rights of others in our culturally diverse society. • To appoint staff of the highest calibre, who are dedicated to excellence in classroom teaching, to continual enhancement of their subject expertise and to full participation in co-curricular activities. • To provide hostel accommodation for selected students from a wide variety of schools outside the Auckland metropolitan area, giving these students the opportunity to study at Auckland Grammar School. • To promote these objectives for mutual benefit through contact and association with organisations in the community such as the University, Old Boys and Friends of the School. Page 4 - Course Handbook 2016 F 4-7
Auckland Grammar School Senior Option Choices for 20166 Form 5 / Year 11 Students may take: - GRA or PRO, but not both - a maximum of 2 of ACC, BUS and ECO - either SCI or SCZ or a maximum of 2 of BIO, CHEM and PHY
Option
5A TO 5I
5J to 5P 1
Form 6 Students may take: - TEC or TEC(F), but not both - a maximum of 2 of DES, PTG and PHO - a maximum of 2 of ACC, BUS and ECO NCEA Level 2
ENG / ESOL
MAT / 6MAT*
ACC / BIO / CAS / GEO / HIS /JAP / PED /
Advanced Subsidiary (AS)
ENG / A2 MAT
PRO /SCI 2
BUS / CHE / FRE / GEO / SCI / SPA / VIS
3
ACC / ECO / GRA / HIS / PHY / PRO / SCI / VIS
4
ENG / ESOL
5
Notes
ACC / BIO / BUS / DES / ECO / GEO / JAP /LAT / PED / PHY / PTG / SPA CHE / CLS / ECO / FRE / GEO / HIS / JAP MUS /PHO/ TEC(F)
ACC / BIO / BUS / ECO / FRE / GEO / GRA or PRO ACC / BIO / DES / GRA / HIS / JAP /PED / or SYS / HIS / JAP /LAT / MUS / SPA PHY / TEC
MAT
*
Students may only opt to do 6MAT if they are doing a Form 5 course in this subject in 2015.
+
Students wishing to take Triple Science must select this subject in BOTH option lines 2 and 4.
Subject Codes Accounting/Business Studies
ECO
Economics
JAP
Japanese
PRO
Product Design
Accounting
EBS
Economics/Bus Studies
LAT
Latin
PTG
Painting
Art/Design Graphics
ENG
English
MAT
SCI
Combined Science
AHI
History of Art
ESOL English Second Language
MWC Maths with Calculus
SCZ
BIO
Biology
FRE
French
MWS Maths with Statistics
SOC
Social Studies
Business Studies
GRA
Graphics/Graphic Products
MUS Music
SPA
Spanish
Career Studies
GEO
Geography
PED
Physical Education
SYS
Systems Control
History
PHO
Photography
TEC
Technology
Physics
dABS
HankACC boo AGR
BUS
CAS 1 F CHE 4-7 CLS Page
DES
5
ENG ACC / BUS / FRE / JAP / LAT / PHY / SCZ+ / VIS
Cours e
201
AHI / CAS / GEO / HIS / MAT / 5MAT
CHE / GEO / HIS / JAP / PED / SCZ+ / SPA / VIS
Chemistry
HIS
Classical Studies
HIS(US)
History (USA)
PHY
Design
HIS(NZ)
History (NZ)
PRI
Mathematics
Printmaking
Triple Science
TEC(F) Furniture Making
VIS
Visual Art
CLS / ENG (6A & 6B) / GEO / HIS / MAT / PED ACC / BIO / BUS / CHE / ECO / GEO / PHY PHO/PTG CHE / CLS / DES / ECO / FRE / HIS / MUS PED / PHY / SPA ACC / BIO / CHE / DES / GEO / GRA / HIS / PHY / PRO
Auckland Grammar School
P a
Senior Option Choices for 20166
g e 6 - Option
Han dbo o1k
201 2
Form 7 Students may take: - a maximum of 2 of DES, PTG, PHO and PRI - a maximum of 2 of ACC, BUS and ECO - MAG or MAA but not both; STA only if together with MAA
Form 6 Students may take: - TEC or TEC(F), but not both - a maximum of 2 of DES, PTG and PHO - a maximum of 2 of ACC, BUS and ECO
Form 6 Advanced Subsidiary (AS)
NCEA Level 2
A2
NCEA Level 3 AHI / BIO / DES / ECO / GEO
ENG / A2 MAT
BUX / ECO / LAT / MUS
BIO / ECO / GEO / PHY
CLS / ENG (6A & 6B) / GEO / HIS / MAT / PED
GPR / JAP
CLS / ECO / ENG / GEO / HIS / MUS / PHO
CLS / ECO / ENG / ESOL / GEO / HIS / JAP / PHO / STA
ENG / ESOL
AHI / CAS / GEO / HIS / MAT / 5MAT
Form 7 Advanced Subsidiary (AS)
MUS / PHY / TEC or TEC (F)
1 F3 4-7
ACC / BIO / BUS / DES / ECO / GEO / JAP / LAT / PED / PHY / PTG / SPA
ACC / BIO / BUS / CHE / ECO / GEO / PHY PHO / PTG
GPR / LAT / SPA
MAT / PRI / SPA
ACC / CAS / ESS / GEO / HIS / MAA / MAG / PRI / SPA
4
CHE / CLS / ECO / FRE / GEO / HIS / JAP / MUS / PHO / TEC(F)
CHE / CLS / DES / ECO / FRE / HIS / MUS / PED / PHY / SPA
FRE / JAP
ACC / BIO / DES / FRE / GRA / HIS / PED / PRO
ACC / BIO / FRE / GRA / HIS / JAP / MAG / PED / SPA
5
ACC / BIO / DES / GRA / HIS / JAP / PED / PHY / TEC
ACC / BIO / CHE / DES / GEO / GRA / HIS / PHY / PRO
BUS / CHE / ENG / PTG
BUS / CHE / CLS / ENG / MAG / MDS / PTG
*
6A-6B may select: Form 6 AS subjects; Form 7 A2 Mathematics; Form 7 AS subjects (with one exception, AS Global Perspectives & Research.
*
6C - 6J must select Form 6 AS subjects (where available); you may select one IGCSE subject in option lines 2, 4 or 5.
*
6C1 - 6H1 must select NCEA Level 2 subjects.
*
7A - 7J must select four subjects from Form 7 A2, Form 7 AS, and Form 6 AS subjects. In addition, they may select AS Global Perspectives and Research instead of Study in option line 2 or 3.
*
7C1 - 7F1 must select five NCEA Level 3 subjects. Subject Codes ABS
Accounting/Business Studies
ESS
Earth & Space Science
MAT
Mathematics
SCI
ACC
Accounting
ENG
English
MAA
Mathematics Advancing
AGR
Art/Design Graphics
ESOL
English Second Language
SCZ
MAG
Mathematics General
French
SOC
Social Studies
MDS
Media Studies
SPA
Spanish
STA
Statistics
AHI
History Of Art
FRE
BIO
Biology
GPR
Global Perspectives & Research
MUS
Music
GRA
Graphics/Graphic Products
PED
Physical Education
BUS
Business Studies
CAS
Career Studies
GEO
Geography
PHO
Photography
CHE
Chemistry
HIS
History
PHY
Physics
CLS
Classical Studies
HIS(US)
History (USA)
PRI
DES
Design
HIS(NZ)
History (NZ)
PRO
Product Design
ECO
Economics
Painting
Economics/Bus Studies
Japanese Latin
PTG
EBS
JAP LAT
Printmaking
Combined Science Triple Science
TEC Technology TEC(F) Furniture Making VIS Visual Art
Auckland Grammar School Form 4 Option Choices for 20166 Option
Forms 4I to 4P
Forms 4C to 4H
Forms 4A and 4B
All Form 4 take 1. ENG, 2. MAT, 3. SCI, 4. SOC ABS / AGR / ESOL / FRE / GRA / JAP /
5
LAT / MUS / SPA / TEC / VIS
ABS / AGR / EBS / FRE / GRA / JAP / LAT / MUS / SPA / TEC / VIS
ABS / AGR / EBS / GRA / LAT / MUS / SPA / TEC / VIS
FRE / GRA / JAP / LAT / SPA
FRE / GRA / LAT / JAP / SPA
6
Subject Codes ABS
Accounting/Business Studies
ECO
Economics
JAP
Japanese
PTG
Painting
ACC
Accounting
EBS
Economics/Bus Studies
LAT
Latin
SCI
Science
AGR
Art/Design Graphics
ENG
English
MAT
Mathematics
SCZ
Triple Science
English Second Language
MWC
Maths with Calculus
SOC
Social Studies
AHI
History of Art
BIO
Biology
FRE
French
MWS
Maths with Statistics
SPA
Spanish
BUS
Business Studies
GRA
Graphics/Graphic Products
MUS
Music
TEC
Technology
CAS
Career Studies
GEO
Geography
PED
Physical Education
CHE
Chemistry
HIS
History
PHO
Photography
History (USA)
PHY
Physics
History (NZ)
PRO
Product Design
Course
Handbo CLS ok DES
201 1 F 4-7 Page 7
ESOL
Classical Studies Design
HIS(US) HIS(NZ)
TEC(F) VIS
Furniture Making Visual Art
CURRICULUM FLOW CHART Subject Availability Form 3
Form 4
Form 5
Form 6
Form 7
English
English
English
English
English Media Studies (NCEA only)
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Science
Science
Combined Science Triple Science Chemistry Physics Biology
Lead onto any Form 6 Specialist Science Chemistry Physics Biology
Chemistry
Earth & Space Science (NCEA only)
Physics Biology
Social Studies
Social Studies
Geography History
Geography History
Geography History
Latin (Compulsory for 3A to 3G)
Latin
Latin
Latin
Latin
Classical Studies
Classical Studies
French
French
French
French
French
Japanese
Japanese
Japanese
Japanese
Japanese
Spanish
Spanish
Spanish
Spanish
Spanish
Visual Art
Visual Art
Visual Art
1 or 2 options chosen from: - Design - Painting - Photography
1 or 2 options chosen from: - Design - Painting - Photography - Printmaking History of Art
Technology
Art/Design Graphics Graphics
Graphics
Graphics
Graphics
Technology
Technology Systems and Control Product Design
Technology
Technology
Product Design
Product Design
Physical Education
Physical Education
Physical Education
Music
Music
Music
Music
Accounting Bus. Studies
Accounting Business Studies
Accounting Business Studies
Accounting Business Studies
Economics Bus. Studies
Economics Business Studies
Economics Business Studies
Economics Business Studies
Physical Education
Physical Education/ Health
General Music
General Music
Outdoor Education Global Perspectives & Research (CIE only)
Page 8 - Course Handbook 2016 F 4-7
CURRICULUM OVERVIEW The following senior subjects will be offered conditional on sufficient student numbers Year 11 Level 1 NCEA
IGCSE
Year 12 Level 2 NCEA
AS
Level 3 NCEA
x
√
√
√
x
√
√
Business Studies
x
√
√
Career Studies
√
Chemistry
x
√
√
√
Accounting Biology
√
√
√
√
√
√
√
√
√
Classical Studies Combined Science
A2
√
Year 13 AS √ AS
Design
√
√
√
√
√
√
√
√
√
√
√
√
√
√
x √
Earth & Space Science
√
√
√ √
x
Economics
x
√
√
√
√
√
√
English
√
√
√
√
√
√
√
ESOL
√
x
√
French
x
√
√
√
√
√
√
Geography
√
√
√
√
√
√
√
√
x
x
√
√
√
√
√
√
x
√
√
√
√
√
√
√
Global Perspectives & Research Graphics/Graphic Products History History of Art
√
x
Japanese
√
√
√
Latin
√
x
√
Mathematics
√
√
√
√
√
√
√
√
√
√
√
Mathematics Advancing
√
√
Mathematics General
√
√
Mathematics Statistics
√
Media Studies
x
Music
x
Course Handbook 2016 F 4- Page 9
x
x
√
x
x
√
√
√
√
√
Painting
√
√
√
√
√
Photography
√
√
√
√
√
√
Physical Education
√
√
√
√
√
√
√
Physics
x
√
√
√
√
√
√
√
√
√
x
√
√
√
√
√
√
x
√
√
√
√
√
√
Printmaking Spanish Technology/Product Design
x
√
Triple Science Visual Art
x
Key: √ Syllabus/qualification available and on offer
√
x Syllabus/qualification available but not on offer
Syllabus / qualification not available
GENERAL GUIDELINES FOR CHOOSING OPTIONS •
Take care over making your choice. Discuss it carefully with your masters and parents. Talk to people who can assist you. Careers staff can help you while subject teachers can also help. Do not choose a subject because your friends are taking it - choose subjects based on your requirements.
•
Be realistic about your abilities. Generally it is not advisable to continue with a subject if you are not achieving sound results at your current level of study.
•
Select subjects that you enjoy and in which you expect to succeed. Entry to Form 6 and Form 7 and to tertiary courses will depend upon the grades you gain.
•
If you wish to pursue particular careers or tertiary qualifications, find out the secondary qualifications that you will need for entry and the subjects that you need to study. Qualifications and careers advice is available from the Careers Department.
•
The following is a useful formula to use to help determine your course choice: Ability + Interest + Career = Course Choice Other than students in the two accelerate classes, every student in Form 5 must sit IGCSE and/ or Level 1 NCEA examinations, and every student in Form 6 must sit either AS or Level 2 NCEA examinations. Every student in Form 7 must sit either AS/A Level or Level 3 NCEA examinations. It may be possible to study a subject at a level above or below your own form level. For example, a student repeating Form 6, who gained good NCEA grades in Design might be allowed to study Form 7 Design provided this fits on the timetable. A Form 6 student with very poor Mathematics grades might be permitted to repeat Form 5 Mathematics, again provided this fits. Permission for ‘multi-level’ study must be obtained from your Dean.
•
Plan your course ahead. Ensure that the particular combination of subjects you wish to take is available under the present option structure for each of the remaining years you will be at school. Do not choose to do two subjects which only appear on the same option line at a later stage.
•
Accounting, Art History, Business Studies, Classical Studies, Earth & Space Science, Economics, Geography, History, Media Studies and Visual Arts can be commenced at any level, provided you are able. Other subjects must be started at an earlier level.
•
If you wish to pick up Art subjects in Form 6 or 7, Physical Education in Form 7, or Music at any level, you must first discuss this with the appropriate Head of Department.
•
The Form 4 subject Art/Design Graphics is a combination of Art and Graphics, and is intended to provide the basis for taking both subjects the following year in Form 5. Similarly, Form 4 Economics Business Studies provides the basis for taking IGCSE Economics or Business Studies in Form 5, and Form 4 Accounting Business Studies provides the basis for taking IGCSE Accounting or Business Studies in Form 5.
•
Note that the inclusion of a subject in any option line on this form is not a guarantee that there will actually be a class. Sometimes there are not enough students choosing a subject, or staff available to teach a small group. The option structure is a school policy matter, decided upon by the Headmaster and senior staff, and changed only after much careful thought and debate.
Page 10 - Course Handbook 2016 F 4-7
QUALIFICATION PATHWAYS INTRODUCTION •
Boys entering Year 11 (Form 5) at Auckland Grammar School must realise that for the majority this year is the start of a three year programme which will lead to university entrance and further study in the tertiary sector.
•
Some boys will leave at the end of Year 11 (Form 5) or Year 12 (Form 6) for a variety of courses and reasons, but essentially the Senior School Programme at Auckland Grammar School should be viewed as a three year commitment.
•
The success of Auckland Grammar School boys in external academic exams is well known and we regard it as our first priority to ensure all boys achieve the best exam results of which they are capable.
•
Boys must be prepared to work hard and tackle the requirements of the rigorous, advanced courses on offer; in return we guarantee that we will give all boys the very best in teaching, guidance and support to ensure all boys achieve the highest level of success.
NATIONAL QUALIFICATIONS - NCEA The New Zealand Qualifications Authority (NZQA) provides three senior secondary qualifications: NCEA Level 1, NCEA Level 2, NCEA Level 3 and the NZ Scholarship award: •
NCEA Level 1 - Year 11 / Form 5
•
NCEA Level 2 - Year 12 / Form 6
•
NCEA Level 3 - Year 13 / Form 7
•
NZ Scholarship - Year 13 / Form 7
Important features of NCEA include: •
Each year long course of study of a subject is assessed against five to nine Achievement Standards.
•
All assessment is standards based. - Standards describe what a student knows and can do. - Standards describe the level of work that students need to produce. - Assessment criteria establish the level of performance required for the award of Achieved, Merit or Excellence grades. - Achievement Standards generally have between 1 and 4 assessment criteria.
•
Each Achievement Standard is assessed either internally or externally. - Internal assessment generally involves common tests or assignments. - External assessment usually takes the form of a three hour, end of year examination.
•
Students may successfully meet the Achievement Standards at one of three levels: - Achieved - Achieved with Merit - Achieved with Excellence No marks are allocated.
Course Handbook 2016 F 4-7 - Page 11
QUALIFICATION PATHWAYS •
Each Achievement Standard has a credit value. In most cases each subject will generate a maximum of 24 credits.
•
Typically, a student studying five subjects will be able to gain a maximum of 120 credits.
•
NZQA maintains a Record of Achievement for each student throughout their time at secondary school which records the credits that they gain by passing Achievement Standards. Students can download their Record of Achievement from the NZQA website.
•
Students who achieve 80 credits at a Level are awarded a National Certificate of Educational Achievement. -
To be awarded an NCEA Level 1 Certificate students must have in their 80 credits at least 10 credits in numeracy and 10 credits in literacy. Numeracy credits are gained from Mathematics standards and specified standards in a range of other subjects. Literacy credits are gained from English standards and specified standards in a range of other subjects.
-
A maximum of 20 credits from another level can be combined with 60 credits to earn an NCEA certificate. 20 credits gained at Level 1 can be added to 60 credits gained at Level 2 to earn a Level 2 Certificate and 20 credits gained at Level 2 can be added to 60 credits gained at Level 3 to gain a Level 3 Certificate.
-
Students must achieve the Level 1 literacy and numeracy requirement to be awarded a Level 2 or Level 3 certificate.
-
These certificates show that students have achieved a general level of educational achievement. It is the Record of Achievement that shows exactly what students have achieved in detail.
-
Course Endorsement enables students with strong performances in individual courses (in most cases this means subjects) to gain Excellence or Merit endorsements in those courses. Students will receive an Excellence endorsement for a course if they gain 14 credits at Excellence level, while students gaining 14 credits at Merit (or Merit and Excellence) will gain a Merit endorsement. At least three of the 14 credits must be from internally assessed standards, and three from externally assessed standards.
-
Certificates can be achieved with Merit or Excellence endorsements: for a certificate to be endorsed with Merit, 50 credits at Merit or Excellence will be required; for a certificate to be endorsed with Excellence, 50 credits at Excellence with be required.
•
Unit Standards may also contribute credits towards NCEA. At Auckland Grammar School Unit Standard assessment is currently limited to Year 11-13 Career Studies, Technology: Furniture Making, Year 12 and Year 13 ESOL. There are only two grades available under Unit Standard assessment, Achieved or Not Achieved.
INTERNATIONAL QUALIFICATIONS - CIE University of Cambridge International Examinations (CIE) are administered by the University of Cambridge Local Examinations Syndicate (UCLES). UCLES is one of the world’s leading examining bodies. Established in 1863 it provides examination services in over 160 countries around the world. Each year about two million students sit CIE examinations. Although CIE is based in the United Kingdom, and the structure of the CIE awards is the same as the UK awards, its courses are designed for the international community. Page 12 - Course Handbook 2016 F 4-7
QUALIFICATION PATHWAYS CIE offers three general secondary qualifications: • International General Certificate of Secondary Education (IGCSE) - usually taken in Year 11. • Advanced Subsidiary Level (AS) - usually taken in Year 12. • Advanced Level (A Level) - usually taken in Year 13. CIE courses are generally assessed through external examinations. The different course components of each subject are assessed by separate examination papers, including practical work in the sciences. Students receive grades and percentage marks for each subject. Examinations are held twice a year in May/June and in October/November. Students will generally sit their examinations in the October/November session. In a small number of courses the May/June session will be selected as the more appropriate. CIE qualifications are recognised internationally. They can be used as University Entrance qualifications in New Zealand (see page 22) and overseas. IGCSE •
Provides a foundation for higher level courses, especially AS/A Levels.
•
Subjects are generally studied at Form 5/Year 11. Some subjects are available at Form 6/Year 12.
•
In some IGCSE subjects there are two course levels - Core Curriculum and Extended Curriculum. The extended curriculum offers a more challenging course.
•
The following grades are available: - Extended Curriculum: A*, A, B, C, D, E, F, G (in Mathematics only A* - E grades) - Core Curriculum:
C, D, E, F, G
A ‘G’ grade is regarded as a minimum satisfactory performance against the learning objectives of each subject. AS Levels •
Are the first half of a full A Level (the second half is known as A2) and are generally studied in year 12. Some AS levels, developed by New Zealand schools in conjunction with CIE, are only available as Year 13 courses.
•
Cover the core, foundation aspects of a subject at an advanced level.
•
Are worthwhile, stand-alone qualifications that can be used for tertiary entrance.
•
Five pass grades are awarded: A, B, C, D, E. Marks below these are ungraded.
A Levels (A2) •
An AS Level can be carried through to a full A Level by completing the second half of the syllabus known as A2. (There is no such thing as a separate, stand-alone A2 qualification).
•
A2 courses are available as Year 13 courses and only to students who have already completed AS.
•
A Level syllabuses offer challenging assessments to stretch the most able students.
•
Students who have completed their AS course the previous year have the option of re-sitting the AS exam in their A2 year in order to improve their overall A Level grade.
•
Six pass grades are awarded: A*, A, B, C, D, E. Marks below these are ungraded. Course Handbook 2016 F 4-7 - Page 13
QUALIFICATION PATHWAYS THE DUAL PATHWAY In 2016 NCEA and CIE qualifications will be available from Years 11 to 13. They offer students two pathways to tertiary entrance. •
•
•
Pathway 1
Pathway 2
-
IGCSE/NCEA Level 1 (Year 11)
-
NCEA Level 2 (Year 12)
-
NCEA Level 3 (Year 13)
-
IGCSE (Year 11)
-
AS (Year 12)
-
AS and A2 (Year 13)
In Year 11 students will study an IGCSE based course. Students from 5J-5P will study NCEA Level 1 English. Some will study NCEA Level 1 Mathematics depending on their mathematics ability. Students may also select from a limited range of other NCEA Level 1 courses that are not available as IGCSE subjects.
•
Students commencing Year 12 study must decide which qualification pathway they will pursue through to tertiary entrance. Years 12 and 13 should be regarded as a two year programme.
•
The course planning section that follows provides important information and guidance for students selecting courses for 2016.
The Dual Qualification Pathway in 2016 In 2016 students will be prepared for the following qualifications: •
4A and 4B IGCSE Combined Science and Mathematics.
•
4C
•
5A and 5B AS Mathematics. IGCSE in all other subjects except Japanese and Latin.
•
5C to 5I
IGCSE in all subjects except Japanese and Latin.
•
5J to 5P
IGCSE in all subjects except: English, Career Studies, Japanese and Latin.
•
6A and 6B A2 Mathematics (optional); AS in all other subjects except Latin.
•
6C to 6J
•
6C1 to 6H1 NCEA Level 2.
•
7A to 7I
•
7C1 to 7F1 NCEA Level 3.
IGCSE Combined Science
AS in all subjects except Japanese and Latin. AS and A Levels.
Note: Extremely able Year 12 and 13 students may be invited to also enter NZ Scholarship examinations.
Page 14 - Course Handbook 2016 F 4-7
QUALIFICATION PATHWAYS PASSING FORM 5 AND FORM 6 AT AUCKLAND GRAMMAR SCHOOL In New Zealand there is no official criterion for ‘passing’ Form 5 and Form 6. In fact, schools determine their own entry criteria to Form 6 and Form 7 courses. Auckland Grammar School has never practised social promotion in the senior school. Instead it has set entrance criteria based on student performance in national qualifications, which have generally been awarded on the basis of external examinations. To earn automatic entry to Form 6 in 2016 students must gain the following marks in school examinations and/or IGCSE examinations: Either 225 in 5 subjects Or
200 in 4 subjects
Or
180 in 3 subjects
In order to study a CIE course (AS) students must gain a minimum of 4 C grades in IGCSE. (An aggregrate mark of 60% or higher in school exams will be deemed the equivalent of a C grade for NCEA subjects). The criteria for automatic entry to Form 7 for 2016 are: •
6A - 6J: a weighted, best four subject aggregate of 160 or better in the School examinations and/or AS examinations. In order to study a CIE course in Form 7, students must gain three D grades in their AS exams.
•
6C1 - 6H1: a weighted, best-four subject aggregate of 200 or better in the school examinations and at least 60 credits in NCEA Level 2.
Note: The weighted aggregate is generated by their performance in the three examinations held during the year. The weighting is as follows: Term 1 exam result = 15% of total Term 2 exam result = 35% of total Term 3 exam result = 50% of total Form 6 and 7 class placement will be based on weighted aggregate marks of all subjects. Students were informed of this policy in Term 1.
COURSE PLANNING - YEAR 11 It is important to understand that although Year 11 qualifications are useful signposts of student ability and achievement, they are seldom used by Auckland Grammar School students to gain entry to tertiary education or employment. Year 11 is an important foundation year for senior academic study. From the school’s point of view Year 11 qualifications are important primarily as a formal, external measure of student performance and progress. Qualifications which can be used as ‘tickets’ to tertiary education and employment are gained at Years 12 and 13.
Course Handbook 2016 F 4-7 - Page 15
QUALIFICATION PATHWAYS The programme choice for 2016 is as follows: IGCSE IGCSE IGCSE
5A - 5I English Literature Mathematics Triple Science (covers 2 option slots and incorporates study of Biology, Chemistry and Physics)
Or IGCSE Biology ) Students can IGCSE Chemistry ) choose only IGCSE Physics ) two of these IGCSE Graphic Products IGCSE Music IGCSE Product Design or Systems Control IGCSE Visual Art NCEA Level 1 Latin IGCSE French NCEA Level 1 Japanese IGCSE Spanish IGCSE Accounting IGCSE Business Studies IGCSE Economics IGCSE Geography IGCSE History IGCSE Physical Education
5J - 5P NCEA Level 1 English/ESOL IGCSE Mathematics or NCEA Level 1 Mathematics Either: IGCSE Combined Science Or IGCSE Biology ) Students can IGCSE Chemistry ) choose only IGCSE Physics ) two of these IGCSE Graphic Products IGCSE Music IGCSE Product Design IGCSE Visual Art NCEA Level 1 Latin IGCSE French NCEA Level 1 Japanese IGCSE Spanish IGCSE Accounting IGCSE Business Studies IGCSE Economics IGCSE Geography IGCSE History IGCSE Physical Education NCEA Career Studies
You should carefully consider the following points before selecting your subjects for 2016: •
English and Mathematics are compulsory.
•
You should choose your optional subjects so that they are likely to help you in the future. You need to identify your strengths and interests and think about what you may need in your studies beyond school or in the work force.
•
Your course should be broad-based so that you keep your options open for the future. For this reason you are strongly advised to study Science(s). A number of degree courses (BE, BHSc, BPharm) prefer or require applicants to have full A Levels in one or more science subjects.
•
To qualify to study an AS course in 2017 students must gain a minimum of four C grades in IGCSE subjects.
•
To ensure that students do not choose courses with too narrow a focus, these restrictions apply: -
you may only choose two of Accounting, Business Studies and Economics
-
you may choose Graphic Products or Product Design but not both
-
5A to 5I students may select Triple Science or up to two of Biology, Chemistry and Physics. 5J to 5P students may select Combined Science or up to two of Biology, Chemistry and Physics. NB:Students wishing to study AS Science subjects must take Triple Science or specialist Science subjects (Biology, Chemistry, Physics)
•
You will start to specialise more in Years 12 and 13.
Page 16 - Course Handbook 2016 F 4-7
QUALIFICATION PATHWAYS COURSE PLANNING - YEAR 12 You can either continue with subjects studied earlier or you can choose to add some new ones. You need to seriously consider your future plans for tertiary study and careers. Your academic programme should include courses that you think you will need to gain admission to tertiary courses or for employment (you may need to consult the Careers staff for advice and guidance). There should still be opportunities to include subjects in your course that reflect your strengths or that you enjoy. Most students entering Year 12/ Form 6 are commencing a two year course of study leading to tertiary study. Therefore you need to carefully plan your two year programme for Year 12 and Year 13 and be very clear about which qualification you are aiming for in order to gain tertiary entry. You should choose: either AS subjects or NCEA Level 2 subjects. The only students with a “mixed” course will be those studying a Cambridge AS course who: •
are studying one or two subjects that are not available for AS. They will study an NCEA Level 2 course in these subjects.
•
are weak in English and select NCEA Level 2 English to gain literacy for University Entrance.
To ensure that students do not choose courses with too narrow a focus, these restrictions apply: -
you may choose Technology or Technology Furniture Making, but not both
-
you may only choose two of Accounting, Business Studies and Economics
-
you may only choose two of Design, Painting, and Photography.
Students who are in 5J to 5P in 2015: •
If you do not earn entry to Form 6 you will study a full NCEA Level I course comprised of the following subjects: English, Geography, Mathematics, Physical Education and Science.
•
NCEA is your most appropriate qualifications pathway for 2016 and 2017.
•
If you are motivated and are achieving very good results you may select an AS based course. However, you will need to gain 4 C grades or better in IGCSE exams (an aggregate of 60% or higher in school exams will be deemed the equivalent of a C grade for NCEA subjects). Note: If you are intending to study Mathematics and one or more Science subjects, you need to be achieving B grades or better in your IGCSE subjects if you are to cope with AS level courses.
Students who are in 5A to 5I in 2015: •
You must decide whether you are going to continue on the CIE pathway or change to NCEA Level 2.
•
If you have struggled to cope with IGCSE courses and/or achieve low grades and are not likely to meet the entrance criteria for AS courses, you may want to consider changing to an NCEA course: – if you are achieving at C grade or below (i.e. averaging marks in the 60s) in IGCSE you will find AS study challenging and would be best advised to study NCEA Level 2. – NCEA Level 2 is a ‘stand alone’ qualification. You do not have to complete NCEA Level 1 in order to study NCEA Level 2 subjects; – your IGCSE studies will have prepared you well to cope with NCEA Level 2 study; Course Handbook 2016 F 4-7 - Page 17
QUALIFICATION PATHWAYS – remember, however, that ‘E’ and ‘D’ grades in AS do generate 20 and 30 points respectively towards the 120 points needed for tertiary entrance. • If you decide to study an AS course you will need to carefully consider which subjects you choose: – You will study five subjects; – If you are intending to study Mathematics and one or more Science subjects, you need to be achieving B grades or better in your IGCSE subjects if you are to cope with AS level courses. – You may select one Form 5 IGCSE subject from option lines 2, 4 and 5. This is an opportunity to choose a new subject and broaden your options for future AS study in Year 13; – Japanese and Latin are not available as AS subjects in Year 12. They will be available as Year 13 AS subjects. If they are subjects of interest and strength for you, then you would be advised to study them as NCEA Level 2 courses. – In Year 12 you must achieve a Literacy Standard for university entrance. This is an E grade or better in AS English Literature. If English is one of your weaker subjects your best option may well be to study NCEA Level 2 English (you must gain 5 credits in Reading and 5 credits in Writing for university entrance). – A number of degree courses (BE, BHSc, BPharm) prefer or require applicants to have full A Levels in one or more science subjects. Subjects available in Year 12 for each qualification pathway are as follows: Form 6 (Year 12) CIE AS English Literature Mathematics Art and Design (Design, Painting, Photo.) Graphic Products Music Product Design Accounting Business Studies Economics Geography History (International) Biology Chemistry Physics Classical Studies French Spanish Physical Education
NCEA Level 2 English/ESOL Mathematics Design, Painting, Photography Graphics Music Technology or Tech Furniture Accounting Business Studies Economics Geography History Biology Chemistry Physics Classical Studies French Japanese Latin Spanish Physical Education Career Studies
Note: Students studying CIE subjects may select one Form 5 IGCSE subject from option lines 2, 4 or 5.
Page 18 - Course Handbook 2016 F 4-7
QUALIFICATION PATHWAYS COURSE PLANNING - YEAR 13 This will be your final year at secondary school. Your main academic objective is to ensure that you achieve the qualifications necessary, in the appropriate subjects, to gain entrance to tertiary courses or employment in your chosen field. To ensure that students do not choose courses with too narrow a focus, these restrictions apply: - you may only choose two of Accounting, Business Studies and Economics - you may only choose two of Design, Painting, Photography and Printmaking - you may only study one History subject The sections on this booklet on university entrance, tertiary course availability, and subject pre-requisites are essential reading. You should consult Careers staff, your Dean or the Director of Studies, Mr Vella, if you need further information or advice. Note - If you do not meet the Literacy standard required for tertiary entrance this year, you will have two options to resolve the problem next year: 1.
You can repeat a Year 12 English course;
2.
Gain the credits in designated Level 3 standards that count towards literacy and numeracy;
3.
Special English short-courses will be held at lunchtimes and after school leading to internal assessment against appropriate Reading and Writing standards.
Last year you chose either a predominantly AS course or an NCEA Level 2 course. Accordingly, the information below is divided into two sections. Students who are studying an NCEA Level 2 course in 2015: •
You are strongly advised to complete a full five subject NCEA Level 3 courses: – to meet the common entrance standard for tertiary study you must study at least three Level 3 subjects; – you may choose Mathematics Advancing or Mathematics General, but not both. – Mathematics Statistics can only be taken if you are also choosing to do Mathematics Advancing. – the University of Auckland ranks applicants for admission to all courses on the basis of their best 80 Level 3 credits over a maximum of five subjects. Massey, Otago and Victoria universities also rank students for admission purposes.
•
It is possible to change to a CIE course. However: – you will not be able to study A2 subjects; – you will need to select Form 6 AS and/or Form 7 AS subjects; – you will only be able to meet the common entrance standard for tertiary study as you will not have sufficient subject credits for admission to programmes with limited entry.
Students who are studying a predominantly AS course in 2015: •
You must decide whether you are going to continue on the CIE pathway or change to NCEA Level 3. You will need to gain three D grades in your final AS exams in order to do a CIE course in Form 7.
•
If you have struggled to cope with AS study this year and have achieved low grades you are advised to change to an NCEA course. Course Handbook 2016 F 4-7 - Page 19
QUALIFICATION PATHWAYS – you must achieve a minimum D grade in AS in order to continue on to an A2 course in a subject; – the universities of Auckland, Massey, Otago and Victoria rank applicants for admission purposes on the basis of their best six credit points total (see page 22). Students gaining D and E grades and/or ungraded results will not achieve a competitive entry score. – NCEA Level 3 is a ‘stand alone’ qualification. You do not have to complete NCEA Level 2 in order to study NCEA Level 3 subjects; – your AS studies will have prepared you well to cope with NCEA Level 3 study; – remember, however, the ‘E’ an ‘D’ grades do generate 20 and 30 points respectively to the 120 points needed for tertiary entrance. •
If you decide to complete the CIE pathway you will need to carefully consider which subjects you choose and at what level: – you will study four subjects. In your ‘free’ option line you will attend structured, tutorial periods which will support your study of AS/A2 subjects. Alternatively you can select AS Global Perspectives & Research in option line 2 or 3 (see Course outline on page 47). – you need to carefully consider the advisability of taking AS Global Studies and Research as a fifth subject. You may be best advised to use your free option line for homework and study rather than taking on the extra demands of a fifth subject if: EITHER:
You are heavily involved in a range of co-curricular or extracurricular activties e.g high level sport, community service, leadership activities, Scholarship & Olympiad groups.
AND/OR:
A course including three or four A-level subjects is going to be academically challenging.
– you will have the opportunity to combine learning in depth, by taking A2 subjects, and learning in breadth by taking new AS courses. – you should choose a combination of AS and A2 levels. Be careful not to over-commit yourself. Three or four A2 courses will present a challenging workload and should only be attempted by very able students; – even if you are achieving at D grade level in an AS subject you will find A2 study difficult. You should consider repeating the AS course next year to improve your grade or choose a new AS subject; – achieving good AS grades can produce more points than achieving average results in a full A Level, eg a ‘B’ in AS Classical Studies and a ‘C’ in AS Physical Education earns a total of 90 points, whereas a ‘D’ in A Level Mathematics earns 60 points. – some AS subjects are only available in Year 13 (on following page). Alternatively, you may select new Year 12 AS subjects. Multi-level study is an important feature of the CIE pathway; – in most cases AS levels provide a very good basis for further study at tertiary level. However, a number of degree courses (BE, BHSc, BPharm) prefer or require applicants to have full A Levels in one or more sciences and/or Mathematics. – if you are intending to apply to overseas universities you are advised to complete three A-Levels.
Page 20 - Course Handbook 2016 F 4-7
QUALIFICATION PATHWAYS Subjects available in Year 13 for each qualification pathway are as follows: Form 7 (Year 13) CIE AS / A AS / A English Literature AS / A Mathematics
AS AS AS AS AS
/ / / / /
A A A A A
Accounting Business Studies Economics Geography History
AS / A Biology AS / A Chemistry AS / A Physics AS / A Art and Design (Design, Print, Painting, Photography) AS / A Graphic Products AS History of Art AS / A Music AS / A Product Design AS / A Classical Studies AS / A French AS Japanese AS Latin AS / A Spanish AS / A Physical Education AS Global Perspectives and Research
NCEA Level 3 English/ESOL Media Studies Mathematics Advancing Mathematics General Mathematics Statistics Accounting Business Studies Economics Geography History Biology Chemistry Physics Earth and Space Science Design, Painting, Photography, Printmaking Graphics History of Art Music Technology Classical Studies French Japanese Latin Spanish Physical Education Career Studies
UNIVERSITY ENTRANCE To qualify for university entrance, students must meet three requirements: 1. A numeracy standard 2. A literacy standard 3. A general subject standard. These requirements can be met through either NCEA or CIE qualifications. While students are advised to pursue one qualification pathway or the other, in practice students will be able to qualify for tertiary entrance with a mix of the standards listed above. The requirements for both NCEA and CIE qualifications are shown over the page. In general students are expected to enter university after they have completed Year 13. Universities have entrance procedures in place to admit students who have completed Year 12. These usually require higher grades. Neither the School nor the Universities encourage students to seek provisional entrance. Students cope better with university life and gain higher grades when they have completed a Year 13 course.
Course Handbook 2016 F 4-7- Page 21
QUALIFICATION PATHWAYS The University Entrance Standard Students in Form 6 and 7 in 2016 will gain entrance to university under the standard below:
Standard
NCEA
CIE
Numeracy
• Minimum of 10 credits at Level 1 or higher in Mathematics or specified standards in a range of subjects
• Minimum of grade D in IGCSE Mathematics
• Minimum grade of E in AS English
Literacy
• Minimum of 10 credits at Level 2 or higher in English, or specified standards in a range of subjects: - 5 credits must be in Reading; - 5 credits must be in Writing
General Subjects
• NCEA Level 3 (60 credits) - minimum of 14 credits in three subjects from the approved list
• Minimum of 120 points on the UCAS Tariff*** • Minimum grade of D in at least 3 subjects.
* NQF = National Qualifications Framework/NCEA accounts for Levels 1-3 on the NQF ** With the exception of Career Studies and ESOL, all Level 3 and AS/A2 subjects are on the approved list ***UCAS Tariff = System which converts AS and A Level grades into points. UCAS Tariff:
Grade A* A B C D E
A Level
AS Level
140 120 100 80 60 40
- 60 50 40 30 20
Admission to Limited Entry Courses In 2010, the University of Auckland established limited entry to all degree courses. The selection process is based on the number and standard of credits students have achieved in NCEA, or the UCAS points students have achieved in CIE. Additional criteria for admission to degree programmes at the University of Auckland are listed on pages 84-85 of this booklet. More details can be found on the University of Auckland’s website. Other universities, including Massey, Otago and Victoria, have also introduced limited entry criteria. Points of Note: • Students intending to study at universities outside of Auckland or overseas should find out what the entrance criteria are for selective entry courses, in terms of the levels of qualifications and subjects that are required. CIE students seeking admission to overseas universities are advised to complete three A levels. • Maori and Pacific Island students should note that they may be eligible for the admissions schemes established for them in many facilities and departments. • The University of Auckland has additional requirements for selection into many of its programmes for International Students.
Page 22 - Course Handbook 2016 F 4-7
WHERE WILL MY SUBJECTS TAKE ME? An Overview of Career Destinations with Tertiary Studies in the Subjects Offered at Auckland Grammar School Compiled by the AGS Careers Department with acknowledgement to the University of Canterbury ACCOUNTING: Accounting graduates can enter a variety of fields in business and administration. They may work for chartered accounting firms, government organisations, finance departments of business enterprises, sports and non-profit organisations, banks and financial institutions, or management consultancies. Because of its increasing emphasis on analysing and advising managers and other stakeholders on the financial state of an organisation, accountants are key people in any organisation and as such are well-placed to enter top management roles. To become a chartered accountant requires a 4-year degree qualification at a university or polytechnic. ART & DESIGN: Many Fine Arts and Design students pursue their creative talents full-time as artists in their own right or commercial designers working in applied areas such as graphic design, product design, digital and media design, spatial, landscape or fashion design. The importance of good design principles is being increasingly recognized in industry today as NZ producers move away from mass-market products to niche and value-added production and consumers become more demanding of good visual design in the items they buy. BIOLOGY: For pure Biology there are wide-ranging careers in crown research institutes, government ministries (Conservation, Environment, Agriculture & Forestry, Health) public and private-sector organisations involved in forensic science, fisheries, aquaculture, oceanography, entymology, soil science, veterinary and medical services. There is also an expanding field of work in biosecurity as the need to protect a country’s plant and animal life against imported pests and diseases grows with globalisation. Biology expands at university level into specialised programmes which combine skills and knowledge with other subjects, for example Pharmacology (Biology with Chemistry), Biotechnology and Food Technology (Biology with Physics and Chemistry) Medical Imaging (Biology with Physics), Bioinformatics (Biology with Maths) and Biomedical Engineering (Biology with Physics, Chemistry and Maths). It is also the major contributing science to specialised health courses such as Medicine, Veterinary Science,Physiotherapy, Sport & Exercise Science and Biomedical Science. BUSINESS STUDIES: This can feed comfortably into a variety of business degree specialisations such as Management Studies, Marketing and Finance, and lead to successful careers in financial management, human resources management, information systems marketing and product management. CHEMISTRY: Graduates with a major in Chemistry find career opportunities in New Zealand’s resource-based industries such as energy, forestry, dairy, petrochemicals, aluminium or biotechnology, working in applied technology, research and development, quality control, environmental control and monitoring, forensic science, sales and management. Good career opportunities also exist in the crown research institutes, especially in the areas of materials technology and biotechnology.
Course Handbook 2016 F 4-7- Page 23
WHERE WILL MY SUBJECTS TAKE ME? Chemistry is also a fundamental part of specialised programmes which combine skills and knowledge with other subjects, for example Pharmacology, Biotechnology and Food Technology (where Chemistry combines with Biology and Physics). It also contributes to specialised health courses such as Medicine, Pharmacy, Veterinary Science and Biomedical Science. It is also a major contributing subject (with Physics and Calculus) in Engineering degree courses, particularly Chemical Engineering; in fact Chemistry is a required subject for entry into the Bachelor of Engineering course at the University of Canterbury CLASSICS & LATIN: Classics specialists may be employed in any area of business or government work where appreciation of other cultures is valued; typically in tourism, the media, libraries, museums, heritage or restoration organisations, arts and cultural organisations, teaching, local or central government. Classics students would typically study for a BA and possibly an MA degree. ECONOMICS: Economics can be studied as part of a Business/Commerce or an Arts degree depending on the accent that the student wishes to put on his/her degree. Graduates in the more mathematically-oriented aspects of Economics find good career prospects in economic analysis and forecasting with organisations like Treasury, the Reserve Bank, Statistics NZ, commercial banks, stockbrokers, insurance cmpanies, management consultancies and market research companies. Those with a more social policy-oriented interest tend to work in government policy ministries such as the Ministry of Economic Development, Ministry of Foreign Affairs & Trade, social policy research organisations, city and regional planning, property, secondary or tertiary teaching, market research and export marketing. ENGLISH: A degree in English (typically a BA or MA) can lead on to careers wherever strong communication skills are an asset. These include journalism, creative and critical writing, speechwriting, publishing, the media, recruitment and human resources management, social service agencies, education at all levels, library and information services, central government social policy ministries, local government and, at times, financial market trading. GEOGRAPHY: Many Geography graduates (with either Arts or Science degrees depending on the complementary subjects) find work in resource and urban planning, environmental impact and conservation studies, Geographic Information Systems (GIS) work, market research (using demographic analysis skills), social policy work in government, teaching and planning consultancies. Geographical skills are also an important component in other professional degree courses like Planning, Surveying and Geology. HISTORY: History graduates have a distinctive mix of skills that involve critical analysis of information, awareness of social values and influences, interest in world affairs and politics, and the ability to research and write effectively and persuasively. They may work in diplomacy, broadcasting, journalism, politics, public relations, historical research and archiving, museum curating, heritage protection or teaching. History is also a popular and skill-enhancing subject for Law students to include in their degrees. HISTORY OF ART: Graduates in Art History are employed as curators in art galleries, museums and private collections, and a variety of other employment opportunities exist in media and publishing, design companies, libraries and information services, performing arts organisations, government cultural programmes, advertising and promotions. An Art History major would typically be studied in a Bachelor of Arts degree as opposed to Fine Arts, although the two specialties could make an effective combination.
Course Handbook 2016 F 4-7- Page 24
WHERE WILL MY SUBJECTS TAKE ME? LANGUAGES: Knowledge of languages other than English is useful in the global economy, especially in areas such as the hospitality industry, travel and tourism, export marketing, importing and outsourcing of manufacturing, entertainment and fashion, international finance, foreign diplomacy, interpreting and social work involving migrants and refugees. Information services and teaching also offer strong job prospects for specialists in many popular languages. MATHEMATICS: Mathematicians work in a surprisingly wide range of professions and applied skills. Their skills are employed directly in statistical analysis and research, actuarial work for financial markets and insurance, economic forecasting, operations research in industry, logistical planning and management, computer programming and scientific and medical research. Maths is also an essential ingredient for degree courses in engineering (with Calculus) and surveying (with Geometry/Trigonometry) and features with Biology and Physics in medically-based specialties such as Bioinformatics and Medical Imaging. Mathematicians are also in high demand at all levels of the teaching profession and in all areas of market analysis. MUSIC: Students with musical interests may opt for performance degrees or a more general theory-based degree course as part of an Arts degree. Performance graduates may be orchestra musicians, conductors, composers, sound engineers or producers, music teachers, therapists or critics. Music theory graduates may work in performing arts companies, film and media, entertainment and music promotion, tourism, multimedia or in music-based social programmes. PHYSICAL EDUCATION: Graduates in this field often work in secondary teaching, but with the rise of more generic Sport & Fitness degrees and related courses and the rise of the outdoor recreation, professional sport and the “fitness industry”, work opportunities are now much broader. Increasingly also the adventure tourism and outdoor pursuits industry is employing young people with physical education skills and an interest in the outdoors. Physical education also nurtures the skills needed for careers in areas like physiotherapy, nursing and paramedic work, although the importance of additional science training for entry to these fields should not be underestimated. PHYSICS: Physicists are employed for their ability to measure, analyse and predict the behaviour of complex physical systems. As such they are extremely valuable in many areas of scientific research and technological development including geological, astronomical and climate change research, electronics, energy exploration and research, telecommunications, aviation and space travel development, military and industrial research. Physics is an essential subject for entry into engineering degree courses and figures highly in applied programmes such as Medical Imaging, Optometry and Optoelectronics. TECHNOLOGY & GRAPHICS: The importance of good technological skills can never be underestimated and trained people with applied skills in all areas of trades and technology continue to be in high demand as skill shortages remain even in times of recession. The skills imparted in school-based technology courses give a sound basis for further training across the board in either traditional trades or applied technology for industry and information services. Graphics is an essential element of the design process and skilled technologists with Graphics and CAD/CAM skills are constantly in high demand in the engineering industry. NB A complete version of the Course Handbook, including information on all subjects and courses is available for download from the Academic section of the School website: www.ags.school.nz.
Course Handbook 2016 F 4-7 - Page 25
CURRICULUM SUBJECTS ACCOUNTING BUSINESS STUDIES - FORM 4 PRE-REQUISITES Recommended for those students wishing to do IGCSE Accounting and/or Business Studies. COURSE DESCRIPTION / AIMS The course aims to give students an introduction to the business world and provide practical information, which they can use when they leave school irrespective of what vocation they choose. The course is an excellent introduction to Cambridge IGCSE Accounting and Business Studies. Business Studies Business Studies is covered in Terms 2,3 and 4. This module acts as a good introduction to IGCSE Business Studies. The primary emphasis is on how businesses are developed and operate. This section looks into the following areas: • Business Activity • Business Organisation • Business Marketing • Consumer Laws • Basic Legal Studies Accounting This will be taught in Terms 1 and 2. This module acts as an excellent introduction to IGCSE Accounting. It begins by developing a student’s awareness for the need for financial information. It will then move into the recording, processing and interpreting of accounting information. METHODS OF ASSESSMENT Four one period common tests, plus three term exams. Individual class assignments will be set at the discretion of the individual classroom teacher. SPECIAL EQUIPMENT AND COSTS Students will require a calculator and a Workbook for Accounting $20.00. CONTINUATION OF COURSE This course will provide good background preparation for the following subjects: - Accounting to Form 7 - Business Studies to Form 7 REFERENCE PERSON
Mr M Daji, HOD Accounting & Bus. Studies
ACCOUNTING - FORM 5 : IGCSE PRE-REQUISITES None. COURSE DESCRIPTION / AIMS The aim of the course is to: a) Develop an understanding of the principles and purposes of accounting in providing information systems for monitoring and decision making appropriate to the needs of individuals, business and non-trading organisations, and society as a whole. b) Develop an understanding of accounting concepts, conventions, procedures and terminology. c) Develop knowledge and understanding of the aims and activities of business and non-trading organisations, their accounting implications and accounting techniques and procedures appropriate to them. d) Develop skills of numeracy, literacy, communication, enquiry, presentation and interpretation. e) Encourage attitudes of accuracy, orderliness and logical thought. METHODS OF ASSESSMENT Candidates must sit two external examination papers: Page 26 - Course Handbook 2016 F 4-7
Paper 1 Multiple Choice and short answer questions [1 ¾ hours] Paper 2 Structured questions paper [1 ¾ hours] Paper 1 and Paper 2 are compulsory and are worth 50% each of the overall mark. SPECIAL EQUIPMENT AND COSTS Calculator Workbook $40.00 CONTINUATION OF SUBJECT AT SCHOOL At the end of the IGCSE course, students can pursue the following pathway or combination of pathways: • The Cambridge pathway. Form 6 AS Level Accounting, Form 7 A2 Level Accounting. • NCEA Level 2 Accounting, NCEA Level 3 Accounting. REFERENCE PERSON
Mr M Daji, HOD Accounting
ACCOUNTING - FORM 6 : NCEA LEVEL 2 PRE-REQUISITES None. A minimum E grade in IGCSE Accounting is strongly recommended. DESCRIPTION / AIMS OF COURSE SUBJECT The aim of this course is: 1. To provide students with an understanding of the role of the accountant in society. 2. To improve students’ understanding of business organisation. 3. To provide students with increased awareness of, and access to, career opportunities in accounting. 4. To give accounting students hands-on computer experience. COURSE OUTLINE The context of study is limited to sole trader businesses who are registered for GST on an invoice basis. The prescription is divided into 5 strands: 1. The conceptual basis of accounting. 2. Processing of accounting information. 3. Accounting systems. 4. Preparation of accounting reports. 5. Decision making. Note: Students will be required to process accounting information manually as well as on a computerised system. METHODS OF ASSESSMENT Form 6 Accounting will be assessed through a combination of internally assessed and externally examined NCEA Level 2 Achievement Standards. Examinations: There will be 3 Common Examinations held in terms 1, 2 and 3. Tests: There will be a common test in each term. SPECIAL EQUIPMENT AND COSTS Calculator. Computers will be used on regular occasions throughout the course. Students who do not own a computer will not be disadvantaged as the school has a number of computers available for individual use when required. Workbooks $25.00 each. CONTINUATION OF SUBJECT AT SCHOOL NCEA Level 3. REFERENCE PERSON
Mr R Clarkson, TIC NCEA Accounting
ACCOUNTING - FORM 6 : AS PRE-REQUISITES Form 5 Accounting. RECOMMENDED ACHIEVEMENT LEVELS A-C grade in IGCSE Accounting. Students with a D grade in IGCSE
require HOD approval. DESCRIPTION / AIMS OF COURSE SUBJECT The syllabus is intended to encourage courses that will enable students to: a) Develop an ability to apply accounting concepts, principles and practice. b) Understand the role of accounting as an information system for monitoring, problem solving and decision making and the place of accounting in changing economic, social and technological environments. c) Develop a critical and analytical approach to examining and evaluating accounting policies and practice. d) Develop skills to communicate, analysis, interpretation and presentation of both qualitative and quantitative accounting information. COURSE OUTLINE There are seven topics covered during the year: 1. Recording financial information. 2. Accounting principles. 3. Control systems. 4. Preparation of Financial Statements. 5. Capital. 6. Interpretation and Analysis. 7. Costing Principles and Systems. METHODS OF ASSESSMENT Candidates must sit two external examination papers: Paper 1 Multiple Choice paper. 30 questions with a maximum mark of 30 and weighting of 30%. [1 hour] Paper 2 Structured questions paper. 3 questions with a maximum mark of 90 and weighting of 70%. [1 hour, 30 mins] SPECIAL EQUIPMENT AND COSTS Calculator. Workbook $40.00. CONTINUATION OF SUBJECT AT SCHOOL At the end of the AS course, students can pursue the following pathway or combination of pathways: • Form 7 A2 Level Accounting • Form 7 NCEA Level 3 Accounting. REFERENCE PERSON
Mr M. Daji, HOD Accounting
ACCOUNTING - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES Minimum 12 credits in NCEA Level 2 Accounting. DESCRIPTION / AIMS The course aims to: 1. Provide students with an understanding of the conceptual basis of accounting. 2. Give students an appreciation of how basic accounting concepts, processes and systems are applied to different organisations and groups of users. 3. Provide students with an understanding of the analysis of accounting systems and the methods of processing accounting data. COURSE OUTLINE The course is broken up into 5 main areas 1. The conceptual basis of Accounting 2. Processing financial information for partnership and companies 3. Accounting systems 4. Prepare financial reports for partnerships and companies. 5. Decision making METHODS OF ASSESSMENT Form 7 Accounting will be assessed through a combination of internally assessed and externally examined NCEA Level 3 Achievement Standards. SPECIAL EQUIPMENT AND COSTS Calculator. Workbooks ($15.00).
CONTINUATION OF SUBJECT Very able students will have the opportunity to complete the Accounting Scholarship Standard. It also provides fundamental background knowledge which is clearly advantageous, and students who wish to make a career in commerce are strongly recommended to take it. REFERENCE PERSON
Mr R Clarkson, TIC NCEA Accounting
ACCOUNTING - FORM 7 : A2 PRE-REQUISITES A minimum ‘C’ pass in AS accounting gains automatic entry, otherwise special permission needs to be sought from HOD. Students with an E grade will NOT be accepted. DESCRIPTION AND COURSE OUTLINE The A2 syllabus is an extension of the topics taught at AS level as well as the following additional topics: • Statement of Cash Flows and Partnership Changes • Capital including share capital and repayment of debentures • Business Purchase • Published Company Accounts • Company finances including capital gearing, capital structures and loan capital • The preparation of a cash budget and master budget • Standard costing • Investment appraisal accounting, including discounted cash flow methods METHODS OF ASSESSMENT Candidates must sit two external examination papers: Paper 3 - Multiple choice, 1 hour, 30% Paper 4 - Problem solving and extension questions, 2 hours, 70% SPECIAL EQUIPMENT AND COSTS Calculator. Workbook $40.00. CONTINUATION OF SUBJECT Students studying ‘A2’ Level Accounting will be familiar with many topics covered in the first two years of a university accounting course. It is also useful for any commerce related degree and advantageous for all university graduates. Students will have the opportunity to complete the Accounting Scholarship Standard. REFERENCE PERSON
Mr M. Daji, HOD Accounting
ART/DESIGN GRAPHICS - FORM 4 PRE-REQUISITES The subject builds on principles covered in the 3rd Form Art and Technology programmes. Students should have successfully completed both third form courses. DESCRIPTION / AIMS The course aims to cater for students who are genuinely interested in both Visual Art and Graphics and as such would benefit from the opportunity to study both for another year. Students will gain a good grounding in both areas ensuring their options are kept open. COURSE OUTLINE Students will spend two terms in the Art Department and two terms in the Technology Department. Main areas of study in Visual Art include: • Drawing – To promote drawing skills focusing on observational, expressive, analytical drawing. • Mixed Media – To understanding properties and character of various art materials and their combinations • Printing – To develop an ability to drawing in colour, wet and dry materials, resolving images • To nurture creative and thoughtful problem solvers. Main aims of the Graphics course are as follows: • To promote students problem solving skills by developing their Course Handbook 2016 F 4-7 - Page 27
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knowledge and understanding of a design process. To develop the students ability to model solutions. To develop formal graphics skills including drawing systems, geometric construction and presentation techniques. To nurture creative and thoughtful problem solvers.
METHODS OF ASSESSMENT Students will complete two units of Art and two of Graphics and will be assessed at the conclusion of each module. Throughout the year work is regularly marked and these form the basis for the term report marks. SPECIAL EQUIPMENT AND COSTS Students will be required to buy an Art pack and sketchbook for Visual Arts., For the Graphics components students will require an A3 folio to keep project work in as well as basic technical drawing equipment (Techno compass, 2H and HB pencil, selection of colouring pencils etc.) and a preprinted Graphics Workbooklet. CONTINUATION OF SUBJECT AT SCHOOL Students will be able to take Visual Art and/or Graphic Design through to Form 7. REFERENCE PERSON
(3) Organism Development & Continuity (growth and reproduction in plants and animals, cell division and genetics) (4) Organisms & Their Environment (food chains, nutrient cycles, populations and our effect on ecosystems). METHODS OF ASSESSMENT Candidates will be prepared to sit the Cambridge IGCSE Exam for extended curriculum: Paper 1: 0610/1 Multiple choice (45 minutes, 40 marks) (30% of total) Paper 3: 0610/3 Structured and free response questions (1 hour 15 mins, 70 marks) (50% of total) Paper 6: 0610/6 Alternative to Practical Test (1 hour, 40 marks) (20% of total) SPECIAL EQUIPMENT & COURSE COSTS Nil CONTINUATION AT SCHOOL Courses are offered at Year 12 and Year 13. Students who do not opt for Year 11 Biology can pick up NCEA Biology at Year 12 and/or Year 13. Students enrolling in Year 13 Level 3 Biology are strongly advised to have passed at least one year of Biology at Year 11 or 12.
Mrs L Moore HOD Art Mr M Bennett, HOD Tech Students considering a career in biology or related fields of study such as medicine should visit: http://www.health.auckland.ac.nz/study/ undergrad/biomed-sci/programme.html
BIOLOGY
Why Study Biology? Biology is the study of life - how life is defined, how it starts, is maintained and ends. From birth we are surrounded by several million other species and see them in every direction we look. We eat them, pull them from the sea, plant them, hunt them, are hunted by them, milk them, are pierced by them, walk on them, climb them, make things from them, domesticate them, ride them, and can die from them - it is human nature to inquire about them. Biology meets this need. Humans stand alone in their ability to produce and destroy living beings. All species, including humans, stand to lose from our ignorance of the complexities of the biosphere. Whether we are acting as consumers or voters or visiting a doctor we can benefit from at least some understanding of basic biology in order to make sensible decisions.
BIOLOGY - FORM 5 : IGCSE PRE-REQUISITES A good understanding of Form 4 Science. Students in 4L-4P are advised to do Combined Science. DESCRIPTION / AIMS The Form 5 Biology course builds on many of the principles covered in the Forms 3 and 4 Science syllabus. The course aims for learners to: 1. better understand the technological world, with an informed interest in scientific matters. 2. recognise the usefulness (and limitations) of scientific method, and how to apply this to other disciplines and in everyday life. 3. develop relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness. 4. develop an interest in, and care for, the environment. 5. better understand the influence and limitations placed on scientific study by society, economy, technology, ethics, the community and the environment. 6. develop an understanding of the scientific skills essential for both further study and everyday life. COURSE OUTLINE For prescription go to www.cie.org.uk, under the “Programmes and qualifications” heading, click on “Cambridge IGCSE”, then on Subjects” then on “Biology”. The main areas of study include: (1) Characteristics and classification (2) Organisms: Organisation & Maintenance (cell structure, diffusion, enzymes, respiration, photosynthesis, digestion, transport, excretion, and co-ordination and homeostasis)
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REFERENCE PERSON
Mr M Thomson, HOD Biology
BIOLOGY - FORM 6 RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging over 55% in the Auckland Grammar School Form 5 Biology and/or Science exams. B. Students averaging around 50% in the Auckland Grammar School Form 5 Biology exams or around 55% in the Auckland Grammar School Science or English exams will find NCEA Form 6 Biology difficult and will NOT attempt the Cambridge AS Biology exam. C. Students gaining under 45% in the Auckland Grammar School IGCSE Biology exams or under 55% in the Auckland Grammar School science or English exams are not recommended to take Form 6 Biology. DESCRIPTION / AIMS The course aims to: (1) foster an awareness of the flora and fauna of New Zealand (2) guide students on the application of scientific methods (3) develop the ability of students to communicate biological ideas (4) encourage an appreciation of the relevance of biology for informed decision making. NCEA LEVEL 2 PRE-REQUISITES Students that have studied IGCSE Co-ordinated Sciences, IGCSE Combined Science or specialist IGCSE Biology will have an advantage when studying NCEA level 2 Biology. A good mark in English will be a real help. Biology is less mathematical but requires more interpretation, explanation and discussion than the other sciences. COURSE OUTLINE It is an advantage for students to have completed the IGCSE biology, or combined science course. 91155 Demonstrate understanding of adaptation of plants or animals to their way of life 3 credits Internal 91156 Demonstrate understanding of life processes at the cellular level 4 credits External 91157 Demonstrate understanding of genetic variation and change 4 credits External 91158 Investigate a pattern in an ecological community 4 credits Internal 91159 Demonstrate understanding of gene expression 4 credits External 91160 Investigate biological material at the microscopic level 3 credits Internal Overall, 12 external credits and 10 internal credits are offered.
AS For Year 12 students entering the AS course: · Students who gain an A to C grade in IGCSE Biology will be admitted to Year 12, AS Biology. · Students who gain a D grade in IGCSE Biology must consult with the HOD Biology to gain entry into this course. COURSE OUTLINE Form 6 students entering CIE (Cambridge) AS course sit the first half of the A level course called AS. 1. Cell Structure 2. Biological Molecules 3. Enzymes 4. Cell Membranes and Transport 5. The mitotic cell cycle 6. Nucleic acids and protein synthesis 7. Transport in plants 8. Transport in mammals 9. Gas exchange and smoking 10.Infectious disease 11.Immunity METHODS OF ASSESSMENT Form 6 students entered in NCEA Level 2 Biology Sit 12 Credits externally and 10 internally as shown in the Course Outline above. Form 6 students entering CIE course (AS CANDIDATES) Sit 3 external papers as follows: Paper 1 Multiple choice questions (1hour, 40 marks, 31% of AS mark) Paper 2 Structured questions on AS (1hour 15 min, 60 marks, 46% of AS mark) Paper 31/32 Advanced practical exam (1hour 15mins, 40 marks, 23% of AS mark) SPECIAL EQUIPMENT & COURSE COSTS L2 students have one compulsory field trip to Piha. They will be required to purchase a work book for $20. AS Biology students need to buy a lab manual. CONTINUATION AT SCHOOL Biology is offered at Form 7. Students considering a career in biology should visit the University of Auckland web site, http://www.auckland. ac.nz, and the various fields of study such as Bioengineering, Biological Sciences, Microbiology, etc. Medicine is found at http://www.health. auckland.ac.nz/study/undergrad/biomed-sci/programme.html. REFERENCE PERSON
Mr M. Thomson, HOD Biology
BIOLOGY - FORM 7 RECOMMENDED ACHIEVEMENT LEVELS NCEA Level 3 A. Students averaging over 60% in Form 6 Biology and/or English exams have an appropriate achievement level to study Form 7 Biology. B. Students averaging 45-60% in Form 6 Biology exams will find Form 7 Biology difficult. C. Students averaging under 45% in Form 6 Biology and/or English exams are not recommended to take Form 7 Biology. If they did not take Biology in Form 6 then they will find Form 7 Biology difficult. A2 Students who gain an A to a good D grade in AS Biology will be admitted to this course. • Students who gain a low D grade in AS Biology must consult with the HOD Biology to gain entry into this course. • Students who gain an E grade or ungraded result in AS Biology will not be able to enter this course. NB To get into university you need a minimum of three “D” grades. D grade is typically achieved by marks in the range of 50-60%. Your AS mark (say 60%) plus your A2 mark (say 40%) have equal weighting so their average (50%) gives your final “A” level mark. The A2 exam is considerably harder. Students getting less than 55% in AS are advised they will find it difficult to get the greater
than 45% needed in the A2 exam to get a D grade. Students getting less than 50% in AS are advised they are extremely unlikely to get more than 50% in A2. DESCRIPTION / AIMS The major aims are to: (1) develop an awareness of the role and responsibility of human beings within the biosphere. (2) equip students in the use of scientific method in the solving of biological problems. (3) develop the ability of students to effectively communicate biological ideas. (4) develop the facility for both independent and co-operative investigation. NCEA LEVEL 3 PRE-REQUISITES NCEA Level 3 candidates it is an advantage to have studied Biology in Form 6 but not essential. COURSE OUTLINE External Standards: 91603 Demonstrate understanding of the responses of plants and animals to their external environment. 5 Credits 91605 Demonstrate understanding of evolutionary processes leading to speciation. 4 Credits 91606 Demonstrate understanding of trends in human evolution. 4 Credits Internal Standards: 91601 Carry out a practical investigation in a biological context, with guidance 4 Credits 91602 Integrate biological knowledge to develop an informed response to a socio-scientific issue. 3 Credits 91607 Demonstrate understanding of human manipulations of genetic transfer and its biological implications. 3 Credits Level Three Biology is eligible for endorsement at Merit and Excellence level. A2 PRE-REQUISITES Students cannot enter A2 (the second half of the A-level) paper unless they have gained a D grade in AS in Form 6. Based on 10 years’ results, students that gained less than 55% in AS are very unlikely to pass A2. COURSE OUTLINE Form 7 students entering CIE (Cambridge) A2 course sit the second half of the A level course called A2. A2 candidates sit topics L-P. 12. 13. 14. 15. 16. 17. 18. 19.
Energy and Respiration Photosynthesis Homeostasis Control and Co-ordination Inherited Change Selection and Evolution Biodiversity, classification and conservation Genetic technology
And the “Applications of Biology” topics, (Q) - (U): Biodiversity and Conservation, Gene Technology, Biotechnology, Crop Plants, Aspects of Human Reproduction. METHODS OF ASSESSMENT Form 7 students entered in NCEA Level 3 Biology Sit 13 Credits externally and 10 internally as shown in the Course Outline above. Form 7 students entering CIE course (A2 CANDIDATES) Sit 2 external papers as follows. There is no practical exam. Paper 4 Structured and Free Response questions (2 hours, 100 marks) Paper 5 Planning Analysis and Evaluation (1 hour 15 mins, 30 marks) The “A Level” comprises AS papers 1-3 and A2 papers 4 and 5 weighted 15%, 23%, 12%, 38% and 12% respectively. NZ Scholarship Biology Examination Level 3 and A2 Biology students are able to sit but are advised not to sit NZ Scholarship as there is almost no overlap between the A Course Handbook 2016 F 4-7 - Page 29
Level Biology Prescription and the NCEA Level 3 Biology Achievement Standards on which the NZ Scholarship exam is largely based. SPECIAL EQUIPMENT & COURSE COSTS Level three biology students will be required to purchase a workbook for $20 and A2 students are required to purchase a lab manual. CONTINUATION OF SUBJECT Students considering a career in biology should attend the Options Evening to see what opportunities are available. REFERENCE PERSON
Mr M Thomson, HOD Biology
BUSINESS STUDIES - FORM 5 : IGCSE PRE-REQUISITES No pre-requisites are required but Form 4 EBS (Economics and Business Studies or Form 4 Business Studies) is considered advantageous to students who wish to study this subject. COURSE DESCRIPTION / AIMS The aim of this course is to enable students to: 1. Develop knowledge and understanding of the environment within which business activity takes place and the way in which changes in that environment influence business behaviour. 2. Develop knowledge and understanding of the major groups and organisations within and outside business and consider ways in which they are able to influence objectives, decisions and activities. 3. Develop an understanding of the roles and purposes of business activity in both the public and the private sectors and competition and monopoly. 4. Develop knowledge and understanding of how the main types of business and commercial institutions are organised, financed and operated and how their relations with other organisations, consumers, employees, owners and society are regulated. 5. Develop knowledge and understanding of the factor inputs and product outputs of businesses and the forces which help to determine and control them. 6. Develop knowledge and appreciation of the working world and the co-operation and interdependence which participation in society entails, to encourage the confidence and awareness of students in their approach to such participation. 7. Develop knowledge and understanding of the language, concepts, techniques and decision making procedures in business behaviour. 8. Develop skills of numeracy, literacy, enquiry, selection and employment of relevant sources of information, presentation and interpretation. 9. Develop an awareness of the nature and significance of innovation and change within the context of business activity. COURSE OUTLINE There are five major themes for the course. They are as follows: Theme 1 Business Activity. Theme 2 Business Organisation. Theme 3 H.R.M. + Work. Theme 4 Production and Operations. Theme 5 Government and External Influence. METHODS OF ASSESSMENT Candidates must sit two external examination papers: Paper 1 A paper containing short answer questions and structured/ data response questions. [1 hour, 45 mins] Paper 2 Candidates will be presented with a business situation or problem, and required to answer questions arising from it. [1 hour, 45 mins] SPECIAL EQUIPMENT AND COSTS Calculator Workbooks - total cost of $40 CONTINUATION OF SUBJECT AT SCHOOL At the end of the IGCSE course, students can pursue the following pathway or combination of pathways: • The Cambridge pathway: Form 6 AS Level Business Studies, Form 7 A Level Business Studies.
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NCEA Pathway: Level 2 and 3 Business Studies Level 2 and 3 Accounting.
REFERENCE PERSON
Mr M Daji, HOD Business Studies Mr D Watson, TIC Business Studies
BUSINESS STUDIES - FORM 6 : NCEA LEVEL 2 PRE-REQUISITES Form 5 Business Studies or Economics is considered advantageous to students who wish to study this subject as well as good English language skills. COURSE DESCRIPTION / AIMS Business contributes to the development of an enterprising culture in New Zealand and supports our efforts to improve economic and community well-being. Studying business creates opportunities for students to: 1. understand the integral role of business in society and the economy 2. explore enterprise culture 3. further develop their key competencies such as initiative, resilience, and resourcefulness, and skills such as problem solving, co-operation, decision making, negotiation, and communication 4. gain knowledge and understanding of good business practice and of business as a productive activity 5. acquire greater financial capability. COURSE OUTLINE This course comprises 6 Achievement Standards, covering 2 Internal and 3 External forms of assessment. External assessment covers: AS90843 Business Internal Operations AS90844 External Factors of Business AS90845 Critical Problem Solving
4 Credits 4 Credits 4 Credits
Internal assessment covers: AS90847 Motivational Theory 3 Credits AS90848 Refining Business Activity in the community 9 Credits METHODS OF ASSESSMENT As well as the 3 external exams and the internal submission of 3 pieces of coursework: Examinations - There will be 3 End of Term Examination, held at the end of each term Tests - There will be a Common Test held mid way though each term SPECIAL EQUIPMENT AND COSTS Computers will be used on regular occasions throughout the course. Students who do not own a computer will not be disadvantaged as the school has a number of computers available for individual use when required. CONTINUATION OF THE SUBJECT AT SCHOOL NCEA Level 3 REFERENCE PERSON
Mr M Daji, HOD Business Studies Mr D Newton, TIC, Business Studies
BUSINESS STUDIES - FORM 6 : AS PRE-REQUISITES Form 5 Business Studies is considered advantageous to students who wish to study this subject as well as good English language skills. Students who studied NCEA subjects in Form 5 must complete a special application form from the Director of Studies. COURSE DESCRIPTION / AIMS The aim of this course is to enable students to: 1. To understand and appreciate the nature and scope of business, and it’s role in society. 2. To develop critical understanding of organisations, the markets they serve and the process of value added. This should involve consideration of the internal workings and management of
organisations and, in particular, the process of decision making in a dynamic external environment. 3. To be aware that business behaviour can be studied from a range of stakeholders including customer, manager, creditor, owner/ shareholder and employee. 4 To be aware of the economic, environment, ethical, government, legal, social and technological issues associated with business activity. 5. To develop skills in: - Decision making and problem solving in the light of evaluation - The quantification and management of information - Effective communication COURSE OUTLINE There are five major themes for the course. They are as follows: Theme 1 Business and the environment in which it operates. Theme 2 Business structure, organisation and control. Theme 3 Business activity to achieve its objectives. Theme 4 People in business. Theme 5 Regulating and controlling business activity. METHODS OF ASSESSMENT Candidates must sit two external examination papers: Paper 1 Short answer questions (4) and essay (choice of 1 from 3), maximum marks 20 each, total weighting 20% each [1 hour, 15 mins] Paper 2 Data response (2 questions) with a maximum mark of 60 and a weighting of 60%. [1 hour, 30 mins] SPECIAL EQUIPMENT AND COSTS Calculator and Workbook $40.00 CONTINUATION OF SUBJECT AT SCHOOL At the end of the AS course, students can pursue the following pathway or combination of pathways: • The Cambridge pathway. Form 7 A Level Business Studies. • NCEA: Level 3 Business Studies Level 3 Accounting Accounting. REFERENCE PERSON
Mr M Daji, HOD Business Studies Mr D Newton, TIC Business Studies
BUSINESS STUDIES - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES Form 6 NCEA L2 Business Studies is essential to students who wish to study this subject as well as good English language skills due to level of written coursework expected. COURSE DESCRIPTION / AIMS Analyse how and why New Zealand businesses operating in global markets make operational and strategic decisions in response to interacting internal and external factors. Plan, take to market, review, and then refine an innovative, sustainable business activity; analyse the activity and its success in the market place. COURSE THEMES: Business functions • evaluate and recognise strategic improvements to a business plan • develop a comprehensive marketing strategy and evaluate how it contributes to a business’ global success • analyse the importance of quality in business success People in business • analyse the human resource process from a strategic perspective • analyse the role of cultural intelligence in global markets. Business management • evaluate methods used by business to manage change effectively • evaluate a business’s need for assistance • use investment appraisal methods and evaluate for decision making • analyse factors affecting business location • analyse the role of intellectual property in the global market place. Business environment • evaluate sustainable (social and cultural) business expectations and practices.
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evaluate the impact of changes in the global marketplace on businesses evaluate the role of multinational businesses in the global economy and analyse their impact on the host country
COURSE OUTLINE This course comprises 6 Achievement Standards, covering 4 Internal and 3 External forms of assessment. Internal Assessment Covers: AS91382 Develop a marketing plan for a new or existing product 6 credits AS91383 Analyse a human resource issue affecting businesses 3 credits AS91385 Investigate the exporting potential of a New Zealand business in a market, with consultation 3 credits External Assessment Covers: AS91379 Internal factors within a global business 4 credits AS91380 Strategic response to external global factors 4 credits AS91381 Complex problem(s) solving 4 credits METHODS OF ASSESSMENT As well as the 3 external exams and the internal submission of 4 pieces of coursework: Examinations - There will be 3 End of Term Examinations, held at the end of each term Tests - There will be a Common Test held mid way though each term SPECIAL EQUIPMENT AND COSTS Computers will be used on regular occasions throughout the course. Students who do not own a computer will not be disadvantaged as the school has a number of computers available for individual use when required. NCEA L3 and UNIVERSITY ENTRY Business Studies has been added to the list of approved subjects in 2012 for students to use the qualification for university entry. SPECIAL EQUIPMENT AND COSTS Computers will be used on regular occasions throughout the course. Students who do not own a computer will not be disadvantaged as the school has a number of computers available for individual use when required. REFERENCE PERSON
Mr M Daji, HOD Business Studies Mr D Newton, TIC Business Studies
BUSINESS STUDIES - FORM 7 : A2 PRE-REQUISITES Students who gain an A to a good C grade in AS Business Studies will be admitted to this course. • Students who gain a D grade in AS Business Studies must consult with the HOD Business Studies to gain entry into this course. • Students who gain an E grade or ungraded result in AS Business Studies will not be able to enter this course. COURSE DESCRIPTION / AIMS The Form 7 course for Business Studies at Auckland Grammar School follows on from the AS course and builds on the topics studied previously. The AS course covers core topics with extension material offered for A2. Analytical skills become increasingly more important in the A2 course and marks are awarded for the candidate’s abilities to discuss, evaluate and synthesise the core topics developed in Form 6. Although the cases used in the exam will be fictitious, the increasing use of Business case study examples will try to instil in the student the need to discuss a business problem in an integrated manner. Some contemporaneous issues could be: • How can Apple Mac maintain their market share in the face of such strong competition from PC? • Is the pre-recorded Compact Disc music market doomed with the advent of MP3 and other downloadable music forms? • Evaluate the action that the government is taking to improve the economy in relation to NZ businesses. Course Handbook 2016 F 4-7 - Page 31
Students will be encouraged to discuss and formulate ideas of their own and try to come to the conclusion that there are no perfect answers. This approach will be very useful for students to enable them to confront the additional exam assessment mechanisms for the A2 course. METHODS OF ASSESSMENT A Case Study (3L-3H) for 100 marks will be the only paper for A2. It will incorporate five questions and one essay to be selected from a choice of two. SPECIAL EQUIPMENT AND COSTS Calculator and Workbook $40.00 REFERENCE PERSON
Mr M Daji, HOD Business Studies Mr D Newton, TIC Business Studies
COURSE OUTLINE The Employment Skills course comes in two components: Vocational Skills and Work Experience. Vocational skills taught will include basic employment rights and responsibilities, career planning, job search and some practical trade skills. Work Experience should enable students to overcome some of the uncertainty approaching future job opportunities or vocational training. Students will investigate “first hand,” occupations of your interest, collect information on careers, and assess the suitability of these options. This will also give an insight into what it takes to be in a full-time working environment. METHOD OF ASSESSMENT The course is internally assessed through the completion of Unit Standards and class tests. REFERENCE PERSONS
Mr G Edwards, Student Pathways Coordinator
CAREER STUDIES - FORM 5 PERSONAL DEVELOPMENT
CAREER STUDIES - FORM 7 STUDENT PATHWAYS
PRE-REQUISITES Entry to this course is in consultation with the students Form Four Subject Teachers and is designed to accommodate students who struggle to cope with a full academic workload. This allows the student to concentrate on a reduced four academic subjects, rather than five. In addition to this advantage, Career Studies topics are internally assessed during the year, and therefore all work must be completed within the classroom.
PRE REQUISITES Entry to Form 7 based on NCEA achievement of Level 2. Numeracy and Literacy is required, with a high standard of attendance.
DESCRIPTION / AIMS The course has been designed to expose each student to a wide range of topics, including life skills and NCEA assessment methods. As a result of students’ participation, they are given the opportunity to achieve approximately 18 NCEA credits which hold exactly the same value as those offered by other subjects and likewise count towards their NCEA Level 1 and 2 Certificates. Some points to be aware of are: • As above, the credits in Career Studies count towards the students NCEA Level 1 Certificate and allow a head start to achieving the required 80 credits for Level 1 and a further 60 credits required for the Level 2 Certificate, the following year. • The Grammar exam marks required for entry into Form Six will need to come from the other four subjects, as per the ‘Passing Form 5 and Form 6 at Auckland Grammar School’ in the Course Handbook. • For some students, this may be a two year commitment. METHOD OF ASSESSMENT The course is internally assessed through the completion of Unit Standards and class tests. REFERENCE PERSONS
Mrs V Fitzgerald, HOD Learning Support Mr B McCrea
CAREER STUDIES – FORM 6 EMPLOYMENT SKILLS PRE REQUISITES Approval to take this course is needed from the Student Pathways Coordinator, in consultation with the appropriate Dean. DESCRIPTION / AIMS This course’s content in Employment Skills is designed to recognise achievement in a broad range of skills identified by employers as being important in the workplace. These skills include communication as well as personal goal-setting and career planning. These credits also count towards NCEA Level 1 and 2. This course will assist the student in becoming ‘work ready’ by the end of the year.
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Although this course is open entry, approval is needed from the Student Pathways Coordinator and Gateway Coordinator, in consultation with the appropriate Dean. DESCRIPTION / AIMS The course content in the Student Pathways Programme is designed to research training options as a class, based on the class’s collective interest, trial individual interest courses through the school Enrichment Programme and the opportunity to test-drive career options in the workplace. These credits also count towards NCEA Level 2 and 3. This course will assist the student in making informed career pathway decisions by the end of the year. The main difference between this and the Gateway Class is the industry courses taken are “class driven”, not individual learner driven. You will not normally spend one day a week in industry, but 3 or 4 days a term on class courses with the possibility of “Work Tasters” as part of the students career development. COURSE OUTLINE This will include career testing and support as well as CV development, relevant industry required communication and safety training. The Student Pathways course comes in two components: Vocational Skills and Training Courses. Vocational Skills covered will include career research, personal finance, career planning and some practical skills. Training Courses should enable students to take a closer look at adult styled vocational training. This will allow them to collect information on careers, and assess the suitability of these options. METHOD OF ASSESSMENT The course is internally assessed through the completion of Unit Standards and class tests. REFERENCE PERSONS Mr G Edwards, Student Pathways Coordinator and Mrs G Miller, Gateway Coordinator
CAREER STUDIES - FORM 7 GATEWAY PRE REQUISITIES Entry to Form 7 based on NCEA achievement of Level 2. Numeracy and Literacy is required, with a high standard of attendance. There is a need for the student to work independently. Approval to take this course is needed from the Student Pathways Coordinator/Gateway Co-ordinator, in consultation with the
appropriate Dean. DESCRIPTIONS / AIMS The Gateway programme offers structured workplace learning to senior students through a formalised learning arrangement set in an actual workplace over a sustained period of time. The programme helps to develop relationships between students, Industry Training Organisations (ITO), Tertiary Institutes and Employers. It supports the student in developing a more “Tertiary” type of study arrangement with rigour and accountability, while still in a secondary school environment. COURSE OUTLINE Timetabled Gateway This class will give students a regular and even time allocation for both Gateway and other subjects. This will include career testing and support as well as CV development and the relevant industry required Safety Training. They will have an ‘Individual Learning Plan’ developed in conjunction with their selected area of study. The student will work on a minimum of 10 credits through to a maximum of 24 credits while on industry placement. This student achievement counts towards the students NCEA Levels and also could work towards National Qualifications. The student will normally be placed in work on a Wednesday, meaning that a Form 7 student will sacrifice a maximum of six non-Gateway periods per week. It is not a school day but the hours of an industry day. A quid pro quo arrangement should operate with other subjects, enabling missed work to be attended to in Gateway-timetabled periods along with the theory requirements of work place learning. Work placements will be suspended during exams. Independent Gateway This allows for super self-motivated students to add Gateway on top of their five timetabled classes. They can complete extra credits in a vocation of their choice at home and then do ten work placements during the weekend, holidays or on a negotiated day during the week. This is a formal way of test driving a career while still at school. For further information, please go to www.ags.school.nz/ourcommunity/video/ and view the Gateway video. METHOD OF ASSESSMENT Gateway students will have a clear understanding about the knowledge and skills to be obtained, delivering hands–on practical learning assessed through Unit Standards, in industry, based on the students ‘Individual Learning Plan’. REFERENCE PERSONS Mr G Edwards, Student Pathways Coordinator Mrs G Miller, Gateway Coordinator
CHEMISTRY - FORM 5 : IGCSE PRE-REQUISITES A good understanding of Form 4 Science. You must be in Form 4A to 4K in 2015. Students in 4L-4P are advised to do Combined Science. DESCRIPTION / AIMS The Chemistry Syllabus offers a combination of theoretical and practical studies leading to an understanding of the basic principles of chemistry. Students will develop scientific abilities and skills relevant to the study of Chemistry. These will be of use in everyday life and, if desired, will form a basis for more advanced study. Students will gain an awareness of the study and practice of chemistry and will understand that scientific applications may have both beneficial and detrimental effects on the individual, the community and the environment. The course will prepare students to become confident citizens in a technological world, and to take an informed interest in scientific matters. It provides a blend of theory and fact.
One double period per week is taken up by practical experimental skills and investigations to: 1. use techniques, apparatus and materials 2. make and record observations, measurements and estimates 3. interpret and evaluate experimental observations and data 4. plan and carry out investigations, evaluate methods and suggest possible improvements (including the selection of techniques, apparatus and materials). The overall course seeks to draw attention to: 1. the finite life of the world’s resources and hence the need for recycling and conservation 2. economic considerations in the chemical industry, such as the availability and cost of raw materials and energy 3. the importance of chemicals in industry and in everyday life. COURSE OUTLINE The course will prepare students for the Cambridge International IGCSE Chemistry examination. This course covers the following topics: • The particulate nature of matter • Experimental techniques • Atoms, elements and compounds • Stoichiometry • Electricity and chemistry • Chemical energetics • Chemical reactions • Acids, bases and salts • The Periodic Table • Metals • Air and Water • Sulfur • Carbonates • Organic Chemistry METHODS OF ASSESSMENT Assessment of Practical Skills through weekly laboratory exercises and three internal examinations. Formal assessment through external examinations in Term 4 as below. No internal component. Cambridge International Examination Scheme of Assessment 40 multiple choice questions (45 minutes, 30% of total) Paper 1 Paper 3 80 marks of short answer and structured questions (1 hour 15 minutes, 50% of total) Paper 6 Alternative to Practical (1 hour, 20% of total) Tests familiarity with laboratory based procedures SPECIAL EQUIPMENT AND COSTS Safety glasses are provided. Workbooks with notes will be available at less than cost. CONTINUATION AT SCHOOL Chemistry is offered at Forms 6 and 7 levels. Form 5 Chemistry provides a strong basic foundation for Chemistry at higher levels, and is strongly recommended. REFERENCE PERSON
Mr K Simento, HOD Chemistry
CHEMISTRY - FORM 6 NCEA : LEVEL 2 PRE-REQUISITES Completed IGCSE Combined Science or specialist IGCSE Chemistry. DESCRIPTION / AIMS The course aims to: • provide a foundation of knowledge and understanding about chemistry useful to an educated citizen • promote a recognition of chemistry as a distinct scientific discipline with an intrinsic interest and worth and an essential role to play in society • promote an awareness of chemical aspects of current technological problems and their solutions. The overall course seeks to develop:
Course Handbook 2016 F 4-7 - Page 33
(i) a broad knowledge of common substances, their sources, uses and, where possible, patterns in their behaviour. (ii) the simple mathematical interpretation of suitable data (iii) the understanding of key theories and concepts that account for selected chemical and physical properties (iv) the necessary practical skills to handle substances and manipulate equipment safely and to make, record and process chemical observations, especially those relating to qualitative and quantitative analysis (v) an awareness of chemistry developments (vi) the study and practice of science as cooperative and cumulative activities, subject to social, economic, technological, ethical and cultural influences and limitations (vii) effective and safe practice (viii) an interest in, and care for, the environment (ix) an interest in Chemistry, and an understanding of its relevance to society Experimental skills and investigations developed in this course include the ability to: 1. plan investigations 2. use techniques, apparatus and materials 3. make and record observations, measurements and estimates 4. interpret and evaluate observations and experimental results 5. select techniques, apparatus and materials 6. evaluate methods and suggest possible improvements COURSE OUTLINE FOR NCEA LEVEL 2 • AS91161 Carry out quantitative analysis. 4 credits Internal • AS91162 Carry out procedures to identify ions present in solution. 3 credits Internal • AS91167 Demonstrate understanding of oxidation-reduction problems. 3 credits Internal • AS91164 Demonstrate understanding of bonding, structure and energy changes. 5 credits External • AS91165 Demonstrate understanding of the properties of selected organic compounds. 4 credits External • AS91166 Demonstrate understanding of chemical reactivity. 5 credits External Total:
24 credits
METHODS OF ASSESSMENT FOR NCEA LEVEL 2 Three school exams will assess student achievement throughout the year. Internal assessments will occur in each of the first three terms. NZQA external assessment occurs during Term Four. SPECIAL EQUIPMENT AND COSTS Safety glasses are provided. Commercial revision books will be available at discounted prices. CONTINUATION AT SCHOOL Level 3 Chemistry (Form 7) is the natural progression from Form 6 Chemistry. This course is a pre-requisite for Level 3 NCEA Chemistry. REFERENCE PERSON
Mr K Simento, HOD Chemistry Mr G Beaumont, MIC NCEA Chemistry
CHEMISTRY - FORM 6 : AS PRE-REQUISITES A good understanding of Form 5 Chemistry. • Students who gain an A to C grade in IGCSE Chemistry will be admitted to this course. • Students gaining a pass mark in AS Chemistry in recent years have achieved a B Grade or better in their external IGCSE Exams. The syllabus aims are to: 1. Provide, through well designed studies of experimental and practical chemistry, a worthwhile educational experience for all students, whether or not they go on to study science beyond this level and, in particular, to enable them to acquire sufficient understanding and knowledge to: Page 34 - Course Handbook 2016 F 4-7
2.
3.
4. 5.
6.
- become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific importance; - recognise the usefulness, and limitations, of scientific method and to appreciate its applicability in other disciplines and in everyday life; - be suitably prepared for employment and/or further studies beyond Cambridge International A level. Develop abilities and skills that - are relevant to the study and practice of science - are useful in everyday life - encourage efficient and safe practice - encourage the presentation of information and ideas appropriate for different audiences and purposes - develop self motivation and the ability to work in a sustained fashion. Develop attitudes relevant to science such as - accuracy and precision - objectivity - integrity - a spirit of enquiry - initiative - insight. Stimulate interest in, and care for, the environment. Promote an awareness that - the study and practice of science are co-operative and cumulative activities and are subject to social, economic, technological, ethical and cultural influences and limitations - the applications of science may be both beneficial and detrimental to the individual, the community and the environment. Stimulate learners and create a sustained interest in chemistry so that the study of the subject is enjoyable and satisfying.
COURSE OUTLINE FOR CAMBRIDGE AS LEVEL • Atoms, Molecules and Stoichiometry • Atomic Structure • Chemical Bonding • States of Matter • Chemical Energetics • Electrochemistry • Equilibria • Reaction Kinetics • Inorganic Chemistry • Organic Chemistry and analysis METHODS OF ASSESSMENT FOR CAMBRIDGE AS LEVEL Paper 1 - Multiple choice (1 hour) (40 marks, 31% weighting) Paper 2 - AS Structured questions (1 hour 15 mins) (60 marks, 46% weighting) Paper 3 - Advanced Practical Skills (2 hours) (40 marks, 23% weighting) Paper 1 Forty multiple choice questions based on the AS core syllabus. Thirty items will be of the direct choice type and ten of the multiple completion type. All questions will include 4 responses. Paper 2 A variable number of structured questions all compulsory, based on the AS core syllabus. Answered on the question paper. Paper 3 This will feature experiments and investigations. In addition, there will be internal monitoring of progress in practical work through weekly practical sessions and with 3 practice CIE practical exams throughout the year. SPECIAL EQUIPMENT AND COSTS Safety glasses are provided. Workbooks with notes will be available at less than cost. CONTINUATION AT SCHOOL Chemistry is offered at Form 7 level [A2 Chemistry]. Form 6 Chemistry [AS Chemistry] provides a strong, basic foundation for Chemistry at Form 7 level [A2 Chemistry], Form 7 Chemistry [A2 Chemistry] is not generally available to those who have not passed Form 6 Chemistry. REFERENCE PERSON
Mr K Simento, HOD Chemistry
CHEMISTRY - FORM 7 : NCEA : LEVEL 3 PRE-REQUISITES A minimum of 12 credits at achievement level (9 credits from Level 2 externals and at least 3 credits from Level 2 internals) must have been obtained at NCEA Level 2 Chemistry. Consideration will be given to students who have not gained 12 credits but have achieved some units at excellence level. Students who have not attempted Chemistry at Form 6 level will not be considered except under very exceptional circumstances. Students will be accepted if they have completed CIE AS Chemistry. DESCRIPTION / AIMS The course aims to: • provide a foundation of knowledge and understanding about chemistry useful to an educated citizen • promote a recognition of chemistry as a distinct scientific discipline with an intrinsic interest and worth and an essential role to play in society • promote an awareness of chemical aspects of current technological problems and their solutions The overall course seeks to develop: (i) scientific attitudes such as open-mindedness, intellectual honesty, a willingness to suspend judgment and recognition of the tentative nature of theories (ii) a broad knowledge of common substances, their sources, uses and, where possible, patterns in their behaviour (iii) the simple mathematical interpretation of suitable data (iv) the understanding of key theories and concepts that account for selected chemical and physical properties (v) the necessary practical skills to handle substances and manipulate equipment safely and to make, record and process chemical observations, especially those relating to qualitative and quantitative analysis (vi) an awareness of chemistry developments (vii) the study and practice of science as cooperative and cumulative activities, subject to social, economic, technological, ethical and cultural influences and limitations effective and safe practice (viii) an interest in, and care for, the environment (ix) an interest in Chemistry, and an understanding of its relevance to society Experimental skills and investigations developed in this course include the ability to: 1. plan investigations 2. use techniques, apparatus and materials 3. make and record observations, measurements and estimates 4. interpret and evaluate observations and experimental results 5. select techniques, apparatus and materials 6. evaluate methods and suggest possible improvements COURSE OUTLINE *AS91387 Carry out an investigation in chemistry involving quantitative analysis 4 credits AS91388 Demonstrate understanding of spectroscopic data in chemistry 3 credits AS91393 Demonstrate understanding of oxidation-reduction processes 3 credits AS91390 Demonstrate understanding of thermochemical principles and the properties of particles and substances External AS91391 Demonstrate understanding of the properties of organic compounds 5 credits AS91392 Demonstrate understanding of equilibrium principles in aqueous systems 5 credits
Internal Internal Internal 5 credits External External
Total 25 credits * AS91387 may be replaced by Unit Standards if class size is too large for this investigation. METHODS OF ASSESSMENT FOR NCEA LEVEL 3 Three school exams will assess student achievement throughout the year. Internal assessments will occur during Terms 1 to 3. NZQA external assessment occurs during Term Four.
SPECIAL EQUIPMENT AND COSTS Safety glasses are provided. Commercial revision books will be available at discounted prices. CONTINUATION IN THIS SUBJECT Stage 1 University Chemistry is the natural progression from Level 3 NCEA Chemistry (Form 7). This course is strongly recommended if planning any further study in Chemistry, Biochemistry, Biology, Material Sciences, Engineering, Health Sciences, Laboratory Technician, Teaching or Environmental Science. REFERENCE PERSON
Mr K Simento, HOD Chemistry Mr G Beaumont, MIC NCEA Chemistry
CHEMISTRY - FORM 7 : A2 PRE-REQUISITES The Form 6 AS Chemistry course is a prerequisite for the A2 Form 7 course. Students who gain an A to a good D grade in AS Chemistry will be admitted to this course. • Students who gain a low D grade in AS Chemistry must consult with the HOD Chemistry to gain entry into this course • Students who gain an E grade or ungraded result in AS Chemistry will not be able to enter this course COURSE OUTLINE The Form 6 AS Chemistry and Form 7 A2 Chemistry together constitute the Cambridge International A level Qualification. The A2 course includes the topics listed in AS Chemistry studied in greater depth. In addition, there is the following: • • • • •
More detailed Energetics. Rate Equations (zero, first and second order reactions). Further Patterns in the Periodic Table. Additional Organic Chemistry, particularly as applied to Aromatics (cyclic molecules). Applications of Chemistry have been incorporated throughout the syllabus.
METHODS OF ASSESSMENT Three papers are sat at the end of the Form 7 year but these are considered as part of the overall Cambridge qualification according to the following table which includes the AS papers. WEIGHTINGS % AS (Form 6) AS Level A Level Paper 1 - Multiple Choice 31 15.5 (1hr, 40 marks) Paper 2 - AS Structured questions 46 23 (1hr 15min, 60 marks) Paper 31/32 - Advanced Practical Skills 23 11.5 (2hrs, 40 marks) A2 (Form 7) Paper 4 - A2 Structured questions (2hr, 100 marks) Paper 5 - Planning, Analysis and Evaluation (1hr 15min, 30 marks)
38.5 11.5
For most students, the AS marks will be carried forward from the 6th Form to be combined with the A2 marks in the 7th Form. Cambridge does allow the AS and A2 to be sat in the same year, thus the AS could be retaken in the May/June session with the A2 exams at the end of the year. Single AS papers within the Chemistry syllabus cannot be retaken. AS is 50% and A2 is 50% of the total “A” qualification. While it is possible to retake AS exams, it is not possible to undertake both the AS and the A2 courses in the one year. Note - The AS marks can be used as a stand-alone qualification for University Entrance and the AS course can be repeated in the Form 7 year. See the requirements for University Entrance as outlined in the “Senior School Guide” booklet to clarify this. SPECIAL EQUIPMENT AND COSTS Safety glasses are provided. Workbooks with notes are available at less than cost.
Course Handbook 2016 F 4-7 - Page 35
CONTINUATION OF SUBJECT Chemistry is a prime requirement for many University courses in Pure and Applied Sciences such as Chemistry, Biochemistry, Chemical Engineering, Medicine, Biological Sciences, Food Sciences, etc. The approach, skills and learning techniques developed by Form 7 Chemistry prove invaluable in many other disciplines. A Science career without Chemistry is a very limited possibility. REFERENCE PERSON
Mr K Simento, HOD Chemistry
CLASSICAL STUDIES - OVERVIEW WHAT IS CLASSICAL STUDIES? Classical Studies may be defined as the study of ancient Greece and Rome without the study of the classical languages Greek and Latin. Students gain an in-depth knowledge of important aspects of both Greek and Roman civilisations, and an understanding of their formative and enduring influence on the rich cultural tradition of Western Europe. The subject combines elements from several disciplines: literature, history, art history and philosophy. Courses are offered at both Form 6 and Form 7 (NCEA Levels 2 and 3, AS and A2). A description of each course follows. WHAT IS THE VALUE OF CLASSICAL STUDIES? Classical Studies is a subject of significant intrinsic merit, and also teaches invaluable analytical and written skills. We learn about the high points of western civilization and examine some of the greatest works of the human intellect and creative genius. We walk in the footsteps of countless generations who have learned to navigate the future more confidently by reflecting on the past. Classical Studies teaches students to read and think analytically and critically. It also helps students to improve and develop their written skills. No matter what aspirations you may have for the future, no matter what career path or profession you may wish to pursue, you must be able to think, speak and write clearly, thoughtfully and critically. Classical Studies not only opens our eyes to the eternal wonders of the ancient world, but also helps to develop and hone skills that are crucial, both for further study and for professional life.
CLASSICAL STUDIES - FORM 6 : NCEA LEVEL 2 PRE-REQUISITES Nil RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging over 60% in Form 5 English or History exams, or over 50% in Latin, have an appropriate achievement level to study Form 6 Classical Studies. B. Students averaging 45-60% in Form 5 English may find Form 6 Classical Studies difficult. C. Students averaging under 45% in Form 5 English are not recommended to take Form 6 Classical Studies. DESCRIPTION Students will explore a range of topics within the perimeters of the achievement standards set out below. At present, topics include Homer’s Odyssey, the political and social life of ancient Rome in the time of Julius Caesar and the Art of Pompeii and Herculaneum. We also examine the life and career of the most famous Roman of them all, Julius Caesar. From time to time specific topics may vary. Students will be advised of any topic changes on a timely basis. COURSE OUTLINE The course currently comprises the following Level 2 achievement standards: 1. AS91200 Classical Studies 2.1: Examine ideas and values of the classical world. (External: 4 credits) (Homer’s Odyssey) 2. AS91201 Classical Studies 2.2: Examine the significance of features of work(s) of art in the classical world. (External: 4 credits); (Art of Pompeii and Herculaneum) 3. AS91202 Classical Studies 2.3: Demonstrate understanding of a significant event in the classical world. (Internal: 4 credits); (Death of Julius Caesar) 4. AS91203 Classical Studies 2.4: Examine socio-political life in the Page 36 - Course Handbook 2016 F 4-7
classical world. (External: 6 credits); (Roman social and political life in the age of Julius Caesar) 5. AS91204 Classical Studies 2.5: Demonstrate understanding of the relationship between aspects of the classical world and other cultures. (Internal: 6 credits). (Comparison of Homer’s Odyssey with modern film interpretation) METHODS OF ASSESSMENT Form 6 Classical Studies will be assessed through a combination of internally assessed and externally examined NCEA Level 2 achievement standards, making a total of 24 credits. SPECIAL EQUIPMENT AND COSTS Nil CONTINUATION OF SUBJECT Upon completion of the 6th form course, students may opt to take Level 3 Classics. VALUE OF CLASSICAL STUDIES Please read the Classical Studies Overview statement above (before the description of individual Classical Studies courses). REFERENCE PERSON
Mrs F Hay-Mackenzie, HOD Classical Studies
CLASSICAL STUDIES - FORM 6 & 7 : AS PRE-REQUISITES D grade or higher in any IGCSE or AS Humanities subject e.g. English, History or a language. Students who do not fulfil this requirement must apply to the Head of Department for admission to the course. RECOMMENDED ACHIEVEMENT LEVELS Students averaging over 60% in Form 6 Classical Studies, English or History exams have an appropriate achievement level to study AS Classical Studies. DESCRIPTION We explore two Greek topics (Attic Old Comedy; Socrates) in the first half of the year and two Roman topics (Augustus; Virgil) in the second half of the year. Students are introduced chronologically to important aspects of 5th/4th century BC Greek history, social life, values, entertainment and philosophical thought, through the eyes of the great comic playwright Aristophanes, and in an examination of the life and ideas of the Greek philosopher Socrates, through the writings of his student Plato. The Roman topics transport us to a crucial period in Roman history, the last years of the first century BC and the first few years of the first century AD. The death of Julius Caesar signals the death of the republic. With the rise to power of Augustus, we witness the beginnings of empire. The greatest of the Roman poets Virgil, a contemporary and friend of Augustus, imbues his story of the Trojan hero Aeneas, father of the Roman people, with universal themes that have resonated deeply with audiences from Virgil’s own day to our own. The course offers an excellent introduction to high points of both Greek and Roman civilisation and provides a superb foundation for A2 Classics. (See below.) COURSE OUTLINE The course currently comprises the following 4 topics: 1. Attic Greek comedy: Aristophanes’ Wasps and Frogs 2. Socrates: the ideas, philosophy, and character of Socrates, 3. Augustus: the career and achievements of Rome’s first emperor 4. Virgil’s Aeneid: the epic story of the Trojan hero Aeneas fleeing Troy and founding a new nation in Italy. METHODS OF ASSESSMENT AS Classical Studies involves two 1.5 hour exams, one on the Roman topics (Augustus, Virgil) and one on the Greek topics (Comedy, Socrates). Each topic has various assessment options - long essay or short essays or textual analysis involving short and paragraph answers. Coursework during the term will involve practice in all these options. There is no formal internal assessment component. SPECIAL EQUIPMENT AND COSTS Nil
CONTINUATION OF SUBJECT Those students in the 6th form, upon completion of the AS course, may opt to take Classics at A2 level. VALUE OF CLASSICAL STUDIES Please read the Classical Studies Overview statement above (before the description of individual Classical Studies courses). REFERENCE PERSON
Mrs F Hay-Mackenzie, HOD Classical Studies
CLASSICAL STUDIES – FORM 7: A2 PRE-REQUISITES: AS Classical Studies Students who have not taken AS Classical Studies may not enter for the A2 Classical Studies course.
PRE-REQUISITES Form 6 Classical Studies or Junior Latin are desirable, but not essential.
RECOMMENDED ACHIEVEMENT LEVELS A. Students who gain an A to a good D grade in AS Classical Studies will be admitted to this course. B. Students who gain a low D grade in AS Classical Studies must consult with the HOD Classical Studies to gain admittance to this course Students who gain an E grade or ungraded result in AS Classical Studies will not be admitted to this course.
RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging over 60% in Form 6 Classical Studies, English or History exams have an appropriate achievement level to study Level 3 Classical Studies. B. Students averaging 45-60% in Form 6 Classical Studies, English or History exams may find Level 3 Classical Studies difficult. C. Students averaging below 45% in Form 6 Classical Studies, English or History exams are not recommended to take Level 3 Classical Studies.
DESCRIPTION A2 Classical Studies gives students the opportunity to go deeper in discovering and uncovering the riches of the ancient world through the critical analysis and interpretation of its literary texts, studied in their own contemporary contexts. The course of study progresses naturally from the topics studied in the AS Classical Studies course. The texts studied will range from epic poetry to ancient plays and histories, and students will be expected to read widely around the topics, in addition to the primary and secondary set texts.
DESCRIPTION Students will explore a range of topics within the perimeters of the achievement standards set out below. At present, topics include the career and achievements of Rome’s first emperor, Augustus. We focus on his rise to power and revolutionary transformation of Rome into an empire, by ruthlessly employing all the means at his disposal: civil war, violence and intimidation, bribery, political office, propaganda even his own family and friends. We also study some of the greatest works of Roman architectural and engineering genius, including the Colosseum, the Pont du Gard and the Pantheon; and we meet many of the major Roman gods and goddesses in Virgil’s epic masterpiece the Aeneid, which tells the story of the Trojan hero Aeneas who flees from Troy to find a new home in Italy and become the father of the Roman people. From time to time specific topics may vary. Students will be advised of any topic changes on a timely basis.
COURSE OUTLINE The course comprises the following two papers: 1. Gods and Heroes - the Importance of Epic: this topic focuses on the behaviour of gods and heroes in epic poetry, and on the nature of the epic hero (Homer’s Iliad and Odyssey; Virgil’s Aeneid). Students critically analyse and draw conclusions from their reading about the three central heroes, Achilles, Odysseus and Aeneas. Their exploration will include: the role and world view of each hero within his society; his relationships with the gods and with other significant figures in his world; and how the depiction of the hero may reflect each poet’s purpose, message and major themes. Students will be expected to write critically about all three poems in the final examination. 2. The Changing World of Athens - its Friends and Enemies: this topic focuses on the development of Athens from 510-404 BC as a state, and the response of its citizens to the challenges of the period. Students are introduced to the works of the two greatest ancient Greek historians, Herodotus, often called the Father of History, who wrote about the Greco-Persian Wars which took place in the early part of the 5th century BC and Thucydides, whose masterpiece History of the Peloponnesian War recounts the great conflict between Athens and Sparta and their respective allies (431-404BC), in which Thucydides himself fought and which finally brought Athens to her knees. We also read the comic poet Aristophanes’ Acharnians for his unique take on the Peloponnesian war.
CLASSICAL STUDIES - FORM 7 : NCEA LEVEL 3
COURSE OUTLINE The course comprises the following Level 3 achievement standards: 1. AS91394 Classical Studies 3.1: Analyse ideas and values of the classical world. (External: 4 credits) (Virgil’s Aeneid) 2. AS91395 Classical Studies 3.2: Analyse the significance of work(s) of art in the classical world. (External: 4 credits) (Roman Art and Architecture) 3. AS91396 Classical Studies 3.3: Analyse the impact of a significant historical figure on the classical world. (External: 6 credits) (Augustus) 4. AS91397 Classical Studies 3.4: Demonstrate understanding of significant ideology(ies) in the classical world. (Internal: 6 credits) (Political messages through Roman Art and Architecture) 5. AS91398 Classical Studies 3.5: Demonstrate understanding of the lasting influences of the classical world on other cultures across time. (Internal:6 credits) (Experience of War) METHODS OF ASSESSMENT NCEA Level 3 will be assessed through three externally examined achievement standards and two internally assessed achievement standards, providing a total of 26 credits. The coursework mark on school reports is derived from several assessment tasks each assessment cycle. SPECIAL EQUIPMENT AND COSTS Nil VALUE OF CLASSICAL STUDIES Please read the Classical Studies Overview statement above (before the description of individual Classical Studies courses). REFERENCE PERSON
METHODS OF ASSESSMENT Students will sit two 1.5 hour external examinations, one on each of the above papers. In both examinations, two extracts from the prescribed texts will be provided, together with an unseen extract from a primary or secondary author. Candidates will be required, in essay form, to analyse and assess all three passages critically and also to draw on their wider reading from the course to answer the examination question. There is no internal assessment component to this course. SPECIAL EQUIPMENT AND COSTS Nil. VALUE OF CLASSICAL STUDIES Please read the Classical Studies Overview statement above (before the description of individual Classical Studies courses). REFERENCE PERSON
Mrs F Hay-Mackenzie, HOD Classical Studies
Mrs F Hay-Mackenzie, HOD Classical Studies
Course Handbook 2016 F 4-7 - Page 37
PRE-REQUISITES Students should have completed the 5th Form Art programme or discussed entry with the HOD Art.
COURSE OUTLINE The year follows a process that includes: • Practical and theoretical research based on the history of design and contemporary design practice. • Increasing knowledge of design process. • Development of design skills. • Problem solving projects • Presentation of folio of completed design ideas.
RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 65% in Form 5 Art have an appropriate achievement level to study Form 6 Design. B. Students who have achieved 50-64% in Form 5 Art may find Form 6 Design difficult. C. Students who have achieved less than 50% in Form 5 Art are not recommended to take Form 6 Design.
METHODS OF ASSESSMENT For AS assessment 40% of your mark is awarded for coursework which is internally assessed and moderated externally at the completion of the year. 60% of your marks will come from a 15 hour controlled test, which is externally assessed at the end of the end. The AS mark makes up 50% of the final A-Level mark if students continue through to A2.
DESCRIPTION / AIMS As a student of Design you will be introduced to the practices and procedures that underline good design. The development of a wide range of drawing skills is important but not essential. Imagination, creativity and communication skills are also important prerequisites as the course aims to extend these.
CONTINUATION OF SUBJECT AT SCHOOL Design is available as a continuation of the AS course for a full A-level at Year 13.
DESIGN - FORM 6 : NCEA LEVEL 2
COURSE OUTLINE The year follows a process that includes: • Develop an in depth understanding of the history of design and contemporary design practice. • Increasing knowledge of design process. • Development of drawing skills. • Problem solving projects. • Presentation of folio of completed design ideas. NCEA standards covered are: 2.1 Demonstrate an understanding of methods and ideas from established practice appropriate to design. (4 credits) 2.2 Use drawing methods to apply knowledge of conventions appropriate to design. (4 credits) 2.3 Develop ideas in a related series of drawings appropriate to established design practice. (4 credits) 2.4 Produce a systematic body of work that shows understanding of art making conventions and ideas within design. (12 credits) METHODS OF ASSESSMENT Students are prepared for Level 2 Visual Art NCEA. Standard 2.1, standard 2.2 and standard 2.3 are assessed internally during Term 1 and 2. Standard 2.4, which is a board folio, is assessed and externally moderated at the end of the year. Throughout the year work is regularly marked and this forms the basis for term report marks. SPECIAL EQUIPMENT AND COSTS Students are required to buy a design pack and are responsible for maintaining their ability to print their computer work regularly. REFERENCE PERSON
Mrs L Moore, HOD Art
DESIGN - FORM 6 : AS CIE PRE-REQUISITES Students should have completed the 5th Form Art programme or discussed entry with the HOD Art. RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 65% in Form 5 Art have an appropriate achievement level to study Form6 Design. B. Students who have achieved 50-64% in Form 5 Art will find Form 6 Design difficult. C. Students who have achieved less than 50% in Form 5 Art are not recommended to take Form 6 Design. DESCRIPTION / AIMS As a student of Design you will be introduced to the practices and procedure that underline good design. The development of a wide range of drawing skills is essential. Imagination creativity and communication skills are also important prerequisites as the course aims to extend these.
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SPECIAL EQUIPMENT AND COSTS Students are required to buy a design pack and are responsible for maintaining their ability to print their computer work. REFERENCE PERSON
Mrs L Moore, HOD Art
DESIGN - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES It is expected that students taking this course will have completed the Level 2 Design course. RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 65% in Sixth Form have an appropriate achievement level to study level 3 Art. B. Students who have achieved 45-64% in Sixth Form Art may find level 3 Art demanding. C. Students who have achieved less than 45% in Sixth Form Art are not recommended to take Level 3 Art. DESCRIPTION / AIMS This course builds on the Year 12 program and aims to extend the students knowledge of existing art practices and develop ideas through individual thinking. COURSE OUTLINE The year follows a process that includes: • Practical and theoretical research on history of design and contemporary design practice. • Increasing knowledge of design process. • Development of design skills. • Problem solving projects. • Presentation of folio of completed design ideas. • Presentation of ideas and methods which relate to an individual subject or artistic problem. • The selection, clarification and regeneration of an individual project. NCEA Standards offered 3.1 Analyse methods and ideas from established design practice. (4 credits) 3.2 Use drawing to demonstrate understanding of conventions appropriate to design. (4 credits) 3.3 Systematically clarify ideas using drawing informed by established design practice. (4 credits) 3.4 Produce a systematic body of work that integrates conventions and regenerates ideas within design practice. (14 credits) METHODS OF ASSESSMENT NCEA Level 3 3.1, 3.2 and 3.3 are presented as a display folder workbook and 3.4 as a 3 board folio. 3.1, 3.2 and 3.3 standards are internally assessed but externally moderated. 3.4 is externally assessed and moderated. Throughout the year work is regularly marked and these form the basis of term report marks.
SPECIAL EQUIPMENT AND COSTS Students are required to buy a design pack and are responsible for maintaining their ability to print their computer work. REFERENCE PERSON
Mts L Moore, HOD Art
DESIGN - FORM 7 : A2 PRE-REQUISITES You must have completed and passed the AS level components before doing A2 Design. DESCRIPTION / AIMS This course builds on the Year 12 program and aims to extend the student’s knowledge of existing art practices and develop ideas through individual thinking. COURSE OUTLINE Component 3 - Coursework Three folio boards showing the students knowledge of existing design practice and the development of individual thinking through an individually chosen design situation. Component 4 - Related study An enquiry into a New Zealand based design practice. The presentation can be a visual documentation OR a written essay not exceeding 3,500 words. METHODS OF ASSESSMENT Component 3 - Coursework Internally assessed and externally moderated and contributes to 60%. Component 4 - Related study Externally assessed by CIE and contributes 40%. SPECIAL EQUIPMENT AND COSTS Students are required to buy a design pack and are responsible for maintaining their ability to print their computer work regularly. REFERENCE PERSON
Business Studies 1. Why business activity is needed 2. How business activity is organised and financed 3. How to start a business 4. How to operate a business 5. Measuring business success/failure 6. Marketing 7. How and why government and community influence business activity 8. Business accounting 9. Business Management simulation/game METHODS OF ASSESSMENT External examination: None. School examination: • 1 x 1 hour exam - end of Term 1 • 1 x 2 hour exam - end of Term 2 • 1 x 2 hour exam - end of Term 4 Class assessment: Common tests and in class tests are held each term. SPECIAL EQUIPMENT AND COSTS None. CONTINUATION OF COURSE This course will provide good background and preparation for the following subjects: - Economics - Business Studies - Accounting REFERENCE PERSON
Mr J Wilson, HOD Economics
ECONOMICS - FORM 5 : IGCSE
Mrs L Moore, HOD Art PRE-REQUISITES None.
ECONOMICS BUSINESS STUDIES: FORM 4 PRE-REQUISITES None. COURSE DESCRIPTION / AIMS This course is designed to introduce students to the main concepts and theory involved in consumer behaviour and decision making. It also introduces students to some of the main theories in Business Studies and is an appropriate base for study at more advanced level in either subject. COURSE OUTLINE Topics covered in economics include the basic economic problem, introductory microeconomic analysis including market theory (demand and supply), consumer economics including financial literacy topics such as insurance, budgeting and consumer rights and obligations in the market place. Students also complete a unit on Business Studies, covering some of the main issues such as marketing, business organisation, business success and failure, business accounting and a business management simulation. Economics 1. Basic economic problem: scarcity and exercise of choice 2. Exchange 3. Income 4. Expenditure, saving and budgeting. 5. Consumer rights and obligations – consumer laws 6. Insurance 7. Specialisation 8. Resources 9. Demand, supply and market equilibrium 10. Introductory macroeconomics
DESCRIPTION / AIMS The course is a wide ranging introductory economics programme which introduces students to a variety of micro and macro economic topics and issues. These include: the role of the individual, the firm and government in economic decision making, how the market works, why the market fails and international trade issues. COURSE OUTLINE 1. The basic economic problem 2. Specialisation and exchange 3. Economic systems 4. Types of Business Organisation 5. Trade Unions 6. Financial Institutions 7. How Prices are determined 8. Market Structures 9. The role of advertising 10. Occupations and wages 11. Spending, Saving and Borrowing 12. Organising Production 13. Costs, revenue and profits 14. Government objectives and policies 15. Public Sector Finance 16. Inflation 17. Employment 18. Output and Economic Growth 19. International trade and exchange rates 20. Developed and developing economies 21. Economic interdependence and globalisation METHODS OF ASSESSMENT External examination: • Paper 1: 30 multiple choice questions - 45 minutes • Paper 2: Structured questions - 2 hours 15 minutes
Course Handbook 2016 F 4-7 - Page 39
School examination: • 1 x 1 hour exam - end of Term 1 • 1 x 2 hour exam - end of Term 2 • 1 x 3 hour exam - end of Term 3 Class assessment: Common and class tests are held each term. SPECIAL EQUIPMENT AND COSTS Compulsory workbook purchase. CONTINUATION OF SUBJECT AT SCHOOL Successful completion of IGCSE provides an excellent base for further study at AS (Form 6) level. It is also possible for a student to opt for NCEA levels 2 and/or 3. REFERENCE PERSON
Mr J Wilson, HOD Economics
ECONOMICS - FORM 6 : NCEA LEVEL 2 PRE-REQUISITES None. DESCRIPTION / AIMS The content of this course is mainly macroeconomics and covers the major macroeconomic issues of: employment, inflation, international trade and sustainable economic growth. Students are taught a variety of economic models and are introduced to common economic statistics and data relating to these topics. COURSE OUTLINE The course is divided into equal sections as outlined above. Each topic covers the definition, measurement, causes, effects and policies to deal with the issue. New Zealand’s recent historical record in each area is studied together with projections for the future. NCEA Level 2 Achievement Standards cover: 2.1 Analyse inflation using economic concepts and models 4 credits External 2.2 Analyse international trade using economic concepts and models 4 credits External 2.3 Analyse economic growth using economic concepts and models 4 credits External 2.4 Analyse unemployment using economic concepts and models 4 credits Internal 2.5 Analyse statistical data relating to contemporary economic issues 4 credits Internal 2.7 Analyse a contemporary economic issue of special interest using economic concepts and models 4 credits Internal
ECONOMICS - FORM 6 : AS PRE-REQUISITES None. It is an advantage to have studied Economics in Form 5, but not essential. New students to Economics can, with appropriate motivation, realistically attempt AS Economics. DESCRIPTION / AIMS This course generates marks for the first half of Advanced Level Economics and is correspondingly weighted at 50% (as well as being a course in its own right). The course covers an introduction to Economics, basic economic concepts and models; an extensive analysis of the market system (demand and supply); issues regarding market failure and the role of the government in attempting to correct market failure; macroeconomic measurement and problems including inflation, unemployment and international trade. COURSE OUTLINE 1. The basic economic problem 2. The price system 3. Government Intervention in the price system 4. Measurement in the macro economy 5. International trade 6. Exchange rate theory 7. Government policy for balance of payments disequilibrium and influencing the exchange rate METHODS OF ASSESSMENT External examination: Paper 1 (1 hour) comprising thirty multi-choice questions and Paper 2 (1 hour 30 minutes) comprising one compulsory data response question and a choice of one essay (in two parts) from three. School examination: • 1 x 1 hour exam - end of Term 1 • 1 x 2 hour exam - end of Term 2 • 1 x 2½ hour exam - end of Term 3 Class assessment: Common tests are held each term and multiple choice tests, data response questions and essays are also set regularly throughout the year. SPECIAL EQUIPMENT AND COSTS Nil. CONTINUATION OF SUBJECT AT SCHOOL A ‘good’ grade D or better allows for direct entry into A2 Economics. However, a ‘low’ grade D requires HOD approval and a grade E or U candidate is unable to attempt A2 (but could consider retaking AS). Mr J Wilson, HOD Economics
METHODS OF ASSESSMENT External examination: A total of 12 credits will be assessed by an external three hour exam and a further 12 credits will be assessed by 3 internally assessed assignments.
REFERENCE PERSON
School examination: • 1 x 1 hour exam - end of Term 1 • 1 x 2 hour exam - end of Term 2 • 1 x 3 hour exam - end of Term 3
PRE-REQUISITES None. It is an advantage to have studied Economics in Form 5 and/ or Form 6, but not essential. Although the course starts from first principles, new students to Economics must be prepared to work very hard on basic concepts and terminology as content is recovered from Level 1 and 2 relatively quickly.
Class assessment: Common tests and in class tests are held each term. SPECIAL EQUIPMENT AND COSTS Workbook $10.00. CONTINUATION OF SUBJECT AT SCHOOL Successful completion of this course is an advantage for Level 3 Economics. REFERENCE PERSON
Mr J Wilson, HOD Economics Mr R Gordon, TIC NCEA
Page 40 - Course Handbook 2016 F 4-7
ECONOMICS - FORM 7 : NCEA LEVEL 3
DESCRIPTION / AIMS This course covers a variety of topics in microeconomics, public economics and macroeconomics. A number of economics models and theories are covered and current economic issues are used to help explain theory. COURSE OUTLINE NCEA Level 3 standards cover: 3.1 Demonstrate understanding of the efficiency of market equilibrium 4 credits External 3.2 Demonstrate understanding of the efficiency of different market structures using marginal analysis 4 credits External
3.3 Demonstrate understanding of micro-economic concepts 5 credits Internal 3.4 Demonstrate understanding of government interventions to correct market failure 5 credits Internal 3.5 Demonstrate understanding of influences on the New Zealand economy 6 credits External METHODS OF ASSESSMENT External examination: Students sit a three hour external exam assessing four Achievement Standards worth 14 credits. School examination: • 1 x 1 hour exam - end of Term 1 • 1 x 2 hour exam - end of Term 2 • 1 x 3 hour exam - end of Term 3 Class assessment: Common and class tests are held each term throughout the year. SPECIAL EQUIPMENT AND COSTS Workbook $15.00. CONTINUATION OF SUBJECT The course is a good base for Stage One study in Economics. REFERENCE PERSON
Mr J Wilson, HOD Economics Mr R Gordon, TIC NCEA Economics
ECONOMICS - FORM 7 : A2 PRE-REQUISITES • Students who gain an A to a good D grade in AS Economics will be admitted to this course. A genuine interest in Economics as well as a willingness and ability to accept the greater workload and difficulty involved is essential. Students with an AS mark of 70% or less are strongly encouraged to re-sit AS in the May/ June session. • Students who gain a low D grade in AS Economics must consult with the HOD Economics to gain entry into this course. • Students who gain an E grade or ungraded result in AS Economics will not be accepted into this course. DESCRIPTION / AIMS A2 is a relatively demanding economics extension course that involves a detailed study of micro and macro economics. Students are encouraged to read widely around topics under review and are expected to develop excellent written communication skills. Essays are very important at this level and require comprehensive knowledge and application of relevant theory and models, together with superior evaluation and analysis skills. COURSE OUTLINE 1. Detailed theory of the firm 2. Labour market theory 3. Government intervention in the price system 4. Advanced macro economic studies. 5. Development Economics theory and issues METHODS OF ASSESSMENT External examination: Cambridge International Examination Assessment is in two papers: Paper 3 (1 hour) comprising 30 very technical and detailed multi-choice questions and Paper 4 (2 hours 15 minutes) comprising one compulsory data response question and two 25 mark essays from a choice of 6. NZQA Level 4 Scholarship Successful completion of the A2 course is excellent preparation for this optional 3 hour examination, held late in Term 4. School examination: • 1 x 1 hour exam - end of Term 1 • 1 x 2 hour exam - end of Term 2 • 1 x 3 hour 15 minute exam - end of Term 3
Class assessment: Common tests are held each term and multiple choice tests, data response questions and essays are also set regularly throughout the year. SPECIAL EQUIPMENT AND COSTS None. CONTINUATION OF SUBJECT This course is an excellent base for undergraduate study in Economics. Mr J Wilson, HOD Economics
REFERENCE PERSON
ENGLISH - FORM 4 All Form 4 students will study the same, general course that covers a range of skills that build upon the Form 3 programme. The programme is designed to introduce students to the skills required at the next level, whether it be the Cambridge (IGCSE) or NZQA (NCEA Level One) pathway. Work covered includes: Literature Poetry, Film and Drama (Shakespeare or Non-Shakespearean) will be taught, along with the teacher’s choice of Non-Fiction or Novel. Elements of style, structure, character, setting and theme will be analysed and students will respond by writing transactional essays. Language of the Writer’s Craft Students will study the use and effect of writing techniques, including narrative point of view, figures of speech, sound devices and methods of characterisation. Film Film techniques (camera, lighting, sound and editing) will be revisited, in conjunction with a study of a film as text. Writing Students will write in a variety of different creative and transactional styles: narrative, descriptive and discursive/argumentative. Static Images This study will examine the use of visual texts for communication. The use of images, colour, contrast, lettering and layout will be incorporated into the design and production of a book dust jacket. Speech The art of speaking and reading in a formal setting will be studied and students will complete two oral presentations: a persuasive speech and a dramatic reading. Comprehension Students will be given the task of reading written, oral and visual unfamiliar texts, often tied to the focal topic of the term, and will need to answer questions that test or enhance their ability to comprehend basic, as well as inferential questions. Language Students will continue their study of basic grammar (parts of speech, punctuation, syntax, paragraphing and spelling) from the Department grammar booklet that all Form 3 students receive. Replacement copies of this are available for $5 from Ms Curry in the book room. YEAR GROUP HEAD
Mr D Rice (E2)
ENGLISH - FORM 5 5A–I study IGCSE Literature and 5J–Q study NCEA Level One. CAMBRIDGE PATHWAY - IGCSE LITERATURE Students will study four literature texts and sit two external English Literature exams at the end of the year. They require students to answer on one text from each of the poetry, prose and drama sections and one other from any of the genre:
Course Handbook 2016 F 4-7 - Page 41
• •
Paper 4 Set Texts A (90 minutes – two essays) Paper 5 Set Texts B (90 minutes – two essays)
A range of supplementary activities will be undertaken during these text studies to augment the programme. NCEA PATHWAY - NCEA LEVEL 1 There will be six Achievement Standards attempted during the year, form which students can acquire 24 credits: 12 from internal assessment and 12 from the three-hour external examination. Internal: · 1.4 · 1.5 · 1.6 · 1.7
Creative Writing (3 credits) Formal Writing (3 credits) Speech (3 credits) Static Image (3 credits)
External: · 1.1 Written Text – novel or non-fiction (4 credits) · 1.2 Visual Text – film (4 credits) · 1.3 Unfamiliar Written Texts (4 credits) YEAR GROUP HEAD
Mr J Whelan (E9)
ENGLISH - FORM 6 Form 6 students will be streamed on English ability based on their Form 5 AGS school exam aggregate and will study either AS Literature or NCEA Level 2 English. Entry to AS Literature is restricted to those students who achieved a D Grade or better on the IGCSE course. It is preferable, however, for students to have a C grade before attempting this academically rigorous and demanding course. Students with lower D grades in IGCSE might be required to take Cambridge Pathway 2 (see below). Students intending to study AS Literature with a D Grade should think carefully, and consult Mr Pillay, Mr Laing (HOD English) or their Form 5 English teacher before doing so, as the AS course is more difficult than IGCSE. CAMBRIDGE PATHWAY 1: AS LITERATURE This rigorous literature-only programme is examined externally at the end of the year as a stand-alone course or as the first half of a two year course (the second being A Level (A2) Literature). Students will present for 2 external exams at the end of the year: • Paper 3: Poetry and Prose (2 hours) • Paper 4: Drama (2 hours) Each paper contributes 50% and students will study 4 texts: a novel, poetry and 2 plays and write a 25-mark, 700-plus word essay on each. A range of supplementary activities will be undertaken during these text studies to augment the programme. CAMBRIDGE PATHWAY 2: AS LITERATURE AND LANGUAGE One class only of this stand-alone course is offered to students (subject to marks gained in IGCSE) who are NOT going to do English in Form 7 as it does not carry through to A Level. There is a little less time pressure on in this course as three literature texts are studied (instead of four with AS Literature). The language component comprises writing in a variety of creative (narrative and descriptive) and formal (discursive and persuasive) styles. • Paper 2: Composition (2 hours) – 2 pieces of writing • Paper 9: Poetry, Prose and Drama (2 hours) – 3 literature essays NCEA PATHWAY: NCEA LEVEL 2 There will be six Achievement Standards. Students can acquire 25 credits: 13 from internal assessment and 12 from the external examination. Internal standards: • 91101 - 2.4 Produce a selection of crafted and controlled writing (6 credits) * • 91102 - 2.5 Construct and deliver a crafted and controlled oral text (3 credits)
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91106 - 2.6 Create a crafted and controlled visual and verbal text (3 credits) Students sit a three-hour external exam, comprising 12 credits, that covers: • 91098 - 2.1 Analyse specified aspects of studied written texts, with supporting evidence (4 credits) *+ • 91099 - 2.2 Analyse specified aspects of studied visual or oral texts, with supporting evidence (4 credits) * • 91100 - 2.3 Analyse significant aspects of unfamiliar texts through close reading with supporting evidence (4 credits) + YEAR GROUP HEAD
Mr N Pillay (E1)
ENGLISH - FORM 7 Form 7 students will be streamed according to their English ability, based on their AS Literature results and will present for A Level (A2) Literature or NCEA Level 3 English. Students may enter the Scholarship exam and while no specific class will be run for this, some tutorials will be run for it in Terms 3 and 4. Entry to A2 Literature is restricted to those students who have achieved 55% or better in AS Literature. An AS Literature C Grade or at least a good D is preferable. Assessment will be conducted throughout the year in the internal school exams at the end of Terms One, Two and Three to provide students with meaningful feedback on their level of achievement. CAMBRIDGE PATHWAY: A LEVEL (A2) LITERATURE This course is an extension of the same rigorous, literature-only programme where students present for two external exams at the end of the year: Paper 5: Shakespeare and other Pre-20th Century Writers (2 hours) Paper 6: Modern Writing (2 hours) Each paper contributes 50% and students will study four texts – two for Paper 5 (a Shakespeare play and either poetry, a novel or a non-Shakespearian play) and two for Paper 6 (poetry, a novel or a non-Shakespearian play). Students will write 25-mark, 900-word transactional essays on each text and will cite secondary material/ criticism in the process. A range of supplementary activities will be undertaken during these text studies to augment the programme. Those students who had difficulty with AS Literature may opt to study NCEA Level 3. Those students who had difficulty with AS Literature may opt to study NCEA Level 3. NCEA PATHWAY: NCEA LEVEL 3 The NCEA Level 3 English course is significantly more difficult than Level 2 and only students with a very good English skills base should consider opting for it. Six achievement standards worth 26 credits are on offer from internal and external assessment as follows: These achievement standards, comprising 14 credits, will be internally assessed: 3.5 Create and Deliver an Oral Presentation (3 credits) 3.7 Respond to Connections Across Texts (4 credits) 3.8 Develop a critical understanding of literature (4 credits) + 3.9 Respond Critically to Visual Texts (3 credits) Students sit a three hour external exam, comprising twelve credits, that covers: 3.1 Written Text (poetry, short story, novel, drama or non-fiction study) Study (4 credits) *+ 3.2 Film Text Study (4 credits) * 3.3 Respond Critically to Unfamiliar Prose and Poetry texts (4 credits) + YEAR GROUP HEAD
Mrs R Lory (E4)
ENGLISH LANGUAGE (ESOL) - FORM 4 PER-REQUISITES Form 3 English Language (ESOL) Description/Aims The Form 4 English Language (ESOL) programme will continue the cross-curricular English language support given in Form 3. The focus of the programme is on developing fluency and accuracy in English. Grammar is systematically taught together with listening, speaking, reading and writing genres relevant to curriculum areas.
ENGLISH LANGUAGE (ESOL) - FORM 5 : NCEA ENGLISH LEVEL 1 PRE-REQUISITES Students are selected for English Language (ESOL) classes on the basis of their Form 4 English results and referrals. DESCRIPTION / AIMS Our Form 5 English programme will use both Achievement and Unit Standards that earn credits towards NCEA Level 1. The course aims to further develop fluency in listening, speaking, writing and reading in English. It also gives targeted support in grammar and language development. COURSE OUTLINE The course will provide credits for the literacy requirements for NCEA Level 1. Internal A/S 1.5 Produce formal writing 3 A/S 1.6 Oral presentation 3 A/S 1.8 Explain significant connections across texts 4 A/S 1.9 Use information literacy skills 4 A/S 1.10 Personal response to independently read texts 4 credits External A/S 1.1 Show understanding of written texts A/S 1.2 Show understanding of visual texts
credits credits credits credits
4 credits 4 credits
Entry into Achievement Standards is at the discretion of teachers and dependent on students’ level of English. There will be flexibility in tailoring programmes for different students. English Language Unit Standards may be entered where appropriate and used to scaffold students into Achievement Standards. CONTINUATION OF SUBJECT AT SCHOOL Students, after consultation, may continue to Form 6 English Language (ESOL) or enter a mainstream Form 6 English class in the following year. REFERENCE PERSON
Mrs L White, HOD ESOL
ENGLISH LANGUAGE (ESOL) - FORM 6 : NCEA ENGLISH LEVEL 2 PRE-REQUISITES Students are selected for ESOL classes on the basis of their Form 5 English Language results. This course is also available to selected Cambridge students wishing to gain University Literacy. DESCRIPTION / AIMS Our Form 6 English programme will use both Achievement and Unit Standards that earn credits towards NCEA Level 2. The course aims to further develop fluency in listening, speaking, writing and reading in English. Special attention is given to developing skills needed for academic study at university level. COURSE OUTLINE
One Year Programme This course will provide ample opportunity for gaining the necessary credits for University Literacy: Internal A/S 2.4 A/S 2.5 A/S 2.7 A/S 2.8 A/S 2.9
Produce crafted writing 6 Construct and deliver an oral text 3 Analyse significant connections across texts 4 Use information literacy skills 4 Personal response to independently read texts 4
External A/S 2.1 A/S 2.2
Analyse written texts Analyse visual texts
credits credits credits credits credits
4 credits 4 credits
Two Year Programme The two year Form 6 programme is designed for Form 6 students who may need an extra year to achieve university literacy. In the first year, the course focuses on scaffolding the skills needed for reading, writing, speaking and listening. Suitable unit standards are offered in these areas, leading to university literacy credits. In the second year students may join the Form 7 programme to complete Level 2 Literacy Units. CONTINUATION OF SUBJECT AT SCHOOL Students, after consultation, may continue to Form 7 ESOL or enter a mainstream Form 7 English class in the following year. REFERENCE PERSON Mrs L White, HOD ESOL
ESOL - FORM 7 : NCEA ENGLISH/ENGLISH LANGUAGE (ESOL) LEVEL 2/3 PRE-REQUISITES Students are selected on the basis of their Form 6 English Language results. This is a continuation of the 2 year Form 6 English Language ourse, although new Form 7 NCEA students can be admitted after consultation with the HOD ESOL. DESCRIPTION / AIMS English for Academic Purposes This class is offered to both international and permanent resident ESOL students, who need to achieve University Literacy standards and/or require some Level 3 English qualifications taught through ESL methodology. The course also develops English language skills in academic vocabulary, grammar, reading, writing, speaking and listening in order to prepare students for tertiary courses. Some Level 2 or 3 English externals may be offered on an individual student basis. COURSE OUTLINE Reading English Level 2 A/S 2.8* English Level 2 A/S 2.9 * English Level 3 A/S 3.1 * English Level 3 A/S 3.7
Use information literacy skills - 4 credits Form developed personal responses – 4 credits Respond critically to specified aspect(s) of studied written text(s) - 4 credits Respond critically to significant connections across texts - 4 credits
Writing EAP (English for Academic Purposes) EL US 22750 Level 4 Write crafted text using research material in EAP EL US 28071 Level 4 Write complex texts on familiar topics English Level 2 A/S 2.4 * Produce crafted and controlled writing – 6 credits English Level 3 A/S 3.1 Respond critically to specified aspect(s) of studied written text(s) - 4 credits English Level 3 A/S 3.2 Respond critically to specified aspect(s) of studied visual or oral text(s) - 4 credits Speaking English A/S Level 3 3.5
Construct and deliver an oral text – 3 credits
* University Literacy Standard (English NCEA Level 2 or 3) IELTS: Practice and formative assessments for the International English Course Handbook 2016 F 4-7 - Page 43
Language Testing System will form part of the course work. These skills will be transferable to any academic course of tertiary study. Students who wish to enter this examination, however, must do so through an official external testing centre such as a language school at a local university.
REFERENCE PERSON
REFERENCE PERSON Mrs L White, HOD ESOL
PRE-REQUISITES Form 5 French
FRENCH - FORM 4
PRE-REQUISITES Form 3 French DESCRIPTION / AIMS The course aims to further develop the skills of listening, speaking, reading and writing in French to enable students to communicate with confidence in a variety of every day situations. At the end of the course students will have a solid grasp of the vocabulary, grammar and pronunciation of the French language which will enable them to sit the Cambridge IGCSE examinations at the end of the 5th form year. Students will also learn about the life and customs of the people of France and other countries of the French-speaking world. COURSE OUTLINE Students regularly practise the four language skills and topics covered include: travelling to and in France and holidays in France, family life, jobs, school life, shopping, food and drink, health, cafés and restaurants, going out and arranging to meet. METHODS OF ASSESSMENT There are one 1 hour and two 2 hour examinations, testing the skills of listening, reading, writing. These examinations contain a speaking mark derived from tests throughout the term. There are also common tests at regular intervals to assess progress in the four skills. CONTINUATION OF SUBJECT AT SCHOOL French may be studied to NCEA Level 3 and Cambridge A2 level. REFERENCE PERSON
Ms F Watson, HOD French
FRENCH - FORM 5 : IGCSE PRE-REQUISITES Form 4 French. DESCRIPTION / AIMS The course builds further on the skills of oral and written communication and is highly practical with pupils learning to use French to enable them to cope in a variety of everyday situations. COURSE OUTLINE With the main grammatical structures of French having been dealt with in Forms 3 and 4, the Form 5 course is one of consolidation and reinforcement of the skills learnt during the previous years. Students will sit IGCSE. The topics studied will enable the student not only to talk about aspects of his own life (personal details, family, description, leisure interests, housing, schooling and daily routine and talking about one’s town and New Zealand) but also equip him with language necessary for coping in a French speaking environment (holidays, travel, shopping, eating and drinking, health, communications). METHODS OF ASSESSMENT There will be three internal AGS examinations each assessing the skills of listening, reading and writing and speaking. In the Cambridge IGCSE examination at the end of the year students will sit a Listening paper (45 minutes), a Reading and Directed Writing paper (1 hour 30 minutes) and a Continuous Writing paper (1 hour 45 minutes). They will also sit a speaking test (involving role plays, a prepared conversation and a general conversation) as part of this examination a month or so prior to the written examination. CONTINUATION AT SCHOOL All students may continue their study of French as far as NCEA Level 3 or Cambridge A2 level. Page 44 - Course Handbook 2016 F 4-7
Ms F Watson, HOD French
FRENCH - FORM 6 : NCEA LEVEL 2 & AS
RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging over 60% in Form 5 French have an appropriate achievement level to study Form 6 French. B. Students averaging 45-60% in Form 5 French may find Form 6 French difficult. C. Students averaging under 45% in Form 5 French are not recommended to take Form 6 French. DESCRIPTION / AIMS The course aims to build further on the skills of oral and written communication by dealing with the more complex structures and wider vocabulary which will enable students to express their opinions in French on a wide variety of subjects of interest to young people. They will continue to develop highly practical skills designed to help them cope with a range of situations they might encounter when travelling in French speaking countries. Students also develop individual reading skills. COURSE OUTLINE Students will be able to opt for either NCEA Level 2 or the Cambridge AS exam. A range of topics are covered in both courses, including, for NCEA Level 2, health and well-being, leisure, latest trends, talking about future plans as well as a study of a French-speaking community outside metropolitan France. For AS French topics are changed annually but fall within the broad categories of human relationships, patterns of daily life, work and leisure, war and peace, medical advances, the environment. METHODS OF ASSESSMENT All students will sit one 1 hour, one 2 hour and one 3 hour AGS internal examinations testing the skills of listening, reading and writing. Students who opt for NCEA Level 2 will be able to gain credits in the three NCEA Achievement Standards internally assessed over the course of the year: two speaking assessments (a prepared talk and a conversation) and an assessment to test students’ ability to write French with resources. Achievement Standards in Listening, Reading and Writing will be externally assessed at the end of the year. Students who opt to sit the Cambridge AS examination at the end of the year will sit a Reading and Writing paper and an Essay paper. They will also sit a speaking test (consisting of an oral presentation, a topic - prepared - conversation and a general conversation) as part of this examination. CONTINUATION OF SUBJECT AT SCHOOL French may be studied to NCEA Level 3 and Cambridge A2 level. REFERENCE PERSON
Ms F Watson, HOD French
FRENCH - FORM 7 : NCEA LEVEL 3 / AS / A2 PRE-REQUISITES Form 6 French RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging over 60% in Form 6 French have an appropriate achievement level to study Form 7 French. B. Students averaging 45-60% in Form 6 French may find Form 7 French difficult. C. Students averaging under 45% in Form 6 French are not recommended to take Form 7 French. DESCRIPTIONS / AIMS The course aims to build further on the skills of oral and written communication by dealing with more complex structures and wider vocabulary which will enable students to express their opinions in French on a wide variety of subjects of interest to young people.
Students also develop individual reading skills. COURSE OUTLINE Students will opt for either NCEA Level 3 French or the Cambridge AS exam. Please note that as the topics for AS are changed annually, students having followed the AS course in Form 6 will still find plenty to challenge them in the Form 7 AS course. Students who have already obtained a good pass in AS may opt for the A2 course in which an additional element is the study of works of French literature. A range of topics are studied including for NCEA Level 3 a region of France, getting a job, the creative arts, environmental issues, social cohesion in France and the French-speaking world and media. For AS French topics are changed annually but fall within the broad categories of human relationships, patterns of daily life, work and leisure, war and peace, medical advances, the environment. METHODS OF ASSESSMENT All students will sit one-hour, one two-hour and one 3-hour AGS internal examinations testing the skills of listening, reading and writing. For students who opt for NCEA Level 3 there will be three NCEA Achievement Standards internally assessed over the course of the year: two speaking assessments (a prepared talk and a conversation) and an assessment to test students’ ability to write French with resources. Achievement Standards in Listening, Reading and Writing will be externally assessed at the end of the year. Students who opt to sit the Cambridge AS examination at the end of the year will sit a Reading and Writing paper and an Essay paper. Students doing A2 French will also sit a Literature paper involving the study of three prescribed works of French literature. They will also sit a speaking test (consisting of an oral presentation, a topic (prepared) conversation and a general conversation) as part of this examination. SPECIAL EQUIPMENT AND COSTS Students are encouraged to buy a dictionary for use at home. REFERENCE PERSON
Ms F Watson, HOD French
GEOGRAPHY - FORM 5 : IGCSE
PRE-REQUISITES Nil. Students have already completed approximately 18 weeks of the Form 5 IGCSE Geography course while in Form 4. It should be noted that this work will not be re-taught in Form 5. DESCRIPTION / AIMS The Form 5 IGCSE Geography curriculum is divided into three themes, which are collectively designed to develop an understanding of both the natural and human environment: 1. Population and Settlement: Examines why and how populations change and different settlement patterns form. 2. The Natural Environment: Examines a wide variety of processes shaping the landscape. These include volcanism, weathering, drainage systems, coastal processes, climate and vegetation environments. 3. Economic Development and Use of Resources: Covers a diverse range of topics from agricultural systems through to tourism. Geographic skills and various methods of depicting geographical information (e.g. topographic mapping, graphs, models etc) are also covered in the course. METHODS OF ASSESSMENT IGCSE geography is assessed in three ways: 1. Examination Paper One • Content covered in the three themes is examined in a 1 hour 45 minutes examination. • This paper contributes 45% of the final IGCSE mark. 2. Examination Paper Two • A 1 hour 30 minute examination, which is entirely skills based. • This paper contributes 27.5% of the final IGCSE mark. 3. Coursework Either: (a) Two school based assignments (Paper Three), or (b) Examination Paper Four - “Alternative to Coursework” (1 hour 30 minutes)
• These contribute to 27.5% of the final IGCSE mark. SPECIAL EQUIPMENT AND COSTS No special equipment is required; any field trip costs are covered by School fees. CONTINUATION OF SUBJECT AT SCHOOL Cambridge courses are offered at Form 6 (AS) and Form 7 (A2) levels. Students who do not study Form 5 IGCSE Geography can pick up the subject at AS level. Students should note that NCEA Geography courses are also offered at Forms 6 and 7. REFERENCE PERSON
Mr M Paton, HOD Geography Mr G Maguire, CIE Coordinator
GEOGRAPHY - FORM 6 : NCEA LEVEL 2 PRERREQUISITES Form 6 NCEA Geography extends upon the ideas and concepts developed in Form 5 NCEA Geography, but it can be picked up by students who did not study the Form 5 course. DESCRIPTION / AIMS Geography aims to develop an understanding of the environment as the home of people. This involves studying the characteristics and processes of both the Natural and Cultural environments of New Zealand and other parts of the world. The course also develops a wide range of thinking, practical, valuing and social skills. COURSE OUTLINE Students will study six achievement standards: 2.1 Demonstrate geographic understanding of a large natural environment (eg. Amazon Basin, South island High Country) 2.2 Demonstrate geographic understanding of an urban pattern 2.3 Demonstrate geographic understanding of differences in development 2.4 Apply geographic concepts and skills to demonstrate geographic understanding of a given environment 2.5 Conduct geographic research with guidance 2.6 Explain aspects of a contemporary New Zealand geographic issue METHODS OF ASSESSMENT 2.1, 2.3 and 2.4 will be assessed externally in a three hour examination, and 2.2, 2.5 and 2.6 will be internally assessed. SPECIAL EQUIPMENT AND COSTS No special equipment is required; any field trip costs are covered by School fees. CONTINUATION OF SUBJECT AT SCHOOL NCEA Level Three classes are offered at Form 7. Students who do not study Form 5 or Form 6 Geography can pick up the subject at Form 7. Cambridge qualifications are also offered at both the Form 6 (AS) and Form 7 (A2) Levels. REFERENCE PERSON
Mr M Paton, HOD Geography Mr D Wadams, NCEA Coordinator
GEOGRAPHY - FORM 6 : AS PRE-REQUISITES Form 6 AS Geography builds upon the ideas and concepts developed in the Form 5 IGCSE course, but can be picked up by students who did not study this course. Students should note that Form 6 AS Geography is an academically rigorous course and is a significant step-up from the Form 5 IGCSE course. Students with a D grade or lower in IGCSE Paper 1 (Core Geography) should consult with Mr Maguire or Mr Paton. Students should only consider taking this subject if their marks and work ethic are very sound. The department also offers a course in Form 6 NCEA. DESCRIPTION / AIMS The Form 6 AS Geography curriculum is designed to develop an
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understanding of both the natural and human environments. Students are required to study three themes from the Physical Geography section and two from the Human Geography section. Physical Geography themes: 1. Hydrology and Fluvial Geomorphology: Examines the processes operating in river drainage systems and the various landforms created. Human interaction and modification is also explored. 2. Rocks and Weathering: Looks at the different processes influencing, and responsible for, weathering and slope development. Case studies of weathering in limestone and granite, and in different environments, are examined. 3. Atmosphere and Weather: Examines the energy flows that drive the earth’s weather and climate systems. Atmospheric moisture, precipitation, air stability and resulting weather phenomena are studied. The human impact, e.g. global warming, greenhouse effect and urban heat islands is explored.
(note that new external standards will be introduced in 2013 and internal standards progressively over 2013 and 2014). The following are the draft 2013 standards and should be seen as a guide only: 3.1 Demonstrate understanding of how interacting processes shape a New Zealand geographic environment 3.2 Demonstrate understanding of how a cultural process shapes geographic environment(s) 3.4 Demonstrate understanding of a given environment(s) through the selection and application of geographic concepts and skills 3.5 Conduct geographic research with consultation 3.6 Analyse aspects of a contemporary geographic issue 3.7 Analyse aspects of a geographic topic at a global scale.
Human Geography themes: 1. Population Change: Looks at the components of population change, its management, and the relationships between population and resources. 2. Migration: Looks at migration as a component of population change – both internal and international 3. Settlement Dynamics: Examines settlement hierarchies and the factors that affect them. Urban trends and issues in Less Economically Developed Countries and More Economically Developed Countries are studied.
SPECIAL EQUIPMENT AND COSTS No special equipment is required. Field work will form part of a teaching programme but its nature may vary between classes depending on the topics being taught.
METHODS OF ASSESSMENT The AS Geography course is assessed by one 3 hour external examination. If a student continues with Geography at the A2 Form 7 level, then the examination sat at AS Form 6 will contribute 50% of their final A Level mark.
REFERENCE PERSON
SPECIAL EQUIPMENT AND COSTS No special equipment is required. CONTINUATION OF SUBJECT AT SCHOOL Geography offers an A2 level course in Form 7, which enables students to complete A Levels in this subject. REFERENCE PERSON
Mr M Paton, HOD Geography Mr G Maguire, CIE Coordinator
GEOGRAPHY - FORM 7 : NCEA LEVEL 3
PRE-REQUISITES Form 7 NCEA Geography extends upon the ideas and concepts developed in Form 5 and Form 6 NCEA Geography, but can be picked up by students who did not study the Form 5 or Form 6 course. Students should note that Cambridge qualifications are also offered in Form 6 (AS) and Form 7 (A2) Geography. RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging over 55% in Form 6 school Geography and/ or English exams have an appropriate achievement level to study Form 7 (Level Three NCEA) Geography. B. Students averaging 45- 55% in Form 6 school Geography and/or English exams may find Form 7 (Level Three NCEA) Geography difficult, especially if they did not take Geography in Forms 5 or 6. C. Students averaging under 45% in Form 6 school Geography are not recommended to take Form 7 (Level Three NCEA) Geography. DESCRIPTION / AIMS Geography aims to develop an understanding of the environment as the home of people. In Form 7, this involves studying a particular Natural environment within New Zealand, and an aspect of the Cultural environment of New Zealand and another country. The course also develops a wide range of thinking, practical, valuing and social skills, and has a particular emphasis of the role played by Geography in Planning and Decision-making. COURSE OUTLINE Level Three NCEA Geography at AGS has six achievement standards
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METHODS OF ASSESSMENT Standards 3.5, 3.6 and 3.7 are internally assessed, while 3.1, 3.2 and 3.4 are assessed in a three hour external examination.
CONTINUATION OF SUBJECT AT UNIVERSITY Geography is taught in both Arts and Science Faculties at Auckland University, and as part of Environmental Science at the Tamaki Campus. Geography is also a valuable conjoint subject with Law, Commerce, Planning or Valuation Degrees. Mr M Paton, HOD Geography Mr D Wadams, NCEA Coordinator
GEOGRAPHY - FORM 7 : A2 PRE-REQUISITES Form 7 A2 Geography builds upon the ideas and concepts developed in the Form 6 AS course. • Students who gain an A to a good D grade in AS Geography will be admitted to this course. • Students who gain a low D grade in AS Geography must consult with the HOD Geography to gain entry into this course. • Students who gain an E grade or ungraded result in AS Geography will not be able to enter this course. DESCRIPTION / AIMS The A2 Geography curriculum is designed to develop an understanding of both the natural and human environments. Students are required to select two options from the Physical Geography section and two from the Human Geography section. Physical Geography options: 1. Tropical Environments: climates, ecosystems, landforms, sustainable management. 2. Coastal Environments: wave and marine processes, coastal landforms, coral reefs, sustainable management. 3. Hazardous Environments: crustal movements, mass movements, atmospheric disturbance, sustainable management. 4. Arid and Semi Arid Environments: distribution and characteristics, processes producing desert landforms, soils and vegetation, sustainable management. Human Geography options: 1. Production, location and change: agricultural systems and food production, management of agricultural change, manufacturing and related service industry, management of industrial change. 2. Environmental management: sustainable energy supplies, management of energy supplies, environmental degradation, management. 3. Economic transition: national development, globalisation, regional development, management. 4. Global Interdependence: international trade; international tourism. METHODS OF ASSESSMENT Students sit two examination papers totalling 3 hours - one paper covering the Physical Geography options and one covering the Human Geography options. Combined, these examinations make up 50% of the A Level Geography qualification - the other 50% coming from the AS Level examination
sat in Form 6. SPECIAL EQUIPMENT AND COSTS No special equipment is required. Fieldwork will form part of the teaching programme. CONTINUATION OF SUBJECT AT UNIVERSITY Geography is taught in both Arts and Science Faculties at Auckland University, and as part of Environmental Science at the Tamaki Campus. Geography is also a valuable conjoint subject with Law, Commerce, Planning or Valuation Degrees. REFERENCE PERSON
Mr M Paton, HOD Geography Mr G Maguire, CIE Coordinator
AS GLOBAL PERSPECTIVES & RESEARCH
involve learners in researching current global affairs using a wide variety of media formats such as newspapers, websites, academic journal articles, podcasts and books. Having researched and identified relevant materials, learners engage with the issues they raise and interpret and evaluate the arguments through activities such as class discussions, role-play, presentations and group-based tasks. The syllabus provides a wide array of global topics from which learners choose to study those most pertinent to their own interests and areas of expertise. These topics are researched through the following themes as relevant:: Technology, Science, Politics, Ethics, Environment, Economics and Culture METHODS OF ASSESSMENT There are three major assessment objectives: 1. Research, Analysis and Evaluation 2. Reflection 3. Communication and Collaboration
PRE-REQUISITES It is essential that students attempting this course have good writing, and communication skills as assessment involves essay and reportwriting, and multi-media presentation. For this reason students must have achieved: Either 17 or more credits in Level 2 English Or A ‘C’ grade or higher in AS English
These are assessed through three components: Component 1 Examination 1 hour, 30 minutes 30 marks Component 2 Essay 1750 – 200 words 35 marks Component 3 Team Project 35 marks - Individual Presentation: Multi-media, 8 minutes (20 marks) - Reflective Paper (15 marks)
Other than that, study of no particular subject is required as a foundation.
SPECIAL EQUIPMENT AND COSTS Entry fees for AS Global Perspectives and Research are higher than for standard AS subjects because of the mode of assessment, and have been provisionally set at $200.
Students should realistically assess their capacity to cope with the additional work and assessment load that this course will require, particularly if they are intending to study three or four A2 subjects in 2016. Selecting Global Perspectives and Research may not be a wise option for: • High ability students who plan to participate in extensive co-curricular ( e.g. Scholarship examinations, academic Olympiads ) and extra-curricular ( e.g. premier level sport, community services, leadership ) activities. • Students of average ability who may be fully stretched coping with a normal four-subject load and need to maximize their grades in these subjects for University Entrance. DESCRIPTION / AIMS In such an information-rich society, young people need the skills and dispositions to be able to think critically. In the broadest sense this means that they need to: deconstruct arguments, differentiate between the ways in which people express their perspectives, views and arguments, assess and evaluate claims and develop strong lines of reasoning. This will ensure that the learner has the twenty-first century skills to communicate and collaborate in today’s society. AS Level Global Perspectives & Research aims to provide opportunities for students to: • explore and make judgements about global issues of relevance and importance to their own lives. • define a global problem, reflect and take action with competence and confidence. • develop research skills through the in-depth study of an academic topic of their own choice that will enable them to: obtain information; evaluate its reliability and usefulness; use the evidence gathered to construct their own arguments and lines of reasoning; and communicate their findings in appropriate multimedia formats. • develop and apply skills in critical thinking, problem-solving, communication and collaboration. COURSE OUTLINE Cambridge International AS Level Global Perspectives & Research is based on skills rather than on specific content. Learners develop skills in research, critical thinking, reasoning, problem-solving and communication by following an approach to analysing and evaluating arguments and perspectives called the Critical Path. This is an approach to learning designed to enhance skills in carrying out research, the analysis and evaluation of evidence and arguments, holistic reflection and communication. Collaboration skills are enhanced through participation in a team project.
CONTINUATION OF SUBJECT Completion of this course will provide students with valuable knowledge and skills that will prepare them for tertiary study and a wide range of careers, including law, scientific research, social science, journalism, education, medicine, business, accounting and engineering. REFERENCE PERSON
Mr M. Vella, Associate Headmaster
GRAPHICS – FORM 4 PRE-REQUISITES Students will be able to demonstrate successful completion of the Form 3 Core Technology Course. DESCRIPTION / AIMS The course is a foundation year to IGCSE and will provide the students with the fundamental technical drawing and design skills required to successfully tackle IGCSE Graphics. The basic aims of the course are as follows: • To promote student’s problem solving skills by developing their knowledge and understanding of a design process. • To develop the student’s ability to model solutions – usually in card and other compliant materials. • To develop formal graphics skills including drawing systems, geometric construction and presentation techniques. • To nurture creative and thoughtful problem solvers. • To provide experience of using Computer Aided Design and Manufacture techniques COURSE OUTLINE The course during Form 4 is driven by skills and associated design knowledge. These include the ability to problem solve, construct graphical solutions to problems and to model solutions. The course is broken into focused skill based tasks and teacher directed projects that enable the students to apply and demonstrate their understanding of the skills acquired by developing a solution to a design brief. METHODS OF ASSESSMENT The student will be assessed through the completion of class based exercises, design brief driven projects (of which they will tackle up to 2 during the year) and the end of term school examinations.
As this is a skills-based course, teaching and learning are likely to Course Handbook 2016 F 4-7 - Page 47
SPECIAL EQUIPMENT AND COSTS Students will require an A3 folio to keep project work in as well as basic technical drawing equipment (Techno compass, 2H and HB pencil, selection of colouring pencils, etc). Graphics packs will be available for students to purchase at the start of the year. CONTINUATION OF SUBJECT AT SCHOOL This course leads onto IGCSE Design and Technology; Graphics. REFERENCE PERSON
Mr J Frisby, TIC Junior Technology Mr M Bennett, HOD Technology
DESIGN AND TECHNOLOGY : GRAPHICS FORM 5 : IGCSE PRE-REQUISITES Students will be able to demonstrate successful completion of 4th Form Graphics Course. DESCRIPTION / AIMS • To develop students creative thinking through the solving of realistic design briefs. • To focus on a body of knowledge to enable practical problem solving. • Enable students to relate their work to personal interests. • To encourage technological awareness to include design and its impacts upon the environment and society. • Stimulate value judgements on designs including aesthetic, technical, economic and moral judgements. • Develop making/modelling skills including the use of Computer Aided Design and Manufacture. COURSE OUTLINE The course will focus around knowledge based teaching and learning to enable success in the major project. A number of minor projects in Term 1 will focus on the development of particular skills and knowledge enabling success later in the year both in the major project and end of year examination. Students will gain experience of all areas of graphics from freehand sketching and rendering through to geometric construction, engineering drawings and producing models (both physical and computer generated - CAD)and mock ups. METHODS OF ASSESSMENT Students will be assessed by an end of year examination (50%) and a major design based project (50%). The brief for the project will be negotiated by the student and teacher to ensure suitability but will be developed from a teacher given context. The examination consists of 2 papers – a common core (testing graphical ability) and a communication paper (testing the problem solving and designing). SPECIAL EQUIPMENT AND COSTS All students will require an A3 folio to keep project work in as well as the basic graphics kit (approximate cost $35) or similar. The basic graphics kit will be available to purchase at the start of the year. CONTINUATION OF SUBJECT AT SCHOOL AS Level Graphics or Product Design, NCEA Level 2 Graphics depending upon stream. REFERENCE PERSON
Mr M Bennett, HOD Technology
GRAPHICS – FORM 6 : NCEA LEVEL 2 PRE-REQUISITES Students must be able to demonstrate successful completion of 5th Form IGCSE Graphics Course attaining at least a D grade. DESCRIPTION / AIMS The NCEA Level 2 course further develops the skills acquired at IGCSE Graphics by tackling more complex design briefs. The students will be required to improve their graphics and presentation skills which are then refined at Level 3.
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Key aims include: • Develop a range of graphics skills to communicate design ideas. • Produce creative problem solvers. • Develop design and aesthetic awareness and appreciate the impact of design on people and the environment. • Apply appropriate mathematical and technological knowledge to solving graphics and design problems. • Continue to explore modelling, both as a means of presenting and solving design problems. This includes both Computer Aided Design and physical model making. COURSE OUTLINE This course uses graphics skills and knowledge to solve a variety of real life design problems in a number of different areas. The focus for study includes either: • Product Design • Spatial Design The course also starts to look in greater depth at design and its implications for society. METHODS OF ASSESSMENT Students will be given the opportunity to acquire up to 19 credits towards their NCEA Level 2 certificate. Students will be assessed against the following NCEA Achievement Standards: EXTERNAL 2.30 Communicate design ideas using visual communication techniques 2.31 Use working drawings to communicate technical details of a design 2.32 Produce instrumental perspective projection drawings to communicate design ideas INTERNAL 2.34 Develop a spatial design through graphics practice 2.35 Develop a product design through graphics practice 2.36 Use visual communication techniques to present own design Note students will attempt one standard from 2.34 or 2.35. SPECIAL EQUIPMENT AND COSTS All students will require an A3 folio to keep project work in as well as the basic graphics kit (approximate cost $35) or similar. The basic graphics kit will be available to purchase at the start of the year. CONTINUATION OF SUBJECT AT SCHOOL This course leads onto NCEA Level 3 Graphics. REFERENCE PERSON
Mr M Bennett, HOD Technology
GRAPHIC PRODUCTS – FORM 6 : AS LEVEL PRE-REQUISITES Students must achieve a C grade or better at IGCSE Design and Technology: Graphics. DESCRIPTION / AIMS · Develop and sustain their own innovation, creativity and design and technology capability, to recognise constraints and to produce high quality products. · Develop an awareness of the significance of design and technology upon society. · Apply essential knowledge, understanding and skills of design production processes to a range of technological activities and develop an understanding of industrial practices. · Use ICT (including CAD/CAM) as appropriate, to enhance their design and technology capability. · Develop critical evaluation skills in technical, aesthetic, economic, environmental, social and cultural contexts. · Develop as discerning consumers able to make informed choices. · Develop positive attitudes of co-operation and citizenship and work collaboratively. · Critically analyse products and their impacts.
COURSE OUTLINE The course will be based around knowledge based teaching and learning to enable success in the major project. A number of minor projects will focus on the development of particular skills and knowledge enabling success later in the year both in the major project and examination. Students will gain experience of all areas of product development from identifying and writing a brief through to research, analysis, ideation and modelling skills to include Computer Aided Design (CAD). METHODS OF ASSESSMENT Students will be assessed by an end of year examination (60%) and a major design based project (40%). The project will be based on a selfdetermined design problem and will result in the production of a design model that will be developed into a prototype in Form 7. The design brief will be negotiated by the student and teacher to ensure suitability. SPECIAL EQUIPMENT AND COSTS All students will require an A3 folio to keep project work in as well as basic graphics kit (approximate cost $35) or similar. The basic graphics kit will be available to purchase at the start of the year. CONTINUATION OF SUBJECT AT SCHOOL A2 Level Design and Technology Graphics Products. REFERENCE PERSON
Mr M Bennett, HOD Technology
GRAPHICS - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES Students must be able to demonstrate successful completion of 6th Form NCEA Level 2 Graphics Course and will have attained a minimum of 15 credits. DESCRIPTION / AIMS The NCEA Level 3 course further develops the skills acquired at Level 2. Students will be required to improve their graphics and presentation skills and will be honing those skills to produce more in-depth and project based work focused on the needs of others. Key aims include: • Develop a range of graphics skills to communicate design ideas. • Produce creative problem solvers. • Develop design and aesthetic awareness and appreciate the impact of design on people and the environment. • Develop high quality presentation skills. • Continue to explore modelling, both as a means of presenting and solving design problems. This will see students develop skills in Computer Aided Design to communicate design ideas. COURSE OUTLINE This course uses design and graphics skills and knowledge to solve a variety of real life, client based design problems in a number of different areas. The focus for study includes either: • Spatial design • Product design The course looks at a variety of techniques that students can use to aid their designing and creative thinking, culminating in much more in depth projects than previously produced. METHODS OF ASSESSMENT Students will be given the opportunity to acquire up to 20 credits towards their NCEA Level 3 certificate. Students will be assessed against the following NCEA Level 3 Achievement Standards: EXTERNAL STANDARDS 3.30 Initiate design ideas through exploration 3.34 Produce working drawings to communicate production details for a complex design INTERNAL STANDARDS 3.31 Develop a visual presentation that exhibits a design outcome to an audience 3.32 Resolve a spatial design through graphics practice 3.33 Resolve a product design through graphics practice
Note students will attempt one standard from 3.32 or 3.33 SPECIAL EQUIPMENT AND COSTS All students will require an A3 folio to keep project work in as well as the basic graphics kit and/or rendering kit (approximate cost $35 each). The graphics kits will be available to purchase at the start of the year. REFERENCE PERSON
Mr M Bennett, HOD Technology
GRAPHIC PRODUCTS - FORM 7 : A2 PRE-REQUISITES Students must achieve ideally a C grade or strong D grade by negotiation with HOD, or better at AS Graphics. DESCRIPTION / AIMS · Develop and sustain their own innovation, creativity and design and technology capability, to recognise constraints and to produce high quality products. · Develop an awareness of the significance of design and technology upon society. · Apply essential knowledge, understanding and skills of design production processes to a range of technological activities and develop an understanding of industrial practices. · Use ICT as appropriate, to enhance their design and technology capability. · Develop critical evaluation skills in technical, functional, aesthetic, economic, environmental, social and cultural contexts. · Develop as discerning consumers able to make informed choices. · Develop positive attitudes of co-operation and citizenship and work collaboratively. - Critically analyse products and their impacts. COURSE OUTLINE The course will be based around knowledge based teaching and learning to enable success in the major project. A number of minor projects will focus on the development of particular skills and knowledge enabling success later in the year both in the major project and examination. Students will gain experience of all areas of graphics from freehand sketching and rendering to further develop design concepts, through to geometric construction, CAD modelling, rapid prototyping, engineering drawings and producing refined models and mock ups. METHODS OF ASSESSMENT Students will be assessed by an end of year examination (60%) and a major design based project (40%). The project will be based on a selfdetermined design problem and will result in the production of a design model and accompanying presentation. The major project will likely be a continuation of the project undertaken at AS Level. SPECIAL EQUIPMENT AND COSTS All students will require an A3 folio to keep project work in as well as the basic graphics kit (approximate cost $35) or similar. The basic graphics kit will be available to purchase at the start of the year. REFERENCE PERSON
Mr M Bennett, HOD Technology
HISTORY - FORM 5 : IGCSE PRE-REQUISITES Students will have begun the Depth Study unit of the IGCSE History course in the 4th Form. DESCRIPTION / AIMS The aims of the syllabus are the same for all students. These are set out below, and are not listed in order of priority. 1. Stimulate interest in and enthusiasm about the past; 2. Promote the acquisition of knowledge and understanding of individuals, people and societies in the past. 3. Ensure that the learners’ knowledge is rooted in an understanding of the nature and use of historical evidence; 4. Promote an understanding of key historical concepts: cause and consequence, change and continuity, and similarity and difference. Course Handbook 2016 F 4-7 - Page 49
5. Provide a sound basis for further study and the pursuit of personal interest; 6. Encourage international understanding; 7. Encourage the development of historical skills, including investigation, analysis, evaluation and communication skills. COURSE OUTLINE Core Content: International Relations 1919 - 2000 Depth Study: World War One, 1914-1918 NB: Classes 5J to 5P will undertake a truncated course that covers the Depth Study and aspects of the Core Content. METHODS OF ASSESSMENT Candidates must sit two examination papers and complete a piece of internal assessment: a) Paper 1 (2 hours), 40% of final mark. The examination will test assessment objectives 1 and 2. (see below). b) Paper 2 (2 hours), 33% of final mark. The examination will assess objective 3 (see below). This paper is exclusively resource based. c) One piece of internally assessed course work, 27% of final mark. Assessment objectives: 1. Recall, select, organise, and deploy knowledge of syllabus content. 2. Construct historical explanations using an understanding of: • cause and consequence, change and continuity, similarity and difference. • the motives, emotions, intentions and beliefs of people in the past. 3. Understand, interpret, evaluate and use a range of sources as evidence, in their historical context. SPECIAL EQUIPMENT AND COSTS Nil CONTINUATION OF SUBJECT Students will be able to opt for an AS level course in the Sixth Form. This course can be developed into a full A level course at Seventh Form. REFERENCE PERSON
Mr J Etty, HOD History
HISTORY - FORM 6 : AS PRE-REQUISITES It is an advantage to have studied History in Form 5, but not essential. DESCRIPTION / AIMS The AS History syllabus aims to develop: • an interest in the past and an appreciation of human endeavor, • a greater knowledge and understanding of historical periods or themes, • a greater awareness of historical concepts such as cause and effect, similarity and difference, and change and continuity, • an appreciation of the nature and diversity of historical sources available, and the methods used by historians, • an exploration of a variety of approaches to different aspects of history and different interpretations of particular historical issues, • the ability to think independently and make informed judgements on issues, • an empathy with people living in different places and at different times, • a firm foundation for further study of History. COURSE OUTLINE Topic to be studied will be selected from the following options: • The History of the USA, 1840–1941 • Modern Europe, 1789–1917 Assessment objectives Candidates will be expected to: 1) Demonstrate knowledge and understanding: (a) recall, select and use historical knowledge appropriately and communicate knowledge and understanding of History in a clear and effective manner. (b) demonstrate an understanding of the past through explanation, analysis and arriving at a substantiated judgement of: key concepts such as causation, consequence,
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continuity, change and significance within an historical context, the relationships between key features and characteristics of the periods studied. 2) Analyse, evaluate and apply: (a) as part of an historical enquiry, analyse and evaluate a range of appropriate source material with discrimination (b) analyse and evaluate, in relation to historical context, how aspects of the past have been interpreted and represented in different ways METHODS OF ASSESSMENT Students will sit two examinations: - Unit 1: 1 hour examination: 40% of AS History. Source-based questions on a topic selected from a depth study. The examination will test assessment objective 2a and 2b. (see above). - Unit 2: 1½ hour examination: 60% of AS History. Essay questions on course content. The examination will test assessment objective 1a and 1b. (see above). Note: There is no internally assessed course work in the Cambridge syllabus. SPECIAL EQUIPMENT AND COSTS Nil. CONTINUATION OF SUBJECT AT SCHOOL A full A Level History course is available, or students may opt to undertake other AS Level courses in the Seventh Form. REFERENCE PERSON
Mr J Etty, HOD History
HISTORY - FORM 6 : NCEA LEVEL 2 PRE REQUISITES It is an advantage to have studied history in Form 5, but not essential. DESCRIPTION / AIMS This course gives students an understanding of some of the major forces and events that have shaped the western world today. It deals mainly with Europeans in the 19th and 20th centuries. Topics have been selected for their interest and importance. Students taking this course will: • become familiar with important historical terms and ideas. • deepen their critical understanding of issues important to our nation. • increase their knowledge of human behaviour, and their understanding of different lifestyles and viewpoints. • observe how individuals and forces can influence the course of events. • develop skills that will assist in further education and that will be useful in life beyond school. • develop historical research skills and the ability to communicate that research using different formats. While Form 6 History is a natural extension of the work done in Form 5 History, the course is a “stand alone”, one year programme which does not presuppose a study of history in other years. COURSE OUTLINE New Zealand Curriculum Level 7: 7.1 Understand how historical forces and movements have influenced the causes and consequences of events of significance to New Zealanders. 7.2 Understand how people’s interpretations of events that are of significance to New Zealanders differ. The following Contexts will be taught: (1) “Revolutions” Major case study: Russian Revolution of November 1917 (by the Bolsheviks/Communists) (2) “Nationalism” (and “Terrorism”) Major case study: the Assassination at Sarajevo by the Black Hand (The Origins of World War I), Minor case studies: New Zealand’s Rainbow Warrior Affair, and Mau Movement (and the 1929 Riots) in Western Samoa. (3) Nazism (Rise of Hitler and the impact of the Nazis on German Society). METHODS OF ASSESSMENT NCEA assessment is by SIX Achievement Standards:
2.1 Carry out a planned inquiry of an historical event, or place, of significance to New Zealanders [Internal] 2.2 Examine an historical event, or place, of significance to New Zealanders [Internal] 2.3 Examine sources of an historical event of significance to New Zealanders [External] 2.4 Interpret different perspectives of people in an historical event of significance to New Zealanders [Internal] 2.5 Examine causes and consequences of a significant historical event [External] 2.6 Examine how a significant historical event affected New Zealand society [External] All Achievement Standards are worth four credits. Achievement Standards 2.3, 2.5 and 2.6 are assessed in one paper at the end of the year. Internal Achievement Standards will be assessed by one common assignment for each Standard. SPECIAL EQUIPMENT AND COSTS Nil CONTINUATION OF SUBJECT AT SCHOOL Courses are offered at Form 7 level. Students who do not opt for Form 6 History, particularly motivated students who have achieved sound marks in English, can successfully pick up History in Form 7. REFERENCE PERSON
Mr J Etty, HOD History Mr J Hasler, TIC NCEA History
HISTORY - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES It is an advantage to have studied history in Form 5 and/or Form 6. However, motivated students who have achieved sound marks in English can successfully pick up History as a new subject in Form 7. RECOMMENDED ACHIEVEMENT LEVELS This course is available to all students DESCRIPTION / AIMS The Form 7 History course recognises the growing maturity of students and requires them to explore issues with more historical insight than at earlier levels. The course: • will deal with more demanding historical problems. • requires students to develop more extended, informed and convincing arguments. • offers students the opportunity to work with source materials and to acquire an understanding of the historian’s craft. • demands a higher level of reading, writing, thinking, knowledge and understanding than at Forms 5 and 6. In particular the Form 7 course aims to: • develop students’ understanding over an extended time period, and of their heritage in a longer time frame than previously. • build on the skills of independent historical enquiry and research developed in Forms 5 and 6 through special studies. • develop in students a critical approach to historical sources by exposing them to the varying interpretations and debates (historiography ) that result from historical study. COURSE OUTLINE New Zealand Curriculum at Level 8: 8.1 Understand that the causes, consequences, and explanations of historical events that are of significance to New Zealanders are complex and how and why they are contested. 8.2 Understand how trends over time reflect social, economic, and political forces. THEME: Religion (As a force – agent for change/continuity) Major Case Studies: 1. Tudor Stuart England, 1558 – 1667 • Religion, Church and popular beliefs (e.g witchcraft), and its impact on society (e.g. on roles, family etc.). • The Elizabethan Settlement and consequences (Protestants vs Catholics.) • The execution of Mary Queen of Scots. 2. Religion in New Zealand in the Nineteenth century • The Christian Mission (as an agent of Imperialism )
• • • •
Maori ‘conversion’, Christianity and syncretic religions. The Musket Wars. The New Zealand Wars 1860-1872. The Rise of prophet movements: Te Ua Haumene & Pai Marire (including Titokowaru’s War), Te Kooti & Ringatu, Te Whiti & Tohu at Parihaka.
3. Anti Semitism and the Holocaust. METHODS OF ASSESSMENT NCEA assessment is by Six Achievement Standards: 3.1 Research an historical event or place of significance to New Zealanders, using primary and secondary [Internal] 3.2 Analyse an historical event, or place, of significance to New Zealanders [Internal] 3.3 Analyse evidence relating to an historical event of significance to New Zealanders [External] 3.4 Analyse different perspectives of a contested event of significance to New Zealanders [Internal] 3.5 Analyse the causes and consequences of a significant historical event [External] 3.6 Analyse a significant historical trend and the force(s) that influenced it [External] All external Achievement Standards are assessed by one paper at the end of the year. Internal Achievement Standards will be assessed by one common assignment for each Standard. REFERENCE PERSON
Mr J Etty, HOD History Mr J Hasler, TIC NCEA History
HISTORY - FORM 7 : AS, A2 LEVEL PRE-REQUISTES For AS: • It is an advantage to have studied History in Form 5. However motivated students who have achieved sound marks in English can successfully pick up History as an AS subject in Form 7. For A Level: • Students who gain an A to a good D grade in AS History will be admitted to this course. • Students who gain a low D grade in AS History must consult with the HOD History to gain entry into this course. • Students who gain an E grade or ungraded result in AS History will not be able to enter this course. DESCRIPTION / AIMS The aims below are designed to set out the educational purposes of course in AS History. They are not listed in order of priority. The aims are to develop: • an interest in the past and an appreciation of human endeavour • a greater knowledge and understanding of historical periods or themes • a greater awareness of historical concepts such as cause and effect, similarity and difference, and change and continuity • an appreciation of the nature and diversity of historical sources available, and the methods used by historians • an exploration of a variety of approaches to different aspects of history and different interpretations of particular historical issues • the ability to think independently and make informed judgements on issues • an empathy with people living in different places at different times. • a firm foundation for further study of History ASSESSMENT OBJECTIVES Candidates will be expected to: 1) Demonstrate knowledge and understanding: (a) recall, select and use historical knowledge appropriately and communicate knowledge and understanding of History in a clear and effective manner. (b) demonstrate an understanding of the past through explanation, analysis and arriving at a substantiated judgement of: key concepts such as causation, consequence, continuity, change and significance within an historical context, the relationships between key features and
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characteristics of the periods studied. 2) Analyse, evaluate and apply: (a) as part of an historical enquiry, analyse and evaluate a range of appropriate source material with discrimination. (b) analyse and evaluate, in relation to historical context, how aspects of the past have been interpreted and represented in different ways. COURSE OUTLINE For AS History options, see the entry for Form 6: AS. At A Level, there are two units. The topic to be studied for Unit 3 will be selected from the following options: • The Causes and Impact of British Imperialism, c. 1850-1939 • The Holocaust • The Origins and Development of the Cold War, 1941-1950 The topic to be studied for Unit 4 will be selected from the following options: Europe of the Dictators, 1918-1941 • Lenin’s Russia, 1918-1924 • Mussolini’s Italy, 1920-1941 • Stalin’s Russia, 1924-1941 • Hitler’s Germany. 1929-1941 International History, 1945-1991 • The Cold War, 1950-1975 • The Cold War, 1975-1991 • China, 1945-1991 • Conflict in the Middle East, 1948-1991 METHODS OF ASSESSMENT Students’ AS marks make up 50% of the A Level grade. The remaining 50% is assessed in two examinations at the end of the A Level course: • Unit 3: 1 hour examination: 20% of A Level History. Source-based question on an historian’s approach to the selected Unit 1 topic. The examination will test assessment objective 1a and 2b (see above) • Unit 4: 1½ hour examination. Essay questions on the selected Unit 2 content. 30% of A Level History. 60% of AS History. The examination will test assessment objective 1a and 1b (see above). REFERENCE PERSON
Mr J Etty, HOD History
HISTORY OF ART - FORM 6 : NCEA LEVEL 2 PRE-REQUISITES History of Art can be taken as a new subject at Year 12. Students with an interest and competence in arts subjects like English, Art, History and Classical Studies will have an advantage. This subject gains students literacy credits for UE. RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging over 60% in Form 5 English and/or History have an appropriate achievement level to study Form 6 History of Art. B. Students averaging 45-60% in Form 5 History and/or English may find Form 6 History of Art difficult C. Students averaging less than 45% in Form 5 History and/ or English are not recommended to take Form 6 History of Art. DESCRIPTION I AIMS History of Art is the study of works of art in relation to the societies in which they are produced. The analysis and interpretation of art works within their social, cultural and historical context leads to greater understanding of the relationship that exists between art, artists and society. The course develops: • Historical, critical and analytical skills and increases visual awareness and sensitivity. • The ability to recognise technical and stylistic conventions and the use of symbols in art. • The ability to distinguish between individual, regional and period styles and recognise that art can be the product of an individual’s sensitivity.
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The use and understanding of the terminology appropriate to the subject. Awareness that the visual arts are the product of historical, social and cultural factors. The study and appreciation of local and accessible resources in art from first hand experience where possible. Skills of independent research and presentation of information.
COURSE OUTLINE • Area 1- Towards Modernism (1780–1900) • Area 2- Aotearoa and the Pacific (1800–1950) METHODS OF ASSESSMENT Students will be assessed against the following standards: 2.1 : Examine the effects of formal elements of art works: 4 credits: External 2.2: Examine the meanings conveyed by art works: 4 Credits: External 2.3: Examine the influence of context(s) on art works : 4 credits : External 2.4: Examine how media are used to create effects in art works: 4 credits: Internal 2.6: Communicate a considered personal response to art works : 4 credits: Internal 2.7: Demonstrate understanding of art works in relation to their physical environments 4 credits: Internal Regular exams, essays and seminars will provide marks for term reports and to indicate student progress. SPECIAL EQUIPMENT AND COSTS Nil CONTINUATION OF SUBJECT You can continue to study History of Art into year 13 and at tertiary level. It provides a useful background to a range of careers, including architecture, film and television, gallery or museum employment, design and advertising. Art History is a university subject to Masters level. REFERENCE PERSON
Mrs L Moore, HOD Art
HISTORY OF ART - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES History of Art can be taken as a new subject at Year 13. Students with an interest and competence in arts subjects like English, Art, History and Classical Studies will have an advantage. This subject gains UE literacy credits. RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging over 60% in Form 6 English and/or History have an appropriate achievement level to study Form 7 History of Art. B. Students averaging 45-60% in Form 6 History and/or English may find Form 7 History of Art difficult. C. Students averaging less than 45% in Form 6 History and/or English are not recommended to take Form 7 History of Art. DESCRIPTION / AIMS History of Art is the study of works of art in relation to the societies in which they are produced. The analysis and interpretation of art works within their social, cultural and historical context leads to greater understanding of the relationship that exists between art, artists and society. The course develops: • Historical, critical and analytical skills and increases visual awareness and sensitivity. • The ability to recognise technical and stylistic conventions and
• • • • •
the use of symbols in art. The ability to distinguish between individual, regional and period styles and recognise that art can be the product of an individual’s sensitivity. The use and understanding of the terminology appropriate to the subject. Awareness that the visual arts are the product of historical, social and cultural factors. The study and appreciation of local and accessible resources in art from first hand experience where possible. Skills of independent research and presentation of information.
COURSE OUTLINE 1. Modernism to Post-Modernism- the study of art from 1945 to the present day, primarily studying New Zealand artists and world views 2. Contemporary Diversity- the study of current practices internationally and how historical perspectives impact 21st Century art practices. METHODS OF ASSESSMENT Students will be assessed against the following standards: 3.1 Demonstrate understanding of style in art works.4 credits external 3.2 Examine how meanings are communicated through art works. 4 credits external 3.3 Examine the relationship(s) between art and 4 credits external context. 3.4 Examine the impact of media and processes on art works 4 credits internal 3.5 Construct an argument based on interpretation of research in art history. 4 credits internal 3.8 Examine the relationship(s) between a theory and art works. 4 credits internal
Course Handbook 2015 F 4-7 - Page 51 METHODS OF ASSESSMENT Three exams during the year plus a speaking test each term. By the end of the year you should be able to give a short speech in Japanese talking about yourself and your family. SPECIAL EQUIPMENT A plastic wallet (obtainable from the school shop) to hold workbook and loose papers, and a loose-leaf refill. COURSE COSTS The course is contained in a textbook/workbook, produced at the school, which contains a comprehensive set of Japanese dialogues on every day themes, grammar notes, vocabulary lists, learning exercises, Japanese dictionaries and cultural notes. Much of the work for the course is done in the workbook so that stationery costs for the course are kept to a minimum. It is necessary to levy a $40.00 charge for the workbook which will become a valuable, permanent resource for the student. CONTINUATION AT SCHOOL Those who have made sufficient progress in Form 3 Japanese will be able to continue with Japanese through to Form Seven. REFERENCE PERSON
Mr T Cain, HOD Japanese
JAPANESE - FORM 4
Regular exams, essays and seminars will provide marks for term reports and to indicate student progress.
PRE-REQUISITES You should have completed the Form 3 Japanese course at Auckland Grammar School. The ability to read and write most of the Hiragana script will be assumed. If you have completed a Form 3 Japanese course at another school you will need to consult Mr Cain to determine whether you are sufficiently prepared for the AGS course.
SPECIAL EQUIPMENT AND COSTS Nil
Form 4 Japanese course is comprehensive course which will take you close to NCEA Level 1 Japanese by the end of Form 4.
CONTINUATION OF SUBJECT You can continue to study History of Art at tertiary level. It provides a useful background to a range of careers, including architecture, film and television, gallery or museum employment, design and advertising. Art History is a university subject to Masters level.
RECOMMENDED ACHIEVEMENT LEVELS A. 55% or more in Form 3 final exam = should be able to cope with F4 Japanese B. 45 - 55% in Form 3 final exam = may find Form 4 Japanese difficult C. less than 45% in F3 final exam = not recommended to take Form 4 Japanese
REFERENCE PERSON
Mrs L Moore, HOD Art
JAPANESE - FORM 3 PRE-REQUISITES No previous study of the Japanese language is required. COURSE DESCRIPTION The Form 3 Japanese course at Auckland Grammar School has three principal aims: 1. To give a broad general introduction to Japan, and the language and culture of the Japanese people, as part of a pupil’s general education. 2. To lay a solid foundation for continued study of Japanese language. 3. To emphasise everyday, conversational Japanese useful in contact with Japanese people. In the Form 3 course you will learn to understand simple spoken Japanese, and to speak in simple sentences in Japanese about a variety of topics. You will learn everyday phrases and expressions which will be useful in any contact with Japanese people. You will learn to read and write in simple Japanese script (Hiragana). The Form 3 course lays a very a good foundation of grammar and vocabulary, mostly from the NCEA Level 1 syllabus. COURSE OUTLINE Introductions and Greetings, The Japanese Writing System, The Japanese House, Telling The Time, Sport and Leisure, Daily Life, Transport, Japanese Food, The Japanese School System, Shopping, Describing what you are Doing, Describing People, etc.
COURSE DESCRIPTION The broad aims of the course are: 1. To give a broad general introduction to Japan, and the language and culture of the Japanese people, as part of a pupil’s general education. 2. To lay a solid foundation for continued study of Japanese language. 3. To emphasise every day, conversational Japanese, useful in contacts with Japanese people. The Form 4 course builds on the grammar and vocabulary of the Form 3 course. You will learn to understand and communicate more complex information. You will learn how to function in Japanese society in a limited range of every day situations. You will learn the Katakana script system which will extend your ability to read and write Japanese. You will also learn a number of Kanji characters. You will learn more about Japanese geography, history, daily life and general cultural knowledge. By the end of your Form 4 year you will have covered much of the NCEA Level 1 syllabus giving you a very good grounding on which to consolidate in your 5th Form year. COURSE OUTLINE Introducing yourself, weather and seasons, shopping, home, family and daily life, giving directions, sport and leisure, eating and drinking, health, school, travel and transport. METHODS OF ASSESSMENT Three exams during the year, plus a speaking test each term.
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SPECIAL EQUIPMENT A plastic wallet (obtainable from the school shop) to hold workbook and loose papers, and a loose-leaf refill. COURSE COSTS The course is contained in a textbook and a series of workbooks. It is necessary to levy a $40.00 charge for the workbooks which will become a valuable, permanent resource for the student. As most work will be done in these workbooks, other stationery costs will be minimal. CONTINUATION AT SCHOOL Japanese is taught through to Form 7 (NCEA Level 3 & Cambridge AS). REFERENCE PERSON
Mr T Cain, HOD Japanese
JAPANESE - FORM 5 : NCEA LEVEL 1 PRE-REQUISITES Should have studied Japanese for at least one year. The ability to read and write Hiragana and Katakana fluently will be assumed. RECOMMENDED ACHIEVEMENT LEVELS A. 55% or more in Form 4 final exam = should be able to cope with F5 Japanese B. 45 - 55% in final exam = may find Form 5 Japanese difficult C. less than 45% in final exam = not recommended to take Form 5 Japanese COURSE DESCRIPTION The Form 5 course will, firstly, prepare students for the NCEA Japanese examination and assessments. It will also take them well beyond the NCEA syllabus to prepare students for Form 6 work. By the end of your Form 5 year you should be very well prepared for the NCEA Examination. AGS students who have put in the necessary effort have, historically, done extremely well in Form 5 external exams in Japanese. You will extend your ability to function in Japanese society in a limited range of everyday situations. You will also learn some Kanji characters. You will learn more about aspects of Japanese geography, history, daily life and culture. More able students may be invited to attempt IGCSE. COURSE OUTLINE Introducing yourself, weather and seasons, shopping, home, family and daily life, giving directions, sport and leisure, eating and drinking, health, school, travel and transport. METHODS OF ASSESSMENT Three exams during the year testing reading, writing and listening skills. A number of speaking tests for school reporting purposes. Form 5 Japanese is assessed through a combination of internally assessed and externally examined NCEA Level Achievement Standards. For NCEA internal assessment, one speaking test. SPECIAL EQUIPMENT A plastic wallet (obtainable from the school shop) to hold workbook and loose papers, an exercise book and a loose-leaf refill. COURSE COSTS Most of the course is contained in a workbook, produced at the school. It is necessary to levy a $40.00 charge for the workbook which will become a valuable, permanent resource for the student. CONTINUATION AT SCHOOL Japanese is taught through to Form 7 (NCEA Level 3 / Cambridge AS). THE JAPAN TOUR The opportunity exists for Forms 5, 6 and 7 students to spend two weeks in Japan visiting schools, sightseeing and interacting with Japanese people. This provides an excellent opportunity to experience life in Japan and to improve your Japanese language skills. The next Japan Tour will depart in 2017. The cost is expected to be approximately $5,500 per person. The Japan Tour is optional.. REFERENCE PERSON
Mr T Cain, HOD Japanese
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JAPANESE - FORM 6 : NCEA LEVEL 2 or IGCSE Form 6 Japanese Students following the CAMBRIDGE pathway will do IGCSE JAPANESE in Form 6. This will lead to AS JAPANESE in FORM 7. Form 6 Japanese Students following the NCEA PATHWAY will do NCEA LEVEL 2 in Form 6. This will lead to NCEA 3 JAPANESE in Form 7. CONTENT The 2 courses will be very similar in CONTENT, and will probably be taught in the same class. ASSESSMENT methods will be very different. The 2 courses will be based around the GETTING THERE IN JAPANESE series of textbooks, designed for THE NZ JAPANESE CURRICULUM. Any additional vocabulary, grammar and kanji that may be needed, will be added as required. ASSESSMENTS School Exams - For both courses there will be 3 internal exams, in Terms 1, 2 and 3. These will test Reading, Writing Listening and Speaking. NCEA Level 2 Assessment - there will be 3 internal assessments (Speech, Interaction, Writing) and also 2 external assessments in November (Reading, Listening). IGCSE Assessment - there will be 3 external papers in Term 4 (Speaking, Reading, Writing). More detailed information will be provided at the beginning of Term 1, 2016. THE JAPAN TOUR The opportunity exists for Forms 5, 6 and 7 students to spend two weeks in Japan visiting schools, sightseeing and interacting with Japanese people. This provides an excellent opportunity to experience life in Japan and to improve your Japanese language skills. The next Japan Tour will depart in 2017. The cost is expected to be approximately $5,500 per person. The Japan Tour is optional. REFERENCE PERSON
Mr T Cain, HOD Japanese
JAPANESE - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES You should have satisfactorily completed the Form 6 course. The ability to read and write Form 6 Kanji will be assumed. RECOMMENDED ACHIEVEMENT LEVELS Students who wish to study Form 7 Japanese should have “Achieved” grades in at least four Level 2 Achievement Standards. Those who do not have the Level 2 standards should consult Mr Cain before opting for Level 3 Japanese. COURSE DESCRIPTION There are three main aims: 1. To deepen the understanding of Japan, its language and its culture for those who have satisfactorily completed NCEA Level 2 Japanese and wish to continue their studies at higher levels. 2. To assist students to attain the level of Japanese needed for a good pass in the NCEA Level 3 Japanese Examination. 3. To emphasise both written and conversational Japanese to prepare students for deeper communication with Japanese people, and for further study of Japanese language. The Form 7 course continues the deeper analysis of Japanese language and culture commenced in Form 6. Many new elements of the language and culture are taught taking students well beyond Form 6 level in their understanding of Japan and their ability to communicate in Japanese. Kanji will be studied more intensively, more advanced grammar will be taught, and a good deal of new vocabulary introduced. Students must be prepared to put in the effort necessary to master the more complex elements of language taught at this level.
COURSE OUTLINE Land and People, Travel and Transport, Japan at Work, Communications and the Media. METHODS OF ASSESSMENT NCEA Level 3 is assessed through a combination of internally assessed and externally examined Achievement Standards. Listening, reading and writing skills will be tested in school examinations. For school reporting purposes there will be three exams, several speaking tests and three listening tests throughout the year. COURSE COSTS The course is based around the “Getting There in Japanese” series of textbooks, provided by the School. There are no mandatory costs for students. THE JAPAN TOUR The opportunity exists for Forms 5, 6 and 7 students to spend two weeks in Japan visiting schools, sightseeing and interacting with Japanese people. This provides an excellent opportunity to experience life in Japan and to improve your Japanese language skills. The next Japan Tour will depart in 2017. The cost is expected to be approximately $5,500 per person. The Japan Tour is optional.. REFERENCE PERSON
Mr T Cain, HOD Japanese
JAPANESE - FORM 7 :AS PRE-REQUISITES Students who wish to study AS Japanese should have “Achieved” grades in at least four Level 2 Achievement Standards. Those who do not have the Level 2 standards should consult Mr Cain before opting for AS Japanese. COURSE DESCRIPTION Topics covered include: Everyday activities, personal and social life, education, the world around us, and the international world. Students are expected to use language that is considerably more advanced than that required for NCEA Level 3, and to use that language to discuss issues of much greater complexity. An extensive grammar list must be mastered. Also about 150 new kanji must be learned to add to approximately 200 learned by the end of Form 6. METHODS OF ASSESSMENT The course is examined in November in three papers: • Speaking (Prepared Speech and Conversation) (30%) • Reading and Writing (50%) • Essay (20%)
COURSE OUTLINE 4A, B, C and D (those boys who studied from the Auckland Grammar School course books in Form 3) will continue with the Auckland Grammar School course books. 4E - 4P (those boys who studied from the “Cambridge Latin Course”) will continue with the “Cambridge Latin Course”. METHODS OF ASSESSMENT • Three formal school exams per year • Course work marks gained from tests, projects, etc SPECIAL EQUIPMENT AND COSTS Nil CONTINUATION OF SUBJECT AT SCHOOL The subject is available at every level to Form 7 in at least one option line. In Form 5 it occurs in Options 4 and 5. REFERENCE PERSON
Mr W Buckingham, HOD Latin
LATIN - FORM 5 : NCEA LEVEL 1 PRE-REQUISITES A background of two years studying the subject is essential for Form 5. It is important that students should already have been introduced to the passive, the subjunctive and participles. DESCRIPTION / AIMS It is intended that this course should lead into both Latin and Classical Studies in the Senior School. This course has been tailored for those students who have a general interest in Roman History and who wish to develop their language awareness by learning formal grammar and by building up their Latin-based English vocabulary without having to acquire the listening and speaking skills of a modern language. COURSE OUTLINE There are four Achievement Standards offered for Level 1 NCEA Latin. Of these, two are assessed externally and two internally. Achievement Standard 1.1 represents an unseen translation, and 1.2 is a comprehension; both these Standards have a vocabulary list provided. Achievement Standard 1.3 involves the study of Latin poetry, including selected poems of Martial, Catullus and Ovid. Achievement Standard 1.6 involves the completion of a syntax course book on the Latin language. Achievement Standards 1.4 and 1.5 are not offered. METHODS OF ASSESSMENT See course outline.
There will be a practice speaking test (15~20 minutes in duration) each term, as part of the usual Term Exam.
SPECIAL EQUIPMENT AND COSTS Nil.
COURSE COSTS There are no course costs or special requirements for this course.
CONTINUATION OF SUBJECT AT SCHOOL A full Latin option is available at Form 6 and Form 7. In their fourth year some students will sit AS Latin, others will sit NCEA Latin. On the basis of our enriched NCEA Level 1 course students will be able to return to AS Latin in their fifth year.
THE JAPAN TOUR The opportunity exists for Forms 5, 6 and 7 students to spend two weeks in Japan visiting schools, sightseeing and interacting with Japanese people. This provides an excellent opportunity to experience life in Japan and to improve your Japanese language skills. The next Japan Tour will depart in 2017. The cost is expected to be approximately $5,500 per person. The Japan Tour is optional. REFERENCE PERSON
Mr T Cain, HOD Japanese
LATIN - FORM 4 PRE-REQUISITES Form 3 Latin. DESCRIPTION / AIMS A complete coverage of Latin accidence (word forms); an introduction to the main areas of syntax (sentence patterns).
REFERENCE PERSON
Mr W Buckingham, HOD Latin
LATIN - FORM 6 : NCEA LEVEL 2 PRE-REQUISITES Form 5 Latin. RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 60% in Form 5 Latin school exams have an appropriate achievement level to study Form 6 Latin. B. Students who have achieved 50-60% in Form 5 Latin school exams may find Form 6 Latin demanding. C. Students who have achieved less than 50% in Form 5 Latin school exams are not recommended to take Form 6 Latin.
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DESCRIPTION / AIMS The students will prepare for NCEA Level 2. COURSE OUTLINE There are four Achievement Standards offered for Level 2 NCEA Latin. Of these, two are assessed externally and two internally. Achievement Standard 2.1 represents an unseen translation, and 2.2 is a comprehension; both these Standards have a vocabulary list provided. Achievement Standard 2.3 involves the study of Latin poetry. The set text will be Virgil, Aeneid IV, in odd years, and Virgil, Aeneid II, in even years. Achievement Standard 2.6 involves the completion of a syntax course book on the Latin language. Achievement Standards 2.4 and 2.5 are not offered. METHODS OF ASSESSMENT Form 6 NCEA Latin will be assessed through a combination of internally assessed and externally examined NCEA Level 2 Achievement Standards.
CONTINUATION OF SUBJECT A creditable performance in AS Latin or NCEA Level 3 will allow entry into Latin II at University of Auckland. REFERENCE PERSON
Mr W Buckingham, HOD Latin
MATHEMATICS - FORM 4 PRE-REQUISITES Form 3 Mathematics. DESCRIPTION / AIMS The course aims to revise and develop the basics of Form 3 work in the expectation of getting close to CIE IGCSE and NCEA Level 1 standard, especially in Algebra, so that the students are well prepared for Mathematics after IGCSE and Level 1 (Year 11).
SPECIAL EQUIPMENT AND COSTS Nil.
COURSE OUTLINE
CONTINUATION OF SUBJECT AT SCHOOL This course leads directly on to Form 7 Latin and provides introductory experience for Form 7 Classical Studies.
Reinforces and extends Form 3 work in Arithmetic, Algebra and Geometry. New topics include linear and quadratic relations and their graphs, simultaneous equations, right-angled triangle Trigonometry, Transformation Geometry with Enlargement/Similarity, graphs of Trig functions, Statistics, Probability, Symmetry and Constructions.
REFERENCE PERSON
Mr W Buckingham, HOD Latin
LATIN - FORM 7 : NCEA LEVEL 3 AND AS
PRE-REQUISITES Form 5 and/or Form 6 Latin RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 80% in Form 5 Latin school exams, or over 60% in Form 6 Latin have an appropriate achievement level to study Form 7 Latin. B. Students who have achieved 60-70% in Form 5 Latin school exams or below 60% in Form 6 Latin may find Form 7 Latin difficult. C. Students who have achieved less than 60% in Form 5 Latin school exams or below 50% in Form 6 Latin are not recommended to take Form 7 Latin. COURSE OUTLINE : NCEA Latin There are four Achievement Standards offered for Level 3 NCEA Latin. Of these, two are assessed externally and two internally. Achievement Standard 3.1 represents an unseen translation, and 3.2 is a comprehension; both these Standards have a vocabulary list provided. Achievement Standard 3.3 involves the study of Latin poetry. The set text will be Virgil, Aeneid IV, in odd years, and Virgil, Aeneid II, in even years. Achievement Standard 3.6 involves the completion of a syntax course book on the Latin language. Achievement Standards 3.4 and 3.5 are not offered. COURSE OUTLINE : AS Latin • A grammar course of the provided accidence and syntax in preparation for AS and NCEA Level 3. • The set text for verse literature (Aeneid IV in odd years, Aeneid II in even years). • The set text for prose literature (Livy in odd years, Caesar in even years). METHODS OF ASSESSMENT • Three internal exams together with a course work mark for tests and exercises. • Students have the option of presenting for: either - AS Latin examination or - NCEA Level 3 through a combination of internally assessed and externally examined Level 3 Achievement Standards. SPECIAL EQUIPMENT AND COSTS Nil.
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METHODS OF ASSESSMENT 1. Common Tests. 2. Three school exams. SPECIAL EQUIPMENT AND COSTS Equipment: A calculator. A ruler and protractor as in Form 3. A compass in Term 4. Costs: Only if entering competitions. CONTINUATION OF SUBJECT AT SCHOOL The course leads on to Form 5 IGCSE Mathematics and ultimately to Form 7 CIE A2 or NCEA Level 3 courses. REFERENCE PERSON
Mr J Rehu, position of responsibility for Forms 3 & 4 Mathematics
MATHEMATICS - FORM 5 : IGCSE EXTENDED PRE-REQUISITES Forms 3 and 4 Mathematics DESCRIPTION / AIMS The aim of the course is to introduce and develop basic mathematical skills, concepts, and understandings in the Mathematical Processes, Number, Measurement, Geometry, Algebra and Statistics curriculum strands. This course will prepare students for the International Cambridge Exam, IGCSE Extended. The course objectives are that candidates will be expected to: 1. Apply these skills, concepts, and understandings to familiar and unfamiliar problems arising in real and simulated situations. 2. Demonstrate the ability to select and use appropriate mathematical techniques in problem solving. 3. Demonstrate the ability to reason logically and systematically. 4. Demonstrate the ability to communicate mathematical ideas. At the conclusion of this course of study, a student will be well prepared to continue his studies in Form 6 Mathematics. COURSE OUTLINE The outline of the syllabus is as follows:Arithmetic I (revision of work from Forms 3/4) Algebra I (simplifying, linear equations) Arithmetic II (perimeters, areas, volume) Trigonometry 1 (right angle triangles) Algebra II Geometry Algebra III Vectors
(quadratic expressions) (parallel line geometry, polygons) (quadratic equations and formula)
Variation Circle Geometry
(Ratio and Proportion) Revision (structured)
Line Graphs Parabolas Other Graphs Statistics I Statistics II Probability Trigonometry II
*inc. function notation (graphs of quadratic functions) (other non-linear functions) (averages, data display) (other data display methods) (non-right angled applications) *inc. areas, exact values and solns
Transformation geometry Matrices & Matrix Transformations Loci & Construction Simultaneous Equations Patterns Linear Programming Problem Solving Revision Structured
Note: A concise scheme of work will be issued in Week 1. METHODS OF ASSESSMENT Students presenting for IGCSE Mathematics will be assessed on the basis of two external exams. The first exam will contain basic skill questions, the second one examining applications.
Fractions, Percentages, Standard Form, Order of Operations, Significant Figures, Estimation, Limits of Accuracy, Currency Conversion, Ratios, Rates and Proportion. Achievement Standard: Mathematics 1.1 (4 Credits) Algebra I (Simplifying, Expanding, Factorising, Indices) Algebra II (Linear Equations, Substitution & Change the Subject) Measurement (Time, Units, Perimeters, Areas & Volumes) Achievement Standard: Mathematics 1.5 (3 Credits) Trigonometry I (Right angled triangles) Achievement Standard: Mathematics 1.7 (3 Credits) Algebra III (Quadratics – Expanding & Factorising) Geometry I (Angles, Parallel lines & Polygons) Algebra IV (Quadratic equations) Geometry II (Circles; Variations of ‘Angle at a Centre’) Line Graphs (Cartesian Plane, Coordinates and Straight Lines) Algebra V (Simultaneous Equations) Parabolas (Graphs of – Sketching by plotting points) Other Graphs (Graphs of simple Rectangular Hyperbolas)
The external exams are as follows: IGCSE Mathematics 0580/23 1 hour, 30 mins Short answer write-on exam assessed in late October IGCSE Mathematics 0580/43 2 hours, 30 mins Long answer write on application style questions assessed in early November
Achievement Standard: Mathematics 1.2 MCAT (4 Credits) Vectors (2D Vectors, Magnitude, Addition of, and Scalars) Statistics I (Collect Data, Averages, Graphs & Simple Inference) Achievement Standard: Mathematics 1.10 (4 Credits) Probability (Simple probability of single events) Construction (including Loci) Symmetry (Rotational & Line Symmetry) Transformations (Translations, Rotations, Reflections & Enlargements)
SPECIAL EQUIPMENT AND COSTS A protractor, compass, ruler and a scientific calculator of about Casio FX- standard. Casio FX 991ES or FX 115ES are recommended. (No graphical calculators are permitted.)
METHOD OF ASSESSMENT Students are presenting for IGCSE Mathematics (Core) will be assessed on the basis of two external exams. The first exam will contain basic skill questions, the second one examining applications.
CONTINUATION AT SCHOOL The course will prepare students well for the courses on offer at Forms 6 and 7, CIE and NCEA courses.
The external exams are known as follows: IGCSE Mathematics 0580/11 1 hour, 30 minutes Short answer skill based write-on exam sat in late October IGCSE Mathematics 0580/3 2 hours, 30 minutes Long answer application write-on exam sat in early November
REFERENCE PERSON:
Mr D. Martin, position of responsibility for Form 5 Mathematics
MATHEMATICS - FORM 5 : IGCSE CORE PRE-REQUISITES Form 3 & 4 Mathematics to a satisfactory standard. DESCRIPTION / AIM The aim of the course is to introduce and develop basic mathematical skills, concepts, and understanding in the Mathematical Strands of Processes, Number, Measurement, Geometry, Algebra and Statistics. This course will prepare students for the International Cambridge Exam IGCSE – Core. In addition students will have the opportunity to gain 18 credits in NCEA Level 1 internal standards. The course objectives are that the candidate will be expected to: 1. Apply these skills, concepts, and understandings in real and simulated problems. 2. Demonstrate the ability to select and use appropriate mathematical techniques in problem solving. 3. Demonstrate the ability to reason logically and systematically. 4. Demonstrate the ability to communicate mathematical ideas. At the successful conclusion of the course of study, a student will be well prepared to continue his studies in Form 6 NCEA Level 2 Mathematics. COURSE OUTLINE The outline of the syllabus is as follows:Arithmetic (Revision of work from Forms 3 & 4) Numbers, Place holders, Integers, Decimals,
Students will complete 5 internal NCEA Level 1 standards during the year, worth a total of 18 credits. SPECIAL EQUIPMENT A protractor, compasses, ruler and a scientific calculator of about Casio FX- standard. Permissible calculators are: Casio FX991ES & FX115ES. (No graphical calculators are permitted) CONTINUATION AT SCHOOL A successful completion of the course will prepare students for all mathematics courses on offer at Forms 6 & 7 NCEA Levels. REFERENCE PERSON:
Mr D Martin, position of responsibility for Form 5 IGCSE/NCEA
MATHEMATICS - FORM 5 : NCEA LEVEL 1 17 Credit Course PRE- REQUISITES Form 3 & 4 Mathematics. DESCRIPTION / AIMS The aim of the course is to introduce and develop basic mathematical skills, concepts, and understanding in the Mathematical Strands of Processes, Number, Measurement, Geometry, Algebra and Statistics. The course objectives are that the candidate will be expected to: 1. Apply these skills, concepts, and understandings in real and Course Handbook 2016 F 4-7 - Page 57
simulated problems. 2. Demonstrate the ability to select and use appropriate mathematical techniques in problem solving. 3. Demonstrate the ability to reason logically and systematically. 4. Demonstrate the ability to communicate mathematical ideas. Upon the successful completion of the course of study, students may study in Form 6 NCEA Level 2 Mathematics. However for some students, this is a terminating course and will provide credits towards Numeracy. COURSE OUTLINE The outline of the syllabus is as follows:1. Arithmetic - Number Students will be expected to be familiar with methods related to: • Ratio, proportion and rates • Primes, factors, multiples, powers and roots • Integer and fractional powers applied to numbers • Fractions, decimals and percentages • Rounding with decimal places and significant figures, degrees of accuracy inc. standard form. Standard: Mathematics 1.1 Internal (4 Credits) 2. Algebra I Students need to be familiar with methods related to: • Factorising and expanding • Simplifying algebraic expressions involving exponents. • Substituting values into formulae. • Manipulating and simplifying expressions. • Rearranging formulae. 3. Algebra II Students need to be familiar with methods related to: • Solving linear equations and inequations. • Solving quadratic equations. • Solving simple equations involving exponents. • Solving pairs of simultaneous linear equations with the same two unknowns. Standard: Mathematics 1.2 CAT (3 Credits) 4. Measurement (Time, Units, Perimeter, Area & Volume) Students will be expected to be familiar with methods related to: • Perimeter, area and surface area • Volume • Time and metric units. Standard: Mathematics 1.5 Internal (3 Credits) 5. Statistics Students need to be familiar with the statistical enquiry cycle which involves: • Investigating data that has been collected from a survey situation • Posing an appropriate comparison question using a given multivariate data set • Selecting and using appropriate data display(s) • Giving summary stats such as the summary values (minimum, maximum, median, quartiles & percentiles) • Discussing features of distributions comparatively, such as shape, middle 50%, shift, overlap, spread, unusual or interesting features and outliers • Communicating findings, such as informal inference and supporting evidence, in a conclusion. Standard: Mathematics 1.10 Internal (4 Credits) 6. Graphs – Linear Students will be expected to be familiar with methods related to: • applying linear algebra in solving problems • developing patterns to problems in context Standard: Mathematics 1.4 Internal (3 Credits) METHOD OF ASSESSMENT Students presenting for NCEA Level 1 Mathematics will be assessed on the basis of an External Common Assessment Task (CAT) examining an externally assessed standard 1.2 in September. The remaining standards will be assessed internally as common assessment tasks (CATs). Standard: Mathematics 1.1 Internal (4 Credits) Standard: Mathematics 1.5 Internal (3 Credits) Standard: Mathematics 1.10 Internal (4 Credits) Standard: Mathematics 1.4 Internal (3 Credits)
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All internally assessed Standards will follow the schools policy and procedures on lateness, misconduct, extensions, missed/delayed assessments and appeals. SPECIAL EQUIPMENT A protractor, compasses, ruler and a scientific calculator of about Casio FX-standard. A graphical calculator (Casio fx-9750G PLUS) is permissible and highly recommended. CONTINUATION AT SCHOOL A successful completion of the course will give students an opportunity to proceed with mathematics courses on offer at Forms 6 NCEA Level 2. Students must complete successfully the standard 1.2, plus any of the other standards totalling 14 credits. REFERENCE PERSON:
Mr D. Martin, position of responsibility for Form 5 Mathematics
MATHEMATICS - FORM 6 : AS PRE-REQUISITES Students should have gained: (i) an average of 75% or more in Form 5 Mathematics internal exams; or (ii) an overall C grade or better in Form 5 IGCSE Mathematics exam. RECOMMENDED ACHIEVEMENT LEVELS A. Students with an A or B grade in Form 5 IGCSE Mathematics have an appropriate achievement level to study Form 6 Cambridge AS Level. B. Students with a C grade in Form 5 IGCSE Mathematics may find aspects of Form 6 AS Maths difficult and are likely to get very poor final result. If all IGCSE grades are a ‘C’, the recommendation would be to do a NCEA Level 2 course. C. Students with a D grade or lower in Form 5 IGCSE Mathematics will find Form 6 AS Maths extremely difficult and are recommended to do the NCEA Level 2 Course. DESCRIPTION / AIMS The aim of the course is to introduce and develop basic mathematical skills, concepts, and understandings in the Mathematical Processes, Number, Measurement, Geometry, Algebra and Statistics curriculum strands. This course will cover all aspects of the Cambridge AS course and will serve as an introduction to A2 Pure Mathematics, Statistics or Mechanics courses. The course objectives are that candidates will be expected to: 1. Apply these skills, concepts, and understandings to familiar and unfamiliar problems arising in real and simulated situations. 2. Demonstrate the ability to select and use appropriate mathematical techniques in problem solving. 3. Demonstrate the ability to reason logically and systematically. 4. Demonstrate the ability to communicate mathematical ideas. COURSE OUTLINE The outline of the syllabus is as follows: Term 1 Algebra (Surds, Indices) Graphs Quadratic Equations Functions and Notations Binomial Expansion Term 2 Statistics I (Data display and graphs) Arrangements (Perms and Combs) Co-ordinate Geometry Calculus I (Differentiation) Trigonometry I (Radians) Trigonometry II (Identities and equations) Term 3 Probability Calculus II (Integration) Vectors Random Variables
Normal Distribution Term 4 Sequences and Series METHODS OF ASSESSMENT 1. A common testing program will exist throughout the year. 2. Students will sit three internal exams: Progress Exam (1 hour) Term II Exam (2 hours) Final Exam (3 hours) 3. Students presenting for AS Mathematics will be assessed on the basis of two external exams. The external exams are as follows: AS Mathematics Paper P1 9709/1 1 hour, 45 mins Pure Mathematics paper sat in late October. AS Mathematics Paper S1 9709/6 Statistics paper sat in early November.
1 hour, 15 mins
SPECIAL EQUIPMENT AND COSTS A protractor, compass, ruler and a scientific calculator of about Casio FX- standard. (Casio FX 991ES is recommended). CONTINUATION AT SCHOOL The course will prepare students well for all the CIE courses on offer at Form 7. REFERENCE PERSON
Mr M Lee, position of responsibility for CIE 6 Maths
MATHEMATICS - FORM 6 : NCEA LEVEL 2 PRE-REQUISITES Students should have gained an average of 60% or more in Form 5 Mathematics internal exams and a minimum of 14 credits in Level 1. RECOMMENDED ACHIEVEMENT LEVELS A. Students with a ‘D’ grade or better in Form 5 IGCSE Mathematics have an appropriate achievement level to study Form 6 NCEA Level 2. B. Students averaging 65% or more in Form 5 Mathematics IGCSE Core Mathematics have an appropriate achievement level to study Form 6. C. Students averaging between 50% & 65% in Form 5 Mathematics IGCSE Core Mathematics may find aspects of Form 6 Maths difficult. D. Students averaging below 50% in Form 5 Mathematics IGCSE Core Mathematics will find Form 6 Maths extremely difficult and may fail to get any credits at level 2. E. Students who achieve at least 12 Credits in Form 5 NCEA Level One Mathematics (with Algebra and Trigonometry standards) have an appropriate achievement level to study Form 6. DESCRIPTION / AIMS The aim of this 22 credit course is to introduce and develop basic mathematical skills, concepts, and understandings in the Mathematical Processes, Number, Measurement, Geometry, Algebra and Statistics curriculum strands. This course will cover the all aspects of the New Zealand Curriculum for Year 12 and serve as an introduction to all NCEA Level 3 Mathematics Advancing, General and Statistics courses offered in Form 7. The course objectives are that candidates will be expected to: 1. Apply these skills, concepts, and understandings to familiar and unfamiliar problems arising in real and simulated situations. 2. Demonstrate the ability to select and use appropriate mathematical techniques in problem solving. 3. Demonstrate the ability to reason logically and systematically. 4. Demonstrate the ability to communicate mathematical ideas. COURSE OUTLINE The outline of the syllabus is as follows: Algebra Graphs Quadratic Equations Probability Statistics Co-ordinate Geometry Calculus
Trigonometry NB. Order of topics will vary as Standards are yet to be registered and finalised by NZQA. METHODS OF ASSESSMENT The 22 Credit Form 6 Mathematics will be assessed by internally assessed and externally examined NCEA Level 2 Achievement Standards. 1. A common testing program will exist throughout the year. 2. Students will sit three internal exams. Their grades will be determined on: Progress Exam (1 hour) Term II Exam (2 hours) Final Exam (3 hours) 3. Students will be assessed by the following internal Achievement Standards as CAT’s: AS 2.2 Apply graphical models in solving problems. (4 Credits) AS 2.4 Apply trigonometric relationships in solving problems. (3 Credits) AS 2.13 Investigate a situation using a simulation. (2 Credits) There are a Total of 9 NZQA Internally assessed credits. All internally assessed Achievement Standards will be assessed as a stand alone assessment task and will follow the School’s policy and procedures on lateness, misconduct, extensions, missed/ delayed assessments and appeals. 4. Students presenting for NCEA Level 2 Mathematics will be assessed on the basis of a three hour external exam. This exam will contain 3 booklets, each one examining an externally assessed achievement standard. AS 2.6 Apply algebraic methods in solving problems. (4 Credits) AS 2.7 Apply calculus methods in solving problems. (5 Credits) AS 2.12 Apply probability methods in solving problems. (4 Credits) There are a Total of 13 NZQA Externally assessed credits. SPECIAL EQUIPMENT AND COSTS A protractor, compass, ruler and a scientific calculator of about Casio FX- standard. A graphical calculator (Casio fx-9750G PLUS) is permissible and highly recommended. Students will be expected to purchase the AME NCEA Level 2 Workbook (approximate cost $17) later in August. CONTINUATION AT SCHOOL The course will prepare students well for all the NCEA courses on offer at Form 7. REFERENCE PERSON
Mr C. Wing, position of responsibility for Form 6 NCEA Level 2
MATHEMATICS – ADVANCING (7MAA) FORM 7 : NCEA LEVEL 3 DESCRIPTION / AIMS The specific aim of this ‘24 Credit’ course is intended for students moving on to University Engineering and Medicine Faculties next year. The course will provide students with a solid base of Mathematical knowledge for their tertiary mathematics education. The general aim of this course is to introduce and develop essential mathematical skills, concepts, and understandings in the Mathematical Processes, Number, Measurement, Geometry, Algebra and Statistics curriculum strands to advance with mathematics the following year at a tertiary institution. Students would be expected to do both Form 7 Advancing Maths and Form 7 Statistics courses. PRE-REQUISITES Form 6 Mathematics with AS 2.4 Trigonometry, AS 2.6 Algebra & AS 2.7 Calculus. RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging over 70% in Form 6 Maths internal exams or ‘Merits’ in Achievement Standards above, have an appropriate
Course Handbook 2016 F 4-7 - Page 59
achievement level to study Form 7 Maths - Advancing. B. Students averaging 40-70% in Form 6 Maths internal exams or ‘Achieved’ in Achievement Standards above should cope but will find aspects difficult. C. Students averaging less than 40% in Form 6 Maths internal exams may struggle and will be encouraged to do Mathematics – General next year. COURSE OUTLINE Main areas of study are: 1. 3.1 Conics 2. 3.3 Trigonometry 3. 3.5 Algebra & Complex Numbers 4. 3.6 Calculus: Differentiation 5. 3.7 Calculus: Integration
(3 (4 (5 (6 (6
Credits) Credits) Credits) Credits) Credits)
METHODS OF ASSESSMENT 1. Class tests 2. Two common tests each term 3. Three school exams 4. Students will also be assessed by the following internal Achievement Standard: 3.1 Apply the geometry of Conic Sections in solving problems. 3.3 Apply trigonometric methods in solving problems. All internally assessed Achievement Standards will be assessed as a stand alone assessment task and will follow the School’s policy and procedures on lateness, misconduct, extensions, missed/delayed assessments and appeals. 5. The following external standards will be examined in a three hour external exam: 3.5 Apply algebra of complex numbers in solving problems. 3.6 Apply differentiation methods in solving problems. 3.7 Apply integration methods in solving problems. SPECIAL EQUIPMENT AND COSTS A scientific calculator or graphical calculator (a graphical calculator is highly recommended). REFERENCE PERSON
Mr G Leeuw, HOD Mathematics
MATHEMATICS – GENERAL (7MAG) FORM 7 : NCEA LEVEL 3 DESCRIPTION / AIMS The specific aim of this ’24 Credit’ course is intended for students moving on to University courses next year that need a back ground in general mathematics. The course will provide students with a broad base of Mathematical knowledge for their tertiary mathematics education in courses for Commerce, Humanities and the Sciences. The general aim of this course is to introduce and develop broad but basic mathematical skills, concepts, and understandings in the Mathematical Processes, Number, Measurement, Geometry, Algebra and Statistics curriculum strands to supplement a tertiary course. PRE-REQUISITES Form 6 Mathematics with AS 2.6 Algebra, AS 2.7 Calculus & AS 2.12 Probability. RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging over 60% in Form 6 Maths internal exams or ‘Achieved’ in all the Achievement Standards above have an appropriate achievement level to study Form 7 Maths - General. B. Students averaging 40-60% in Form 6 Maths internal exams should cope but may find aspects difficult. C. Students averaging less than 40% in Form 6 Maths internal exams may struggle and will be encouraged to do Mathematics – General next year. COURSE OUTLINE Main areas of study are: 1. 3.2 Linear Programming 2. 3.6 Differentiation – Merit Level only 3. 3.7 Integration – Merit Level only 4. 3.13 Probability
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(2 (6 (6 (4
Credits) Credits) Credits) Credits)
5. 3.14 Probability Distributions 6. 3.15 Simultaneous Equations
(4 Credits) (2 Credits)
METHODS OF ASSESSMENT 1. Class tests 2. Common tests each term 3. Three school exams 4. Students will also be assessed by the following internal Achievement Standards: 3.2 Apply linear programming methods in solving problems. 3.15 Apply simultaneous equations in solving problems. All internally assessed Achievement Standards will be assessed as a stand alone assessment task and will follow the School’s policy and procedures on lateness, misconduct, extensions, missed/ delayed assessments and appeals. 5. The following external standards will be examined in TWO three hour external exam: 3.6 Apply differentiation methods in solving problems. 3.7 Apply integration methods in solving problems. And 3.13 Apply probability concepts in solving problems. 3.14 Apply probability distributions in solving problems. SPECIAL EQUIPMENT AND COSTS A scientific calculator or graphical calculator (a graphical calculator is highly recommended). REFERENCE PERSON
Mr G Leeuw, HOD Mathematics
MATHEMATICS – STATISTICS (7STA) FORM 7 : NCEA LEVEL 3 DESCRIPTION / AIMS A student MUST be taking Form 7 Mathematics – Advancing (7MAA) to take this course. The specific aim of this ‘24 Credit’ course is intended for students moving on to University Engineering and Medicine Faculties next year. The course will provide students with a solid base of Mathematics with Statistical knowledge for their tertiary mathematics education. The general aim of this course is to introduce and develop essential mathematical skills, concepts, and understandings in the Mathematical Processes, Number, Measurement, Geometry, Algebra and Statistics curriculum strands to advance with mathematics the following year at a tertiary institution. Students would be expected to do both - Form 7 Mathematics Advancing and Form 7 Statistics courses. PRE-REQUISITES Form 6 Mathematics with AS 2.6 Algebra & AS 2.12 probability. RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging over 70% in Form 6 Maths exams or ‘Merits’ in Achievement Standards above, have an appropriate achievement level to study Form 7 Statistics. B. Students averaging 40-70% in Form 6 Maths exams or ‘Achieved’ in Achievement Standards above should cope but may find aspects difficult. C. Students averaging less than 40% in Form 6 Maths internal exams may struggle and will be encouraged to do Mathematics – General next year. COURSE OUTLINE 1. 3.2 Linear Programming (2 2. 3.8 Time Series (4 3. 3.9 Bivariate Data (4 4. 3.12 Statistical Reports (4 5. 3.13 Probability (4 6. 3.14 Probability Distributions (4 7. 3.15 Simultaneous Equations (2
Credits) Credits) Credits) Credits) Credits) Credits) Credits)
METHODS OF ASSESSMENT 1. Class and common tests 2. Three school exams 3. Students will be assessed by the following internal Achievements Standards: 3.2 Apply linear programming methods in solving problems.
3.8 Investigate time series data. 3.9 Investigate bivariate measurement data. 3.15 Apply systems of simultaneous equations in solving problems. All internally assessed Achievement Standards will be assessed as a stand alone assessment task and will follow the School’s policy and procedures on lateness, misconduct, extensions, missed/delayed assessments and appeals. 4. The following external standards will be examined in a three hour external examination: 3.12 Evaluate statistically based reports. 3.13 Apply probability concepts in solving problems. 3.14 Apply probability distributions in solving problems. SPECIAL EQUIPMENT AND COSTS Scientific calculator or graphical calculator (a graphical calculator is highly recommended). REFERENCE PERSON
Mr G Hollier, position of responsibility for Statistics
MATHEMATICS - FORM 7 : A2 PRE-REQUISITES Students must have gained passes in AS - Pure Mathematics 1 and AS - Statistics 1. RECOMMENDED ACHIEVEMENT LEVELS A. Students with A or B grades from AS Mathematics have an appropriate achievement level togrades from AS Mathematics have an appropriate achievement level to continue for a full A level qualification doing the Pure Mathematic (P3) and Statistics (S2) course. B. Students with C or D grades from AS Mathematics may find aspects of Pure Mathematics (P3) and Statistics (S2) course difficult. C. Students with a D grade from AS Mathematics will find aspects of the Pure Mathematics (P3) and Statistics (S2) course difficult and are recommended to do the Pure Mathematics (P3) and may be directed to do the Mechanics (M1) course. D. Students with a grade lower than a D will find A2 too difficult and should consider repeating AS or opting for another subject. DESCRIPTION / AIMS The aim of the course is to introduce and develop a range of mathematical skills, particularly mathematics in context; to develop an understanding of mathematical principles in the areas of Number, Measurement, Geometry, Algebra and Statistics curriculum strands. Course P3 and S2 covers all aspects of the Cambridge A2 course in Pure Mathematics and Statistics. Course P3 and M1 covers all aspects of the Cambridge A2 course in Pure Mathematics and Mechanics. COURSE OUTLINE P3/S2 course. Topics covered are: Algebra, Trigonometry, Calculus, Vectors, Complex Numbers, Numerical Methods, Differential Equations, Random Variables, Distributions, Sampling, Estimation and Hypothesis Testing. PS/M1 course. Topics covered are: Algebra, Trigonometry, Calculus, Vectors, Complex Numbers, Numerical Methods, Differential Equations, Forces and Equilibrium, Kinematics, Newton’s Law of Motion and Energy, Work and Power. METHODS OF ASSESSMENT (for both courses) 1. Common tests 2. Three internal exams 3. Students presenting for A2 Mathematics will be assessed on the basis of two external examinations: P3/S2 course: Pure Mathematics Paper P3 9709/03 Sat in late October [1 hour, 45 min] Statistics 2 S2 9709/07 Sat in early November [1 hour, 15 min] P3/M1 course: Pure Mathematics Paper P3 9709/03 Sat in late October [1 hour, 45 min] Mechanics 1 M1 9709/04 Sat in early November [1 hour, 15 min] SPECIAL EQUIPMENT AND COSTS Scientific calculator of about Casio fx standard. (Casio FX 991ES
is recommended). REFERENCE PERSON
Mr M Lee, position of responsibility for CIE Mathematics
MEDIA STUDIES FORM 7 : NCEA LEVEL 3 PRE-REQUISITES Form 7 Media Studies is a course that is suitable as: • A complementary subject to students who intend to study English in form 7. • A replacement subject for students who have successfully studied English in Form 6 but are interested focusing on media. Media Studies is not a ‘soft’ option. Report writing is a major focus of the course, and four of the six standards are internally assessed. This will involve a substantial coursework load. This course is mostly theorybased, with a strong research focus. Media Studies draws on elements of English, History, Sociology, and Psychology. RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging over 55% in Form 6 school English or History or Classical Studies exams have an appropriate achievement level to study Form 7 (Level Three NCEA) Media Studies. B. Students averaging 45- 55% in Form 6 school English exams may find Form 7 (Level Three NCEA) Media Studies difficult. C. Students averaging under 45% in English Studies are not recommended to take Form 7 (Level Three NCEA) Media Studies. D. Students who have passed two or more essay-based standards in English or History or Classical Studies are more likely to have an appropriate achievement level to study Form 7 (Level Three NCEA) Media Studies. DESCRIPTION / AIMS The following three strands are used to structure the learning objectives for media studies. Media in society Students explore how the media operates within societal contexts and how they themselves can understand the place of media in society. These societal contexts can include historical, economic, social, cultural, and political perspectives. Students learn to understand their own relationship with the media in order to act as critical, active, informed and responsible citizens. Reading media texts Students study, and apply, media language and media texts. The analysis of the content of media texts, using appropriate media terminology, gives students the ability to understand how meanings are created in texts. Students look at groups of texts (genre), structures of texts (narrative), and they learn the skills of close reading so they can respond to the products of others as well as their own. Media production Students learn to make media products that can entertain, inform, and challenge. They explore, develop, and communicate ideas through the development of their skills in the use of media technology. In the process, they use language, symbols, and structures to create meaning. In reflecting on their own and others’ products, students develop their production skills. COURSE OUTLINE This Media option seeks to give students the tools necessary for a career in the media - particularly journalism. It also seeks to develop perceptive and critical students who will question the media around them and become ‘active’ global citizens. Students will learn about: industry practices, how meaning is constructed by those who report the news, the role that advertising plays in New Zealand, and students will research and create their own publishable feature article. METHODS OF ASSESSMENT Level Three NCEA Media Studies at AGS has six achievement standards: Internal standards 3.2 (3 credits) - Demonstrate understanding of the meaning of a media text through different readings 3.3 (3 credits) - Demonstrate understanding of the media representation of an aspect of New Zealand culture or society 3.7 (3 credits) - Demonstrate understanding of a significant development Course Handbook 2016 F 4-7 - Page 61
in the media 3.8 (3 credits) - Write a media text to meet the requirements of a brief External Standards 3.1 (4 credits) - Demonstrate understanding of an aspect of a media industry 3.4 (4 credits) - Demonstrate understanding of a relationship between a media genre and society SPECIAL EQUIPMENT AND COSTS No special equipment is required. CONTINUATION OF SUBJECT AT UNIVERSITY Tertiary studies in Communication, Broadcasting and the Arts. REFERENCE PERSON
Mr Laing ( HOD English )
MUSIC
•
METHODS OF ASSESSMENT Continuous assessment and through AGS term examinations. Students sit the IGCSE Music examination after two years at the end of form five. SPECIAL EQUIPMENT AND COSTS • Students must continue to have instrumental or vocal lessons, • Hire of musical instrument if applicable, • Purchase of tutor books as required by your instrumental teacher. CONTINUATION OF SUBJECT AT SCHOOL This course prepares students for the Form 5 (Year 11) Music option. Music is available as an option choice to Form 7. REFERENCE PERSON
GENERAL INTRODUCTION Option Music is available in Years 10 to 13 at Auckland Grammar School. In each option class, the following choices are available: Form 4 Music IGCSE Preparatory Form 5 Music IGCSE Form 6 Music AS Level, NCEA Level 2 and NCEA Level 3 Form 7 Music AS Level, A2 Level and NCEA Level 3
MUSIC - FORM 4: IGCSE FOUNDATION COURSE
perform and evaluate with a group,Perform as a soloist on their own instrument, Study one work prescribed in the current IGCSE syllabus.
Mr J Donaldson, HOD Music
MUSIC - FORM 5: IGCSE PRE-REQUISITES • Form 4 Option Music with grade A or B. • Exceptions must be approved by the HOD Music. • Students must have been taking lessons on an instrument or voice for at least three years, • Competency in Music Theory equivalent to Grade 3 Students who have not completed Form 4 Option Music will have missed a significant amount of preparation for the IGCSE Music examination.
PRE-REQUISITES • Permission from the HOD Music (Mr Donaldson), • Students must have been taking lessons on an instrument or voice for at least two years, • Basic competency in Music Theory, • Third Form Core Music with grade A or B.
DESCRIPTION / AIMS Students will compose, perform, and describe music through listening, demonstrating:
Students who do not meet these entrance criteria can still enjoy Music through the less-demanding Core Music classes with full access to industry - standard composing software and specialist staff.
•
DESCRIPTION / AIMS Students will develop literacy in Music, specifically: Understanding Music Explore and share ideas about music from a range of sound environments and recognise that music serves a variety of purposes and functions in our lives and communities. Developing Practical Knowledge Explore how sound is made, listening and responding to the elements of music: pitch, rhythm, harmony, dynamics, timbre, texture and form. Developing ideas Explore and express sounds and musical ideas, drawing on personal experience, listening and imagination. Explore ways to represent sound and musical ideas. Communicating and interpreting Share music making with others. Respond to live and recorded music. COURSE OUTLINE Students will: • • • • • •
Identify music elements and features, compositional techniques, and common musical structures through listening to and reading Music, Demonstrate knowledge and understanding of three periods of Classical Instrumental Music (Baroque, Classical and Romantic), Demonstrate knowledge and understanding of four contemporary musical genres (Blues, Jazz, Rock and Pop), Demonstrate knowledge & Understanding of World Music (African, Latin American, Indonesian and Indian), Compose a short piece for an instrument, Demonstrate ensemble skills: brainstorm, plan, discuss, rehearse,
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A. •
•
Listening Aural awareness, perception and discrimination in Western music of the baroque, classical, romantic and 20th century periods, Classification and informed description of music from a range of cultures and geographic regions, Detailed knowledge and understanding of one Western prescribed work and one work from a non-Western culture.
B. • •
Performing Technical competence on one or more instruments Interpretative understanding of the music performed.
C. • •
Composing Discrimination and imagination in original composition; Notation, using staff notation and other suitable systems.
Scheme of Assessment Candidates must complete four compulsory components Component 1 Unprepared Listening (24%) Component 2 Prepared Listening (16%) Component 3 Performing (30%) Component 4 Composing (30%) SPECIAL EQUIPMENT AND COSTS • Students must continue to have instrumental or vocal lessons. • Hire of musical instrument if applicable, • Purchase of tutor books as required by your teacher. CONTINUATION OF SUBJECT AT SCHOOL This course prepares students for the Form 6 Music option. Music is available as an option choice to Form 7. REFERENCE PERSON
Mr J. Donaldson, HOD Music
MUSIC - FORMS 6 : NCEA LEVEL 2 PRE-REQUISITES
• • •
A, B or C in iGCSE Music, or Grade 5 Music Performance and Theory Students must have been taking lessons on an instrument or voice for at least three years with good progress evident,
RECOMMENDED ACHIEVEMENT LEVELS • Students who have passed Form 5 Music Option have an appropriate achievement level to study Form 6 NCEA Music. • Students who hold Grade 5 Practical and Theory certificates have an appropriate achievement level to study Form 6 NCEA Music. • Students who have not completed Form 5 Music may find Form 6 NCEA Music demanding. • Students who have not had lessons on an instrument or voice for three years are not recommended to take Form 6 NCEA Music. DESCRIPTION / AIMS • Students will become literate in Music as they: • learn the language of music • develop musical ideas • communicate and interpret meaning in music • understand music in context COURSE OUTLINE Students select standards from the categories below, totalling a minimum of 24 credits: Making Music was designed for the performer or composer who wishes to specialise. AS91270 Perform two substantial pieces of music as a featured soloist. (6 Credits, internally assessed). AS91274 Perform a substantial piece of music as a featured soloist on a second instrument. (3 Credits, internally assessed). AS91272 Demonstrate ensemble skills by performing a substantial piece of music as a member of a group (4 Credits, internally assessed). AS91271 Compose two substantial pieces of music. (6 Credits, internally assessed). AS91275 Demonstrate aural understanding through written representation. (4 Credits, externally assessed). Music Studies provides for students who have a strong interest in understanding music, research and analysis skills, musical knowledge, and advanced listening and notation skills. AS91276 Demonstrate knowledge of conventions in a range of music scores. (4 Credits, externally assessed) AS91277 Demonstrate understanding of two substantial contrasting music works. (6 Credits, externally assessed) AS91273 Devise an instrumentation for an ensemble. (4 Credits, internally assessed) AS91278 Investigate an aspect of New Zealand music. (4 Credits, internally assessed). SPECIAL EQUIPMENT AND COSTS • Students must continue to have instrumental or vocal lessons. • Hire of musical instrument if applicable, • Purchase of tutor books as required by your teacher CONTINUATION OF SUBJECT AT SCHOOL This course prepares students for the Form 7 Music option.
MUSIC - FORMS 6 : AS MUSIC PRE-REQUISITES • A, B or C in iGCSE Music, or • Grade 5 Music Performance and Theory RECOMMENDED ACHIEVEMENT LEVELS • Exceptional students may take AS and A level in one year with the advance approval of the HOD Music. • Students who have passed Form 5 Option Music have an appropriate achievement level to study AS Music. • Students who hold Grade 5 Music Performance and Theory certificates have an appropriate achievement level to study AS Music. • Students who have not completed Form 5 Music may find AS Music demanding. • Students who do not play an instrument or sing at Grade 5 level or higher are not recommended to take AS Music.
DESCRIPTION / AIMS Students will: • Foster a discriminating aural appreciation of, and an informed critical response to, music of the western tradition from at least two representative genres and periods. • Deepen their understanding of music in its wider cultural context. • Develop creative and interpretative skills through the disciplines of composing and performing.Communicate their understanding of Music, supporting judgments by argument based on evidence. ASSESSMENT OBJECTIVES Candidates will demonstrate: (a) an ability to listen attentively and responsively. (b) understanding of the processes at work in music. (c) an ability to communicate knowledge, understanding and musical insight with clarity. (d) technical and interpretative competence in performing. (e) musical invention in composing . METHODS OF ASSESSMENT Students must choose two of the following components: 1. Listening (Music of the Western Tradition): 2 hour external exam 2. Practical Musicianship Coursework, internal assessment, two of: Element 1: Solo Performance Element 2: any two of: • Second Instrument, • Improvising, • Group performance, or • Accompanying
3.
Element 3: Composing within an established tradition (graded exercises taken in class) Element 4: Composition: TWO contrasting compositions. Investigation and Report: large essay of approximately 2500 words, for non – continuing students only. Externally assessed.
AS Music candidates who wish to continue to A2 Music must take components 1 and 2. Students who do not wish to continue in Music may take component 1 and 6. No practical skill is assessed for performing or composing in this course, but students taking this option cannot progress to A level. SPECIAL EQUIPMENT AND COSTS • Students must continue to have instrumental or vocal lessons. • Hire of musical instrument if applicable, • Purchase of tutor books as required by your teacher, CONTINUATION OF SUBJECT AT SCHOOL This course prepares students for A2 Music in 7th Form. REFERENCE PERSON
Mr J Donaldson, HOD Music
MUSIC - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES • NCEA Level 2 Music, or • Grade 7 Music Performance and Theory • (Exceptions must be approved by the HOD Music), • Students must have been taking lessons on an instrument or voice for at least four years with good progress evident. COURSE OUTLINE Students select standards from the categories below, totalling a minimum of 24 credits: Making Music was designed for the performer or composer who wishes to specialise. AS91416 AS91417 AS91418 AS91419
Perform two programmes of music as a featured soloist. (8 Credits, internally assessed), Perform a programme of music as a featured soloist on a second instrument. (4 Credits, internally assessed), Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group. (4 Credits, internally assessed), Communicate musical intention by composing three Course Handbook 2016 F 4-7 - Page 63
AS91420
original pieces of music. (8 Credits, internally assessed). Integrate aural skills into written representation. (4 Credits, externally assessed).
Music Studies provides for students who have a strong interest in understanding music, research and analysis skills, musical knowledge, and advanced listening and notation skills. AS91421
Demonstrate understanding of harmonic and tonal conventions in a range of music scores. (4 Credits, externally assessed). AS91422 Analyse a substantial music work. (4 Credits, externally assessed). AS91423 Examine the influence of context on a substantial music work. (4 Credits, internally assessed). AS91424 Create two arrangements for an ensemble. (4 Credits, internally assessed). AS91425 Research a music topic. (6 Credits, internally assessed). SPECIAL EQUIPMENT AND COSTS • Students must continue to have instrumental or vocal lessons. • Hire of musical instrument if applicable, • Purchase of tutor books as required by your teacher, CONTINUATION OF SUBJECT AT SCHOOL This course prepares students for tertiary study in Music. REFERENCE PERSON
Mr J Donaldson, HOD Music
MUSIC - FORM 7 : A2 MUSIC PRE-REQUISITES • A, B or C in AS Music with components 1 and 2 RECOMMENDED ACHIEVEMENT LEVELS • Students who have gained an A, B or C in AS Music have an appropriate achievement level to study A2 Music. • Students who struggle with two of composition, performance and essay writing may find A2 Music demanding. • Students who have not completed AS Music components 1 and 2 are ineligible to enter the A2 Music course. DESCRIPTION / AIMS Students will: • Deepen their understanding of music in its wider cultural context. • Develop creative and interpretative skills through the disciplines of composing and performing. • Communicate their understanding of Music, supporting judgments by argument based on evidence. ASSESSMENT OBJECTIVES Candidates will demonstrate: (f) an ability to listen attentively and responsively. (g) understanding of the processes at work in music. (h) an ability to communicate knowledge, understanding and musical insight with clarity. (i) technical and interpretative competence in performing. (j) musical invention in composing. METHODS OF ASSESSMENT Component 3: Performing (12 -20 minutes). Externally assessed. Component 4: Composing: external assessment. A single composition between about 8 and 12 minutes or group of related pieces. Externally assessed. Component 5: Investigation and Report: large essay of about 2500 words. Externally assessed. SPECIAL EQUIPMENT AND COSTS • Students must continue to have instrumental or vocal lessons. • Hire of musical instrument if applicable, • Purchase of tutor books as required by your teacher, CONTINUATION OF SUBJECT AT SCHOOL This course prepares students for tertiary study in Music. REFERENCE PERSON
Mr J Donaldson, HOD Music
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PAINTING - FORM 6 : NCEA LEVEL 2 PRE-REQUISITES Students must have completed the Form 5 Art programme. RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 65% in Form 5 Art have an appropriate achievement level to study Form 6 Painting. B. Students who have achieved 50-64% in Form 5 Art may find Form 6 Painting difficult. C. Students who have achieved less than 50% in Form 5 Art are not recommended to take Form 6 Painting. DESCRIPTION / AIMS As a student of painting you will be introduced to the practices and procedure that underline the making of Art works. The development of a wide range of drawing skills is essential. Each student selects a theme of subject in consultation with the Art Department staff. This theme is developed using artistic models and different media throughout the year. There is a strong emphasis on the development of a personal approach and style in painting. COURSE OUTLINE The year follows a process that includes: · Generating ideas and techniques. · Development of ideas, skills and techniques. · Research of historical contemporary, international and NZ painting. · Analysis of painting ideas and techniques. · Clarification and the examination of individually directed painting projects. NCEA standards covered are: 2.1 Demonstrate an understanding of methods and ideas from established practice appropriate to painting. (4 credits) 2.2 Use drawing methods to apply knowledge of conventions appropriate to painting. (4 credits) 2.3 Develop ideas in a related series of drawings appropriate to established painting practice. (4 credits) 2.4 Produce a systematic body of work that shows understanding of art making conventions and ideas within painting. (12 credits) METHODS OF ASSESSMENT Students are prepared for Level 2 Visual Art NCEA. Standard 2.1, standard 2.2 and standard 2.3 are assessed internally during Term 1 and 2. Standard 2.4, which is a board folio, is assessed and externally moderated at the end of the year. Throughout the year work is regularly marked and this forms the basis for term report marks. SPECIAL EQUIPMENT AND COSTS Students are required to purchase a painting pack and workbook. CONTINUATION OF SUBJECT AT SCHOOL Painting is available at Level 3 NCEA qualification in Form 7. REFERENCE PERSON
Mrs L Moore, HOD Art
PAINTING - FORM 6 : AS PRE-REQUISITES Students must have completed the Form 5 Art programme. RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 65% in Form 5 Art have an appropriate achievement level to study Form 6 Painting. B. Students who have achieved 50-64% in Form 5 Art may find Form 6 Painting difficult. C. Students who have achieved less than 50% in Form 5 Art are not recommended to take Form 6 Painting. DESCRIPTION / AIMS As a student of painting you will be introduced to the practices and procedure that underline the making of Art works. The development of a wide range of drawing skills is essential. Each student selects
a theme of subject in consultation with the Art Department staff. This theme is developed using artistic models and different media throughout the year. There is a strong emphasis on the development of a personal approach and style in painting. COURSE OUTLINE The year follows a process that includes: · Selection of an artistic problem. · Research and influences from other artists. · Presentation of some ideas and individual responses to an artistic problem. · Clarification of one idea. METHODS OF ASSESSMENT For AS assessment 40% of your mark is awarded for coursework which is internally assessed and moderated externally at the completion of the year. 60% of your marks will come from a 15 hour controlled test, which is externally assessed at the end of the end. The AS mark makes up 50% of the final A-Level mark if students continue through to A2. SPECIAL EQUIPMENT AND COSTS Students are required to purchase a painting pack and workbook. CONTINUATION OF SUBJECT AT SCHOOL Painting is available as a continuation of the AS course for a full A level at Year 13. REFERENCE PERSON
Mrs L Moore, HOD Art
PAINTING - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES It is expected that students taking this course will have completed the Level 2 Painting course. RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 65% in Form 6 have an appropriate achievement level to study level 3 Painting. B. Students who have achieved 45-64% in Sixth Form Art may find level 3 Painting demanding. C. Students who have achieved less than 45% in Sixth Form Art are not recommended to take level 3 Painting. DESCRIPTION / AIMS This course builds on the Year 12 programme and aims to extend the students knowledge of existing art practices and develop ideas through individual thinking. COURSE OUTLINE · Generating ideas and techniques. · Development of ideas, skills and techniques. · Research of historical contemporary, international and NZ painting. · Analysis of painting ideas and techniques. · Clarification and the examination of individually directed painting projects. NCEA Standards offered 3.1 Analyse methods and ideas from established painting practice. (4 credits) 3.2 Use drawing to demonstrate understanding of conventions appropriate to painting. (4 credits) 3.3 Systematically clarify ideas using drawing informed by established painting practice. (4 credits) 3.4 Produce a systematic body of work that integrates conventions and regenerates ideas within painting practice. (14 credits) METHODS OF ASSESSMENT NCEA Level 3 3.1, 3.2 and 3.3 are presented as a display folder workbook and 3.4 as a 3 board folio. 3.1, 3.2 and 3.3 standards are internally assessed but externally moderated. 3.4 is externally assessed and moderated. Throughout the year work is regularly marked and these form the basis of term report marks. SPECIAL EQUIPMENT AND COSTS Students are required to purchase a painting pack and art journal. Art materials can be expensive.
REFERENCE PERSON
Mrs L Moore, HOD Art
PAINTING - FORM 7 : A2 PRE-REQUISITES You must have completed and passed the AS level components before doing A level painting. DESCRIPTION / AIMS This course builds on the Year 12 programme and aims to extend the students knowledge of existing art practices and develop ideas through individual thinking. COURSE OUTLINE Component 3 - coursework Boards and sketchbook showing the students knowledge of existing painting practice and the development of individual thinking. Component 4 - Personal Study An inquiry into a New Zealand based painting practice. The presentation can be a visual documentation or a written essay not exceeding 3,500 words. METHODS OF ASSESSMENT A Level Component 3 - coursework Internally assessed and externally moderated and contributes to 60%. Component 4 - Personal study Externally assessed by CIE and contributes 40%. SPECIAL EQUIPMENT AND COSTS Students are required to purchase a painting pack and two workbooks. Art materials can be expensive. REFERENCE PERSON
Mrs L Moore, HOD Art
PHOTOGRAPHY - FORM 6 : NCEA LEVEL 2 PRE-REQUISITES Students who have completed the 5th Visual Arts will be given preference or see HOD. Classes fill quickly. RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 65% in Form 5 Art have an appropriate achievement level to study Form 6 Photography. B. Students who have achieved 50-64% in Form 5 Art may find Form 6 Photography difficult. C. Students who have achieved less than 50% in the Form 5 Art are not recommended to take Form 6 Photography. D. Students who have taken tech. studies will also be considered. DESCRIPTION / AIMS As a student of Photography you will be introduced to the practices and procedure that underline the making of Art works. Research and decision making skills are essential as well as an aptitude for the technical aspects of the photographic process. There is a strong emphasis on the development of a personal approach and style in Photography. COURSE OUTLINE The year follows a process that includes: · Selection of an artistic problem or subject. · Research and influences. · Presentation of some ideas and individual responses to the subject or artistic problem. · Clarification of one idea. NCEA standards covered are: 2.1 Demonstrate an understanding of methods and ideas from established practice appropriate to photography. (4 credits) 2.2 Use drawing methods to apply knowledge of conventions appropriate to photography. (4 credits) 2.3 Develop ideas in a related series of drawings appropriate to established photography practice. (4 credits) 2.4 Produce a systematic body of work that shows understanding of art making conventions and ideas within photography. (12 credits) METHODS OF ASSESSMENT Students are prepared for Level 2 Visual Art NCEA. Standard 2.1,
Course Handbook 2016 F 4-7 - Page 65
standard 2.2 and standard 2.3 are assessed internally during Term 1 and 2. Standard 2.4, which is a board folio, is assessed and externally moderated at the end of the year. Throughout the year work is regularly marked and this forms the basis for term report marks. SPECIAL EQUIPMENT AND COSTS Students will need to have an SLR camera and SD card. There are significant costs related to printing. These are meet by the students. CONTINUATION OF SUBJECT AT SCHOOL Art is available at Level 3 NCEA qualification in Form 7. REFERENCE PERSON
Mrs L Moore, HOD Art
PHOTOGRAPHY - FORM 6: AS PRE-REQUISITES Students who have completed the 5th Visual Arts programme will be given preference. RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 65% in Form 5 Art have an appropriate achievement level to study Form 6 Photography. B. Students who have achieved 50-64% in Form 5 Art may find Form 6 Photography difficult. C. Students who have achieved less than 50% in the Form 5 Art are not recommended to take Form 6 Photography. DESCRIPTION / AIMS As a student of Photography you will be introduced to the practices and procedure that underline the making of photographs as Art works. The development of a wide range of drawing skills is essential. Research and decision making skills are essential as well as an aptitude for the technical aspects of the photographic process. There is a strong emphasis on the development of a personal approach and style in Photography. COURSE OUTLINE The year follows a process that includes: · Generating ideas and techniques. · Development of ideas, skills and techniques. · Analysis of photography ideas and techniques. · Clarification and the examination of individually directed photography projects. METHODS OF ASSESSMENT For AS assessment 40% of your mark is awarded for coursework which is internally assessed and moderated externally at the completion of the year. 60% of your marks will come from a 15 hour controlled test, which is externally assessed at the end of the end. The AS mark makes up 50% of the final A-Level mark if students continue through to A2. SPECIAL EQUIPMENT AND COSTS Students will need to have an SLR camera and SD card. There are significant costs related to printing. These are meet by the students. CONTINUATION OF SUBJECT AT SCHOOL Photography is available as a continuation of the AS course for a full A-Level in Year 13. REFERENCE PERSON
Mrs L Moore, HOD Art
PHOTOGRAPHY - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES It is expected that students taking this course will have completed the Level 2 Photography course. RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 65% in Sixth Form have an appropriate achievement level to study Level 3 Photography. B. Students who have achieved 45-64% in Sixth Form Art may find Level 3 Photography demanding. C. Students who have achieved less than 45% in Sixth Form Art are
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not recommended to take Level 3 Photography. DESCRIPTION / AIMS This course builds on the Year 12 programme and aims to extend the students knowledge of existing art practices and develop ideas through individual thinking. COURSE OUTLINE The year follows a process that includes: · Generating ideas and techniques. · Development of ideas, skills and techniques. · Research of historical contemporary, international and NZ photography. · Analysis of photography ideas and techniques. · Clarification and the examination of individually directed photography projects. NCEA Standards offered 3.1 Analyse methods and ideas from established photography practice. (4 credits) 3.2 Use drawing to demonstrate understanding of conventions appropriate to photography. (4 credits) 3.3 Systematically clarify ideas using drawing informed by established photography practice. (4 credits) 3.4 Produce a systematic body of work that integrates conventions and regenerates ideas within photography practice. (14 credits) METHODS OF ASSESSMENT NCEA Level 3 3.1, 3.2 and 3.3 are presented as a display folder workbook and 3.4 as a 3 board folio. 3.1, 3.2 and 3.3 standards are internally assessed but externally moderated. 3.4 is externally assessed and moderated. Throughout the year work is regularly marked and these form the basis of term report marks. SPECIAL EQUIPMENT AND COSTS Students will need to have an SLR camera and SD card. There are significant costs related to printing. These are meet by the students. REFERENCE PERSON
Mrs L Moore, HOD Art
PHOTOGRAPHY - FORM 7 : A2 PRE-REQUISITES You must have completed and passed the AS level components before doing A level Photography. DESCRIPTION / AIMS This course builds on the Year 12 programme and aims to extend the students knowledge of existing art practices and develop ideas through individual thinking. COURSE OUTLINE Component 3 – Coursework Four folio boards showing the students knowledge of existing Photography practice and the development of individual thinking. Component 4 - Related study An enquiry into a New Zealand based Photography practice. The presentation can be a visual documentation OR written essay not exceeding 3,500 words. METHODS OF ASSESSMENT A Level Component 3 – Coursework Internally assessed and externally moderated and contributes to 60%. Component 4 – Personal Study Externally assessed by CIE and contributes 40%. SPECIAL EQUIPMENT AND COSTS Students will need to have an SLR camera and SD card. There are significant costs related to printing. These are meet by the students. REFERENCE PERSON
Mrs L Moore, HOD Art
PHYSICAL EDUCATION - FORM 5: IGCSE DESCRIPTION AND AIMS University and employers accept Cambridge IGCSE Physical Education
as proof that candidates have knowledge, skills and an understanding of a range of relevant physical activities. Candidates’ knowledge, skills and understanding come from both practical and theoretical aspects of Physical Education. Successful Cambridge IGCSE Physical Education students gain lifelong skills, including: • • • • • •
An ability to plan, perform, analyse and improve, and evaluate physical activities Knowledge, skills and understanding of a range of relevant physical activities An understanding of effective and safe performance An understanding of the role of sport and physical activity in society and in the wider world An excellent foundation for advanced study – NCEA level 2 and 3, Cambridge AS, A2 An enjoyment of physical activity
COURSE OUTLINE Unit 1: Factors affecting performance The skeletal and muscular system Circulatory and respiratory systems Skill Motivation and mental preparation Fitness, Physique, Drugs Unit 2: Health, safety and training Health, Diet, Games, Injuries Exercise and training Unit 3: Reasons and opportunities for participation in physical activity. Leisure and recreation Facilities, participation, excellence Global events, Media, Access to sport METHODS OF ASSESSMENT Component 1 Written examination – 40% weighting Component 2 Practical - 60% weighting Physical performance across 4 physical activities An ability to analyse and improve their own and others’ performance SPECIAL EQUIPMENT AND COSTS Physical Education equipment. CONTINUATION OF SUBJECT Physical Education is available as a continuation at NCEA level 2,3 and CIE AS and A2. These are in-depth courses that would suit a student who wishes to further his education in the Sport, Education, Recreation and Health Science industries. REFERENCE PERSON
Mr E Jones or Mr G McNeil
PHYSICAL EDUCATION FORM 6 : NCEA LEVEL 2 PRE-REQUISITES Nil. Biology students have a distinct advantage. RECOMMENDED ACHIEVEMENT LEVELS A. Students who have gained a solid pass in Form 5 Biology and have a genuine interest in Physical Education theory and practice are likely to do well in Year 12 Physical Education. B. Students who have gained a solid pass in Form 5 Science, Chemistry or Physics, and have a genuine interest in Physical Education theory and practice may do well in Year 12 Physical Education. C. Students who have not taken or passed a Form 5 Science subject, or who have little interest in Physical Education theory, are not recommended to take Year 12 Physical Education. DESCRIPTION / AIMS • Monitor personal performance in regular exercise and relate this to concepts of fitness and health. • From observation, examine how principles of anatomy and biomechanics relate to physical activity. • Describe principles and methods of training and apply these to participation in physical activity.
• • • •
Through physical activity, describe and apply principles of skill learning and sport psychology. Demonstrate performance in physical activities. Investigate the sociological significance of a sporting event, physical activity or festival. Demonstrate knowledge of safety issues and apply safety management procedures in a physical activity.
COURSE OUTLINE The Year 12 Physical Education course contributes 23 credits towards Level 2 NCEA and is covered in three modules. Each module is assessed against several achievement standards. Module 1 Theory into Practice 2.2 Demonstrate understanding of how biophysical principles relate to the learning of physical skills 5 credits 2.4 Perform a physical activity in an applied setting 4 credits Module 2 Understanding Fitness and the Biophysical aspects of Training 2.1 Demonstrate understanding of the role and significance of physical activity in the lives of young people in New Zealand 3 credits 2.3 Demonstrate understanding of the application of biophysical to training for physical activity 4 credits Module 3 International Sporting events and Outdoor Education 2.5 Demonstrate understanding of the significance for self, others and society of a sporting event, physical activity, or festival 4 credits 2.7 Demonstrate understanding of the application of risk management strategies to a challenging outdoor activity 3 credits METHODS OF ASSESSMENT Year 12 Physical Education will be assessed using internally assessed NCEA Level 2 Achievement Standards. Coursework assessment includes: • Term examinations and tests • Practicals, Assignments, Camp SPECIAL EQUIPMENT AND COSTS Physical Education uniform, Leadership Camp Motutapu Island $300, Course book. CONTINUATION OF SUBJECT AT SCHOOL Year 13 NCEA Level 3 is offered. Year 13 Cambridge AS is offered. REFERENCE PERSON
Mr G McNeil
PHYSICAL EDUCATION FORM 7 : NCEA LEVEL 3 PRE-REQUISITES Students must have studied Level 2 Physical Education to study at Level 3. Any exceptions to this must be from approval of the HOD. RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging 15 or more credits in NCEA Level 2 Physical Education have an appropriate level to study NCEA Level 3 Physical Education. B. Students averaging 10-15 credits in NCEA Level 2 Physical Education will find NCEA Level 3 Physical Education difficult. C. Students averaging less than 10 credits in NCEA Level 2 Physical Education are not recommended to take NCEA Level 3 Physical Education. DESCRIPTION / AIMS The year 13 Physical Education course contributes 18 credits towards Level 3 NCEA. COURSE OUTLINE AS 3.2 Analyse a physical skill performed by self or other. Golf, Tennis or discrete skill of your choice (3 credits) AS 3.3 Evaluate the effectiveness of a performance improvement programme. (4 credits) AS 3.4 Demonstrate quality performance of a physical activity in an applied
Course Handbook 2016 F 4-7 - Page 67
setting (Duathlon/Golf/Sea Kayaking) (4 credits) AS 3.5 Students will examine a current physical activity event, trend or issue impacting on New Zealand society (4 credits) AS 3.7 Analyse issues in safety management for outdoor activity to devise safety management strategies (3 credits) METHODS OF ASSESSMENT Level 3 NCEA will be assessed using 5 achievement standards, all of which are internally assessed. SPECIAL EQUIPMENT AND COSTS Physical Education uniform. Cost – $45.00 Sea Kayaking expedition – 3 days – Week 6, Term 1, Approx $280 CONTINUATION OF SUBJECT Can be a prerequisite for various sports-oriented courses at universities and polytechnics. REFERENCE PERSON
Mr S Blackwell
PHYSICAL EDUCATION FORM 6 AND FORM 7 : AS PRE-REQUISITES Human Biology studied at any level would be an advantage but not a pre-requisite. AS Physical Education is a pre-requisite for A2. RECOMMENDED ACHIEVEMENT LEVELS This course is academically challenging and should really only be considered by those students who are following the Cambridge International Examination pathway. DESCRIPTION / AIMS An Advanced Subsidiary Level course based on the syllabus should: • Provide a knowledge and understanding of the conceptual basis, structure and function of a representative selection of physical education activities. • Develop understanding and problem solving skills (Interpretation and Evaluation). • Develop planning and practical skills for effective performance. • Develop an understanding of the scientific, socio-cultural and environmental factors which influence physical education. • Provide an experience, which is valuable, both as a means of personal development and as a foundation for employment or more advanced study. COURSE OUTLINE The syllabus has the following key features: Component 1 is a written paper to be assessed externally in a 2½ hour examination. It will consist of three sections: Section A Applied Anatomy and Physiology Section B Acquiring, Developing and Performing Movement Skills. Section C Contemporary Studies in Physical Education and Sport. Component 2 is a coursework component, in which candidates will follow a minimum of two activities from the activity profiles offered. This will be internally assessed and externally moderated by CIE. The two areas studied will be weight training and a practical of their choice. Candidates enter for both components 1 and 2. METHODS OF ASSESSMENT Component 1, written (2½ hrs, 70% weighting) Component 2, coursework (30% weighting) SPECIAL EQUIPMENT AND COSTS Physical Education equipment, course numbered t-shirt essential for identification. CONTINUATION OF SUBJECT Physical Education is available as a continuation of the AS course for a full A-Level in Year 13. An in-depth course that would suit a student who wishes to further his education in the Sport industry, Exercise Science or as a Physical Education Teacher, coach. REFERENCE PERSON
Mr E Jones
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PHYSICAL EDUCATION FORM 7 : A2 PRE-REQUISITES Students must have studied AS Physical Education to be eligible to study at the A2 level. RECOMMENDED ACHIEVEMENT LEVELS • Students who gain an A to a good D grade in AS PE will be admitted to this course. • Students who gain a low D grade in AS PE must consult with the HOD of PE to gain entry into this course. • Students who gain an E grade or ungraded result in AS PE will not be able to enter this course. DESCRIPTION / AIMS An Advanced Subsidiary Level course based on the syllabus should: • Provide a knowledge and understanding of the conceptual basis, structure and function of a representative selection of physical education activities. • Develop understanding and problem solving skills (Interpretation and Evaluation). • Develop planning and practical skills for effective performance. • Develop an understanding of the scientific, socio-cultural and environmental factors which influence physical education. • Provide an experience, which is valuable, both as a means of personal development and as a foundation for employment or more advanced study. • Develop the capacity to think critically about the relationships between the different factors influencing performance. • Develop a capacity to explain global trends in Physical Education and Sport. COURSE OUTLINE The syllabus has the following key features: Component 1 is a written paper to be assessed externally in a two and a half hour examination. It will consist of three sections: Section A Exercise and Sport Physiology and Mechanics of Sport Energy synthesis and recovery Principles of Training Components of Fitness Section B Psychology of Sport Performance Personality, attitude and motivation Group dynamics of Sport Performance Leadership Mental Preparation for Sport Performance Competition effects on Sport Performance Section C The Olympic Games: A Global Perspective As a social force The ancient games Role of the IOC Politics The nurturing of talent in pursuit of global excellence Economics and commercialism Amateurism, Dysfunctional aspects, discrimination, spectacular aspects and the future Component 2 is a coursework component, in which candidates will follow a minimum of two activities from the activity profiles offered. This will be internally assessed and externally moderated by CIE. The two areas of study will be the student’s choice and will be assessed in a competitive environment. Students will also be assessed on their verbal ability to evaluate and appreciate performance through observation and synopsis of knowledge on one of their chosen physical activities METHODS OF ASSESSMENT Component 1, written (2 ½ hrs, 70% weighting) Component 2, coursework (30% weighting) SPECIAL EQUIPMENT AND COSTS Physical Education equipment, course numbered t-shirt essential for identification. Student work book $15.00. CONTINUATION OF SUBJECT An in-depth course that would suit a student who wishes to further
his education in the Sport industry, Exercise Science, Biomedicine or as a Physical Education Teacher, coach. REFERENCE PERSON
Mr E Jones
PHYSICS - FORM 5 : IGCSE PRE-REQUISITES New subject at Form 5. A background in Fourth Form Science is assumed. Ability in Mathematics is an advantage. DESCRIPTION / AIMS Physics is the science dealing with the properties and interactions of matter and energy and is the basis for much of the modern advances in technology, electronics, computers, etc. COURSE OUTLINE Topic 1 General Physics: Measurement, scalars, vectors, kinematics, velocity, acceleration, mass, weight, density, effects of force, conditions for equilibrium, moments, centre of mass, energy, energy resources, work, power, pressure. Topic 2 Thermal physics: states of matter, particle models, evaporation, gas pressure changes, gas laws, thermal expansion, temperature measurement, thermal capacity, melting and boiling, transfer of heat. Topic 3 Properties of waves: general wave properties, light, refraction of light, converging lenses, dispersion of light, the electromagnetic spectrum, sound. Topic 4 Electricity and magnetism: simple phenomena of magnetism, electric charge, current, electromotive force, potential difference, resistance, electrical energy, circuit diagrams, series and parallel circuits, action and use of components, digital electronics, dangers of electricity, electromagnetic induction, ac generator, transformer, magnetic effects of a current, force on a current carrying conductor, dc motor, cathode rays, cathode ray oscilloscope. Topic 5 Atomic Physics: Radioactivity, characteristics of radioactive emissions, radioactive decay, half-life, safety precautions, the nuclear model of the atom. METHODS OF ASSESSMENT Internal Assessment Approximately fifteen to twenty experiments are performed, written up and marked during each year. Problem assignments are set and marked, and common tests are sat in each part of the course. The students also sit 1 x 1 hour, 1 x 2 hour, and 1 x 3 hour examinations. External Assessment Students will be prepared to enter for the Cambridge University IGCSE Exam. The exam format is: Paper 2 (45 mins) Multiple choice paper. Forty items of the fourchoice type Overall weighting for this paper = 30%. Paper 4 (1 hour 15 mins) Short-answer and structured questions designed to discriminate between Grades A and C. Overall weighting for this paper = 50%. Paper 6 (1 hour) Alternative to Practical Test with questions covering experimental and observational skills. Overall weighting for this paper = 20% SPECIAL EQUIPMENT AND COSTS Hard covered lab book required. Theory and question workbook at $15 for the year. CONTINUATION AT SCHOOL Continues into Forms 6 and 7. Physics is a pre-requisite for many courses at universities, technical institutes and many jobs. REFERENCE PERSON
Mr M Burgess, HOD Physics or Mr G Jennings MiC CIE Physics
PHYSICS - FORM 6 : NCEA LEVEL 2 PRE-REQUISITES Form 5 Science, Combined Science or Physics. Ability in Mathematics is an advantage, and students should be taking Form 6 Mathematics.
RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 55% in Form 5 school Physics, together with over 55% in Form 5 school Mathematics exam, have an appropriate achievement level to study Form 6 Physics. B. Students who have achieved 45-55% in Form 5 school Physics, or 45-55% in Form 5 Mathematics may find Form 6 Physics difficult. (These students will not attempt Cambridge AS exams). C. Students who have achieved less than 45% in Form 5 school Physics, exams, or less than 45% in Form 5 school Mathematics exam, are not recommended to take Form 6 Physics. DESCRIPTION / AIMS Physics is the science dealing with the properties and interactions of matter and energy and is the basis for much of the modern advances in technology, electronics, computers, etc. COURSE OUTLINE Part 1: Experimental methods, kinematics, vectors, force, momentum, energy, free fall, projectiles Part 2: Circular motion and gravitation, electric charge, electric field, DC electricity, magnetic fields Part 3: Electromagnetic induction, propagation of light, refraction, waves, interference, atomic models, radioactivity METHODS OF ASSESSMENT Internal Assessment Students will sit 1 x 1 hour, 1 x 2 hour, and 1 x 3 hour examinations. Approximately twenty experiments are performed, written up and marked during each year. Problem assignments are set and marked, and common tests are sat in each part of the course. External Assessment NCEA Level II Achievement Standards that pupils will be prepared for include: Physics 2-1 Carry out a practical physics investigation that leads to a non-linear mathematical relationship. Internally assessed, 4 credits Physics 2-3 Demonstrate understanding of waves Externally assessed, 4 credits Physics 2-4 Demonstrate understanding of mechanics Externally assessed, 6 credits Physics 2-5 Demonstrate understanding of atomic and nuclear physics Internally assessed, 3 credits Physics 2-6 Demonstrate understanding of electricity and electromagnetism Externally assessed, 6 credits SPECIAL EQUIPMENT AND COSTS Hard covered lab book and graph paper required. CONTINUATION AT SCHOOL Continues onto Form 7 NCEA Level 3 Physics, which is a pre-requisite for many courses at universities, technical institutes and many jobs. REFERENCE PERSON
Mr M Burgess, HOD Physics
PHYSICS - FORM 6 : AS PRE-REQUISITES Form 5 IGCSE Physics. Ability in Mathematics is an advantage, and students should be taking Form 6 Mathematics. RECOMMENDED ACHIEVEMENT LEVELS Students who wish to do Cambridge AS should have scored in excess of 65% in school exams and gained a B grade or better in external IGCSE exams. DESCRIPTION / AIMS Physics is the science dealing with the properties and interactions of matter and energy and is the basis for much of the modern advances in technology, electronics, computers, etc. COURSE OUTLINE The subject content of the CIE course is divided into two segments, AS and A2. Exams are set at the end of each segment (with marks from AS being carried forward to the A2 course if studied). The topics studied during the AS Physics course are listed below. Course Handbook 2016 F 4-7 - Page 69
Section 1: General Physics: Physical quantities and units, measurement techniques Section 2: Newtonian Mechanics: Kinematics, dynamics, forces, work, energy, power Section 3: Matter: Phases of matter, deformation of solids Section 4: Oscillations and waves: Waves, superposition Section 5: Electricity and magnetism: Electric fields, current electricity, dc circuits Section 6: Modern Physics: Particle and Nuclear Physics
Internally assessed Credits: 4 Physics 3.3 Demonstrate understanding of wave systems Externally assessed Credits: 4 Physics 3.4 Demonstrate understanding of mechanical systems Externally assessed Credits: 6 Physics 3.5 Demonstrate understanding of modern Physics Internally assessed Credits: 3 Physics 3.6 Demonstrate understanding of electrical systems Externally assessed Credits: 6
METHODS OF ASSESSMENT Internal Assessment Students will sit 1 x 1 hour, 1 x 2 hour, and 1 x 3 hour examinations. Approximately twenty experiments are performed, written up and marked during each year. Practical exams are undertaken at the end of each term. Problem assignments are set and marked, and common tests are sat in each part of the course.
SPECIAL EQUIPMENT AND COSTS Hard covered lab book and graph paper required. Theory and question workbook at $15 for the year.
External Assessment Students are prepared for the University of Cambridge International Examinations Advanced Subsidiary exam (Syllabus 9702 AS). The AS format is: Paper 1 (1 hour 15 min) 40 x multiple-choice questions 31% of AS course mark Paper 2 (1 hour 15 min) Structured questions 46% of AS course mark Paper 3 (2 hours) Advanced practical skills 23% of AS course mark SPECIAL EQUIPMENT AND COSTS Hard covered lab book required. Theory and question workbook at $15 for the year. CONTINUATION AT SCHOOL Continues onto Form 7 A2 Physics, which is a pre-requisite for many courses at universities, technical institutes and many jobs. REFERENCE PERSON
Mr M Burgess, HOD Physics or Mr G Jennings MiC Physics
PHYSICS - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES Form 6 Physics and Mathematics. RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 55% in Form 6 Physics (NCEA or AS) school exams have an appropriate achievement level to study Form 7 Physics. B. Students who have achieved 45-55% in Form 6 Physics (NCEA or AS) school exams may find Form 7 Physics difficult. C. Students who have achieved less than 45% in the Form 6 Physics school exams are not recommended to take Form 7 Physics. DESCRIPTION / AIMS Physics is the science dealing with the properties and interactions of matter and energy and is the basis for much of the modern advances in technology, electronics, computers, etc. COURSE OUTLINE Part 1: Experimental methods, kinematics, force, circular motion, rotational kinematics, simple harmonic motion Part 2: Progressive and standing waves, interference, Doppler Effect, capacitance, magnetism Part 3: Magnetic induction, alternating current, photoelectric effect, atomic spectra, nuclear reactions METHODS OF ASSESSMENT Internal Assessment There are 1 x 1 hour, 1 x 2 hour, and 1 x 3 hour internal examinations. Approximately twenty experiments are performed and written up during each year. Problem assignments are set and marked, and common tests are sat in each part of the course. External Assessment NCEA Level III Achievement Standards that pupils will be prepared for include: Physics 3.1 Carry out a practical investigation with guidance that leads to a mathematical relationship Page 70 - Course Handbook 2016 F 4-7
REFERENCE PERSON
Mr M Burgess, HOD Physics
PHYSICS - FORM 7 : A2 PRE-REQUISITES Form 6 Physics (CIE AS) and Mathematics. RECOMMENDED ACHIEVEMENT LEVELS Students who wish to sit Cambridge A2 exams must pass at AS level in Form 6, with an A to C grade. It may be possible to be accepted onto the A2 course with a D or E grade from AS but all such students must repeat AS in the May/June session of 2015 to try to gain a better AS grade. Students who fail the AS course and still need Physics for their career choice, may be accepted into Level 3 NCEA. DESCRIPTION / AIMS Physics is the science dealing with the properties and interactions of matter and energy and is the basis for much of the modern advances in technology, electronics, computers, etc. COURSE OUTLINE The subject content of the CIE course is divided into two segments AS and A2. Exams are set at the end of each segment with marks from AS being carried forward to account for 50% of the A2 course. A2 topics are listed below. Section 1: General Physics: Physical quantities and units, measurement techniques. Section 2: Newtonian Mechanics: Motion in a circle, gravitational field. Section 3: Matter: Ideal gases, temperature, thermal properties of materials. Section 4: Oscillations and waves: Oscillations, simple harmonic motion. Section 5: Electricity and magnetism: Electric fields, capacitance, magnetic fields, electromagnetism, electromagnetic induction, alternating currents. Section 6: Modern Physics: Charged particles, quantum Physics, nuclear Physics. Section 7: Gathering and Communicating Information: Electronics, and communication. METHODS OF ASSESSMENT Internal Assessment There are 1 x 1 hour, 1 x 2 hour, and 1 x 3 hour examinations. Approximately twenty experiments are performed and written up during each year. Problem assignments are set and marked, common tests are sat in each part of the course along with data analysis exams. External Assessment Students are prepared for the University of Cambridge International Examinations Advanced Exam (Syllabus 9702 A2). The A2 exam format is: Paper 4 (2 hours) A2 structured questions (38% of A2 course mark) Paper 2 (1 hour 15 mins) Practical skills, planning, analysis and evaluation (12% of A2 course mark) Note: Marks from AS exams contribute 50% to the final A2 level mark. It is possible to resit the AS exams in May / June of Form 7 to try to improve marks. Students cannot sit single papers on the first occasion or for resit purposes. SPECIAL EQUIPMENT AND COSTS Hard covered lab book required. Theory and question workbook at $15 for the year.
REFERENCE PERSON
Mr M Burgess, HOD Physics or Mr G Jennings MiC CIE Physics
workbooks. Art materials can be expensive. REFERENCE PERSON
PRINTMAKING - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES Students should have completed the Form 6 Printmaking programme. RECOMMENDED ACHIEVEMENT LEVELS A. Students who have achieved over 65% in Form 6 Visual Art have an appropriate achievement level to study Form 7 Printmaking. B. Students who have achieved 50-64% in Form 6 Visual Art may find Form 7 Printmaking challenging. C. Students who have achieved less than 50% in the Form 6 Art are not recommended to take Form 7 Printmaking and should see the Head of Department. DESCRIPTION / AIMS This general art course aims to develop experience, practice and expertise in Printmaking. COURSE OUTLINE The year follows a process that includes: • Research on artists as models • Drawings as a method of developing artistic style in printmaking • Development of students own artistic body of work in printmaking NCEA standards covered are: 3.1 Analyse methods and ideas from established printmaking practice. (4 credits) 3.2 Use drawing to demonstrate understanding of conventions appropriate to printmaking. (4 credits) 3.3 Systematically clarify ideas using drawing informed by established printmaking practice. (4 credits) 3.4 Produce a systematic body of work that integrates conventions and regenerates ideas within printmaking practice. (14 credits) METHODS OF ASSESSMENT 3.1, 3.2 and 3.3 are presented as a display folder workbook and 3.4 as a 3 board folio. 3.1, 3.2 and 3.3 standards are internally assessed but externally moderated. 3.4 is externally assessed and moderated. SPECIAL EQUIPMENT AND COSTS Students will need to replenish or purchase a printing pack and an art work book/journal. REFERENCE PERSON
Mrs L Moore, HOD Art
PRINTMAKING - FORM 7 : A2 PRE-REQUISITES You must have completed and passed the AS level components before doing A level printmaking. DESCRIPTION / AIMS This course builds on the Year 12 programme and aims to extend the students knowledge of existing art practices and develop ideas through individual thinking. COURSE OUTLINE Component 3 - coursework Four A1 boards showing the students knowledge of existing printmaking practice and the development of individual thinking. Component 4 - related study An inquiry into a New Zealand based printmaking practice. The presentation can be a visual documentation or a written essay not exceeding 3,500 words.
Mrs L Moore, HOD Art
SCIENCE - FORM 4 PRE-REQUISITES Form 3 Science (Year 9). The Form 4 course is for all forms in Form 4 apart from 4A-C. Forms 4A-C will study the CIE IGCSE Combined Science course. Details of this course can be found in the Form 5 Science section IGCSE Combined Science. COURSE OUTLINE There are ten topics covered in Form 4. Students work from study guides as they did in Form 3. Each study guide contains the topic information students need to know and are examined on. The topics can be grouped as follows Mechanics, Electricity and Magnetism, Electronics. Chemical structure and Bonding, Chemical change, Physical Chemistry. Anatomy and Physiology 1, Anatomy and Physiology 2, Genetics.
The Physical World: The Material World: The Living World:
METHODS OF ASSESSMENT There is a one hour exam in term 1 that tests content from topics studied in term 1 as well as science skills from Form 3. The exam in term 2 lasts 2 hours and focusses on content from term 2 but includes previously studied key Science skills and concepts. The two hour exam in term 4 focuses on the topic material studied in terms 3 and 4 but will include skills reinforced throughout the year. A Coursework Mark component in terms 2 and 4 is derived from marks gained in topic tests, book marks, assignments and projects. All boys begin the study of IGCSE science courses in Form 4. They are taught key concepts that are not covered in Form 5 schemes of work. Boys are required to keep the IGCSE study guides issued in Form 4 to assist with revision in Form 5. CONTINUATION OF SUBJECT AT SCHOOL Science continues in Form 5 with a choice of five options. 1. IGCSE Combined Science (a single option) - Forms 5J-P 2. IGCSE Triple Science - Forms 5A-I (a double option where students study all three IGCSE Sciences. This option is challenging and is offered to academically able boys keen on science) 3. IGCSE Biology - All forms 4. IGCSE Chemistry - All forms 5. IGCSE Physics - All forms Details of these courses and their prerequisites can be found in the Science - Form 5 section or the corresponding sections for Biology, Chemistry and Physics. REFERENCE PERSON:
Mr G Jennings, Head of Junior Science Mr P Blomeley, Master in Charge Form 4 Science
SCIENCE - FORM 5 PRE-REQUISITES Form 3 Science and Form 4 (Year 10) Science or Form 4 IGCSE Combined Science.
METHODS OF ASSESSMENT A Level Component 3 - coursework Internally assessed and externally moderated and contributes to 60%. Component 4 - Related study Externally assessed by CIE and contributes 40%.
DESCRIPTION / AIMS This subject is an extension of Science topics and skills taught throughout Form 3 and Form 4. This means many of the ideas have already been introduced and these ideas are further developed during the Form 5 courses. At this level the aim is to build a good foundation for students intending to continue with the specialist sciences (Biology, Chemistry and Physics) in Form 6 (Year 12).
SPECIAL EQUIPMENT AND COSTS Students are required to purchase a printmaking pack and two
The Science courses offered at this level include: 1. IGCSE Combined Science (a single option) Forms 5J-P. Course Handbook 2016 F 4-7 - Page 71
2. 3. 4. 5.
IGCSE Triple Science (a double option). Forms 5A-I. This option is challenging and is offered to academically able boys keen on science. IGCSE Biology (a single option) - All forms. IGCSE Chemistry (a single option) - All forms. IGCSE Physics (a single option) - All forms.
Boys can opt for Combined Science or Triple Science or a maximum of two individual sciences. Details of the specialist Biology, Chemistry and Physics courses can be found in the relevant specialist science section. STUDY OF SCIENCE SUBJECTS BEYOND FORM 5 1. Boys gaining a pass grade in IGCSE Combined Science can opt to continue science by opting in Form 6 to study: a) a specialist IGCSE Science course in Form 6 with the possibility of further study of the specialist Science AS course in Form 7. or b) NCEA Level 2 in any of the specialist science disciplines. 2. Boys gaining pass grades in IGCSE specialist Science courses (Biology, Chemistry, Physics) can continue science by opting in Form 6 to study: a) NCEA Level 2 in any of the specialist science disciplines. or b) Specialist AS Science courses (Biology, Chemistry, Physics) as long as they gain a minimum of 4 “C” grade passes overall and a grade “C” or better in each specialist science course to be studied. (Note: grade B or better is recommended at IGCSE before further study of any AS level Science course).
SCIENCE - FORM 5 IGCSE TRIPLE SCIENCE This course covers all three IGCSE Sciences – Biology, Chemistry and Physics across two Option Lines. Students sit separate internal examinations each term followed by separate external examinations at the end of the course to gain separate grades in each subject (Biology, Chemistry and Physics). Students gaining grades A* to C in the specialist Science get automatic entry to an AS course in that subject assuming they have met the criteria of a minimum of 4 “C” grade passes overall. The demands of all AS Science courses are a large conceptual step up from IGCSE. Students gaining a pass mark in any AS Science subject in recent years have achieved an external grade of grade B or better at IGCSE. COURSE OUTLINE Biology Topics See the IGCSE Biology section in this handbook for full details. Chemistry Topics See the IGCSE Chemistry section in this handbook for full details. Physics Topics See the IGCSE Physics section in this handbook for full details. METHODS OF ASSESSMENT Internal Assessment Internal assessment for Triple Science follows the separate science format for Biology, Chemistry and Physics with 3 examination slots each term. External exams follow the format given in the IGCSE Biology, Chemistry and Physics sections of the options booklet. External Assessment Students are prepared for the Cambridge University IGCSE Biology, Chemistry and Physics Examinations. This will mean 3 examinations in each science subject at the end of the course, so 9 examinations in total for this course. The exam format for each of the sciences can be found in the relevant IGCSE section of this handbook. They all follow the following pattern : Paper 1 (45 minutes). Compulsory multiple choice paper. Forty questions of the four-choice type designed to discriminate between grades C to G. Overall weighting for this paper = 30%. Paper 3 (2 hours). Extended theory paper consisting of 80 marks of shortanswer and structured questions. The questions will be of a difficulty appropriate to discriminate between the higher grades A* and C. This Paper will be weighted at 50% of the final total available marks. and Paper 6 (1 hour) Alternative to Practical paper. This is a written paper Page 72 - Course Handbook 2016 F 4-7
designed to test familiarity with laboratory based procedures. The practical assessment will be weighted at 20% of the final total available marks. The expectation is for all boys to sit papers 2, 4 and 6 in the final CIE examinations. REFERENCE PERSON:
Mr G Jennings, Head of Junior Science Mr J Bali, MiC Triple & Combined Science
SCIENCE - FORM 5 (Forms 5J-5P and Forms 4A-4C) IGCSE COMBINED SCIENCE This course covers the three major sciences – Chemistry, Physics and Biology - in one Option Line. The course is preparation for study of any specialist NCEA Level 2 Science in Form 6. Students in 4A – 4C wishing to continue with any of the CIE Sciences in Form 6 need to continue the study of Science in Form 5. The Combined Science course is NOT preparation for study of any CIE science at AS level. COURSE OUTLINE Biology Topics: Characteristics of living organisms, Cells, Enzymes, Nutrients, Transportation, Respiration, Coordination and response, Reproduction, Energy flow in ecosystems, Human influences on the ecosystem. Chemistry Topics: The particulate nature of matter, Experimental techniques, Atoms, elements and compounds, Stoichiometry, Electricity and chemistry, Energy changes in chemical reactions, Chemical reactions, Chemical reactions, The Periodic Table, Metals, Air and water, Organic chemistry Physics Topics: Motion, Matter and Forces, Energy, Work and Power, Simple Kinetic Molecular Model of Matter, Matter and Thermal Properties, Transfer of thermal energy, Waves, Light, Electromagnetic spectrum, Sound, Electricity, Electric circuits. METHODS OF ASSESSMENT Internal Assessment There is a 1 hour exam in Term 1, a 2 hour exam in Term 2 and a 3 hour examination in Term 3. External Assessment Students are prepared for the Cambridge University IGCSE Combined Science Exam. The exam format for Combined Science is : Paper 1 or 2 (45 minutes). Compulsory multiple choice paper. Forty items of the four-choice type designed to discriminate between grades C to G. (Paper 1) or A to G (Paper 2). Overall weighting for this paper = 30%. and Paper 3 (1 hour 15 minutes) Core theory paper consisting of 80 marks of short-answer and structured questions. The questions will be of a difficulty appropriate to grades C to G and will test skills mainly in Assessment Objectives A and B. The questions will be based on the Core curriculum. This Paper will be weighted at 50% of the final total available marks. or Paper 4 (1 hour 15 minutes). Extended theory paper consisting of 80 marks of short-answer and structured questions. The questions will be of a difficulty appropriate to discriminate between the higher grades (grades A* and C). This Paper will be weighted at 50% of the final total available marks. and Paper 6 (1 hour) Alternative to Practical Test with questions covering experimental and observational skills. The practical assessment will be weighted at 20% of the final total available marks. In the final external CIE examinations boys will sit Papers 1, 3 and 6 or 2, 4 and 6 depending on the ability they have shown in termly internal Science examinations. The expectation is that most boys will sit Papers 2, 4 and 6. REFERENCE PERSON:
Mr G Jennings, Head of Junior Science
Mr J Bali, MiC Triple and Combined Science
EARTH & SPACE SCIENCE - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES Form 7 Earth and Space Science is a course that is suitable as: • A complementary subject to students who have studied Geography in form 6 and intend to study Geography in form 7. • A complementary subject to students who have studied one or more Science subjects ( Biology, Chemistry or Physics ) in form 6 and intend to study a Science subject in form 7. • A replacement subject for students who have studied one or more Science subjects in form 6 but may struggle with the demands of Level 3 Biology, Chemistry or Physics. RECOMMENDED ACHIEVEMENT LEVELSA. A. Students averaging over 55% in Form 6 school Geography and/or Form 6 Science exams (Biology, Chemistry or Physics) have an appropriate achievement level to study Form 7 (Level Three NCEA) Earth and Space Science. B. Students averaging 45- 55% in Form 6 school Geography and/ or Form 6 Science exams ( Biology, Chemistry or Physics) may find Form 7 (Level Three NCEA) Geography difficult, especially if they did not take Geography in Forms 5 or 6. C. Students averaging under 45% in Form 6 school Geography are not recommended to take Form 7 (Level Three NCEA) Earth and Space Science.
atmosphere system 4 credits External AS91415 3.6 Investigate an aspect of astronomy 4 credits Internal METHODS OF ASSESSMENT Standards 3.1, 3.2, 3.3 and 3.6 are internally assessed, while 3.4, 3.2 and 3.5 are assessed in a three hour external examination. SPECIAL EQUIPMENT AND COSTS No special equipment is required. Field work will form part of a teaching programme but its nature may vary between classes depending on the topics being taught. CONTINUATION OF SUBJECT AT UNIVERSITY Earth Science is taught by Science Faculties usually as part of Environmental Science. It is also a useful foundation for the study of Geography in Arts Faculties. REFERENCE PERSON
Mr M Paton, HOD Geography Mr G. Jennings, HOD Science
SOCIAL SCIENCES - FORM 4
DESCRIPTION / AIMS Earth and Space Science has three main dimensions:
PRE REQUISITES Nil.
1. Earth and space science (ESS) connects systems Earth and space science explores the interconnections between the land, ocean, atmosphere, and life of our planet. These include the cycles of water, carbon, rock, and other materials that continuously shape, influence, and sustain Earth and its inhabitants. ESS also explores the cyclical interactions between the Earth system and the Sun and Moon.
DESCRIPTION / AIMS Social Studies is about how people in different cultures, times, and places, think, feel, and act, how they organise their way of life, interact with others, and initiate or respond to change. Four broad aims may be identified: i) To develop knowledge in the world and nation within which we live. ii) To promote thinking and understanding of how and why different cultures and individuals make, or have made, decisions to meet their needs. iii) To develop academic and social skills. iv) To create an ongoing interest in Geography and History.
2. ESS explores how New Zealand has been shaped by its location New Zealand straddles the boundary between two major tectonic plates. ESS scientists – and students who study ESS investigate how this precarious location has impacted (and continues to impact) on New Zealand’s geology and landforms, sometimes in dramatic ways. ESS investigates the major ocean currents that flow past New Zealand and the impact these and other factors have on our weather and climate. 3. ESS explores the solar system and beyond Planet Earth is dynamically linked with the solar system and the wider universe. ESS investigates the structure and composition of these systems and develops understanding of the vast distances and times involved. Research, practical investigation and report-writing is a major focus of the course, and four of the six standards are internally assessed.. Topics for research/investigation include Water Clarity, Weathering and Erosion, Disposal of Nuclear Waste, Renewable Energy sources, Space Exploration and Could Aliens Exist. COURSE OUTLINE Level Three NCEA Earth and Space Science at AGS has six achievement standards: AS91410 3.1 Carry out an independent practical Earth and Space Science investigation 4 credits Internal AS91411 3.2 Investigate a socio-scientific issue in an Earth and Space Science context 4 credits Internal AS91412 3.3 Investigate the evidence related to dating geological event(s) 4 credits Internal AS91413 3.4 Demonstrate understanding of processes in the ocean system 4 credits External AS91414 3.5 Demonstrate understanding of processes in the
The F4 Social Studies Course also introduces the senior subjects of Geography and History. Boys get a taste of both subjects, study topics that have value in their own right and fulfil the requirements of the NZ National Curriculum. Where possible this will involve classes being taught alternate blocks of Geography and History by specialist teachers. Covering some IGCSE content in Form 4 also allows those boys who continue in these subjects more in depth learning in Form 5. COURSE OUTLINE Geography: Plate tectonics, volcanoes and earthquakes, their effects and how man can prepare and cope with the consequences. Population change, the population explosion, youthful and ageing populations and their consequences. Population control. Migration, push and pull factors, consequences for origin and destination areas. Coastal processes, attempts to manage these by man. Geographic, particularly mapping, skills. Geography is taught with reference to case studies, some global, many New Zealand based. History: New Zealand’s search for security and identity in the twentieth century. The Palestine-Israel Conflict; causes, events and consequences of conflict in the Middle East with a particular focus on the events of 1967. The origins of the First World War and the events of the First World War up to and including 1915. The last topic will be continued in IGSCE History in Form 5. METHODS OF ASSESSMENT Every fourth form student will complete a common test and or an exam at the end of every unit of work. In addition, individual teachers carry out book checks and tests for their classes. Examinations have Geography and History papers, with a combination of IGCSE style and more straightforward short answer questions.
Course Handbook 2016 F 4-7 - Page 73
SPECIAL EQUIPMENT AND COSTS Standard stationery equipment.
SPECIAL EQUIPMENT AND COSTS Students must buy a dictionary for use at home.
CONTINUATION OF SUBJECT AT SCHOOL Social Studies does not continue beyond Form Four, it feeds into Form five Geography and History.
CONTINUATION AT SCHOOL Students may continue Spanish to AS Level or NCEA Level 2.
REFERENCE PERSON
Mr C Oates, HOD Social Studies
REFERENCE PERSON
SPANISH - FORM 6 : NCEA LEVEL 2
SPANISH - FORM 4
PRE-REQUISITES IGCSE
PRE-REQUISITES Form 3 Spanish. DESCRIPTION / AIMS The course aims to develop the skills of listening, speaking, reading and writing Spanish to enable the student to communicate with confidence in a variety of everyday situations. At the end of the course students will have a solid grasp of the vocabulary, grammar and pronunciation of the Spanish language, which will enable them to progress with IGCSE Spanish in Form 5. Students will also learn about the life and customs of the people of Spain and other countries of the Spanish-speaking world. COURSE OUTLINE Students regularly practise the four language skills and topics covered including, asking for and giving more detailed personal information, describing people and things, school, holidays, work and talking about activities in the past, present, and future. METHOD OF ASSESSMENT There are 1 one hour and 2 two hour examinations, testing the skills of listening, reading, writing. These examinations contain a speaking mark derived from tests throughout the term. There are also common tests at regular intervals to assess progress in the four skills. SPECIAL EQUIPMENT AND COSTS Students are encouraged to buy a dictionary for use at home. CONTINUATION OF SUBJECT AT SCHOOL All students do IGCSE in Form 5 and in Forms 6 and 7 students can follow either the NCEA or CIE pathway. REFERENCE PERSON
Ms M McNeill, HOD Spanish
Ms M McNeill, HOD Spanish
DESCRIPTION / AIMS NCEA Level 2 aims to build further on the skills of oral and written communication by dealing with the more complex structures and wider vocabulary, which will enable students to express their opinions in Spanish on a wide variety of subjects of interest to young people. Students also develop individual reading skills. COURSE OUTLINE Topics dealt with will include: The Individual, Family and Home, School and Education, Social Life and Customs, City and Town, Sport and Recreation, Travel and Holidays, Politics, History and Geography. METHODS OF ASSESSMENT There will be three internal AGS examinations each assessing the skills of listening, reading and writing. It will be the same exam for all Form 6 students. At the end of the year students will sit examinations to gain NCEA credits in the externally assessed achievement standards: 2.1 Demonstrate understanding of a variety of spoken Spanish texts on familiar matters. [5 credits] 2.4 Demonstrate understanding of a variety of written/visual Spanish text(s) on familiar matters. [5 credits] Students will also have assessments during the year to gain credits in the internally assessed achievement standards: 2.2 2.3
SPANISH - FORM 5: IGCSE PRE-REQUISITES Students who have excelled at Form 4 Spanish are recommended to undertake IGCSE Spanish. Beginners will not be accepted. DESCRIPTION / AIMS The course for IGCSE Spanish aims to build further on the skills of oral and written communication with pupils learning to use Spanish to enable them to cope in a variety of common everyday situations. COURSE OUTLINE While the level of mastery will depend on the particular pupil, the IGCSE course is based on five topic areas. • Everyday activities • Personal and social life • The world around us • The world of work • The international world METHODS OF ASSESSMENT The CIE exam is in October/November. The speaking assessment is internally assessed and will take place during Week 2 Term Four. There are four papers in total and each one is worth 25%. Paper 1 – Listening Paper 2 – Reading Paper 3 – Speaking Paper 4 – Writing
Page 74 - Course Handbook 2016 F 4-7
2.5
Give a spoken presentation in Spanish that communicates information, ideas and opinions. [4 credits] Interact using spoken Spanish to share and justify information, ideas and opinions in different situations. [5 credits] Write a variety of text types in Spanish for genuine contexts. [5 credits]
CONTINUATION AT SCHOOL Students may continue Spanish to NCEA Level 3. REFERENCE PERSON
Ms M McNeill, HOD Spanish
SPANISH - FORM 6: AS PRE-REQUISITES Completion of IGCSE or on agreement with HOD. DESCRIPTION / AIMS AS Level aims to build further on the skills of oral and written communication by dealing with the more complex structures and wider vocabulary which will enable students to express their opinions in Spanish on a wide variety of subjects of interest to young people. COURSE OUTLINE Topics dealt with will include: Everyday Activities, Personal and Social Life, Education, The World Around Us, and The International World. METHODS OF ASSESSMENT There will be three internal AGS exams. These will assess the skills of reading and writing.
AS Level This CIE exam is in October/November. The speaking assessment is internally assessed and will take place near the start (Week 3) of Term 4. There are three papers in total. Paper 1 – Speaking (30%). Paper 2 – Reading and writing (50%) Paper 3 – Essay (20%) REFERENCE PERSON
Ms M McNeill, HOD Spanish
Paper Paper Paper Paper
1 2 3 4
– – – –
Speaking (20%). Reading and writing (35%) Essay (15%) Literature (30%)
REFERENCE PERSON
Ms M McNeill, HOD Spanish
TECHNOLOGY – FORM 4
SPANISH - FORM 7: NCEA LEVEL 3 PRE-REQUISITES Students will be able to demonstrate successful completion of the Form 3 Core Technology Course.
PRE-REQUISITES Form 6 Spanish. RECOMMENDED ACHIEVEMENT LEVELS A. Students averaging over 60% in Form 6 Spanish and/or IGCSE Spanish are recommended for Form 7 Spanish and have an appropriate achievement level to enter AS Spanish. B. Students averaging 45% to 60% in Form 6 Spanish may find Form 7 Spanish difficult. C. Students averaging under 45% in Form 6 Spanish are not recommended to take Form 7 Spanish. DESCRIPTION / AIMS NCEA Level 3 aims to build further on the skills of oral and written communication by dealing with the more complex structures and wider vocabulary which will enable students to express their opinions in Spanish on a wide variety of subjects of interest to young people. COURSE OUTLINE Topics dealt with will include: Youth, health, communication, travel and tourism, Hispanic culture and future (environment and current affairs). METHODS OF ASSESSMENT There will be three internal AGS exams. These will assess the skills of listening, reading and writing. At the end of the year students will sit examinations to gain NCEA credits in the externally assessed achievement standards: 3.1 Demonstrate understanding of a variety of extended spoken Spanish texts. [5 credits] 3.4 Demonstrate understanding of a variety of extended written and/or visual Spanish texts. [5 credits] Students will also have assessments during the year to gain credits in the internally assessed achievement standards: 3.2 Give a clear spoken presentation in Spanish that communicates a critical response to stimulus material. [3 credits] 3.3 Interact clearly using spoken Spanish to explore and justify varied ideas and perspectives in different situations. [6 credits] 3.5 Write a variety of text types in clear Spanish to explore and justify varied ideas and perspectives [5 credits]. REFERENCE PERSON
Ms M McNeill, HOD Spanish
SPANISH - FORM 7: A2 LEVEL PRE-REQUISITES Good pass at AS level. Minimum ‘C’ pass or a strong ‘D’ will be allowed on agreement with HOD. COURSE OUTLINE The A2 course aims to build on and extend the topic knowledge and grammatical knowledge acquired at AS level. It also introduces the students to Spanish literary texts. METHODS OF ASSESSMENT This CIE exam is in November. The speaking assessment is internally assessed and will take place near the start (Week 3) of Term 4. There are four papers in total.
DESCRIPTION / AIMS Develop students problem solving capability through focussed projects that lead onto IGCSE Product Design or Systems and Control. The course builds on the resistant materials, electronics, CAD and graphics strands followed in Form 3. COURSE OUTLINE The course is modular in structure allowing students the opportunity to opt for and experience a range of technological projects prior to specialising at Form 5 and IGCSE. The work followed is primarily project based and will involve solving “real life” problems using technology. All projects will have a practical outcome which will involve workshop/modelling activities. Each project, however, will be underpinned by a folio of supporting work demonstrating the students process of thought and application of knowledge. Modules for 2016 will include:• Structures/bridge building • CO2 dragster design and competition • Mechanical toy/Automaton • Electronic products METHODS OF ASSESSMENT Students work will be assessed as a practical outcome and portfolio and will be combined with end of term examinations to form a summative report. Formative assessment will be ongoing and will occur throughout the project work. All students will be assessed against the Technology National Curriculum in preparation for IGCSE Product Design or Systems and Control. SPECIAL EQUIPMENT AND COSTS Students are expected to bring basic graphics equipment to lessons and will be required to cover take home materials costs. It is anticipated that these will be no more than $20 but will vary depending upon the size and complexity of the project undertaken. CONTINUATION OF SUBJECT AT SCHOOL This course leads onto IGCSE Product Design or Systems and Control. REFERENCE PERSON
Mr J Frisby TIC, Junior Technology or Mr M Bennett, HoD Technology
DESIGN & TECHNOLOGY PRODUCT DESIGN - FORM 5 : IGCSE PRE-REQUISITES Motivated students who are interested in problem solving are encouraged to opt as well as students successfully completing Form 4 Technology or Graphics. DESCRIPTION / AIMS • To develop students creative thinking through the solving of realistic design briefs. • To focus on a body of knowledge to enable practical problem solving. • Enable students to relate their work to personal interests. • To encourage technological awareness and impacts upon environment and society. • Stimulate value judgements on designs including aesthetic,
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•
functional, technical, economic and moral judgements. Develop making/modelling skills to develop a working prototype/ solution (including the use of Computer Aided Design and Manufacture).
COURSE OUTLINE The course will be based around knowledge based teaching and learning to enable success in the major project. A number of minor projects will focus on the development of particular skills and knowledge enabling success later in the year both in the major project and examination. Students will gain experience of all areas of product design from identifying design problems, investigating a problem, creating concepts, as well as realising those concepts in a fully working prototype. METHODS OF ASSESSMENT Students will be assessed by an end of year examination (50%) and a major design based project (50%). The brief for the project will be negotiated by the student and teacher based on a given theme to ensure suitability but will be primarily student led. The examination consists of two papers - a common core (testing knowledge) and a resistant materials paper (testing the application of materials and manufacturing technology skills). SPECIAL EQUIPMENT AND COSTS Students will be required to cover take home material costs. It is anticipated that these will range between $10 and $40 depending upon the project undertaken. CONTINUATION OF SUBJECT AT SCHOOL AS and A2 Product Design courses are offered along with NCEA Level 2 Technology (depending upon pathway followed). REFERENCE PERSON
Mr M Crook, 2IC Senior Technology or Mr M Bennett HoD Technology
DESIGN & TECHNOLOGY SYSTEMS & CONTROL - FORM 5 : IGCSE PRE-REQUISITES Motivated students who are interested in problem solving are encouraged to opt as well as students successfully completing Form 4 Technology. DESCRIPTION / AIMS • To develop students creative thinking through the solving of realistic design briefs. • To focus on a body of knowledge to enable practical problem solving using structures, mechanisms and electronics • Enable students to relate their work to personal interests. • To encourage technological awareness and impacts upon environment and society. • Stimulate value judgements on designs including aesthetic, functional, technical, economic and moral judgements. • Develop making/modelling skills to develop a working prototype/ solution (including the use of Computer Aided Design and Manufacture).
consists of two papers - a common core (testing knowledge) and a systems and control paper (testing specific knowledge relating to electronics, structures and mechanisms). SPECIAL EQUIPMENT AND COSTS Students will be required to cover take home material costs. It is anticipated that these will range between $10 and $40 depending upon the project undertaken. CONTINUATION OF SUBJECT AT SCHOOL AS and A2 Product Design courses are offered along with NCEA Level 2 Technology (depending upon pathway followed).
DESIGN & TECHNOLOGY PRODUCT DESIGN - FORM 6 : AS PRE-REQUISITES Students must achieve a C grade or better at IGCSE Product Design or Graphics. DESCRIPTION / AIMS • Develop and sustain their own innovation, creativity and design and technology capability, to recognise constraints and to produce high quality products. • Develop an awareness of the significance of design and technology upon society. • Apply essential knowledge, understanding and skills of design production processes to a range of technological activities and develop an understanding of industrial practices. • Use ICT (including CAD/CAM) as appropriate, to enhance their design and technology capability. • Develop critical evaluation skills in technical, aesthetic, economic, environmental, social and cultural contexts. • Develop as discerning consumers able to make informed choices. • Develop positive attitudes of co-operation and citizenship and work collaboratively. • Critically analyse products and their impacts. COURSE OUTLINE The course will be based around knowledge based teaching and learning to enable success in the major project. A number of minor projects will focus on the development of particular skills and knowledge enabling success later in the year both in the major project and examination. Students will gain experience of all areas Product development from identifying and writing a brief through to research, analysis, ideation and modelling skills to include Computer Aided Design (CAD). METHODS OF ASSESSMENT Students will be assessed by an end of year examination (60%) and a major design based project (40%). The project will be based on a self-determined design problem and will result in the production of a design model that will be developed into a prototype in Form 7. The design brief will be negotiated by the student and teacher to ensure suitability. SPECIAL EQUIPMENT AND COSTS Students will require an A3 folio to keep project work in as well as basic graphics kit (approximate cost $35) or similar.
COURSE OUTLINE The course will be based around knowledge based teaching and learning to enable success in the major project which will likely be an electronic product. A number of minor projects will focus on the development of particular skills and knowledge enabling success later in the year both in the major project and examination. Students will gain experience of all areas of product design from identifying design problems, investigating a problem, creating concepts, as well as realising those concepts in a fully working prototype.
CONTINUATION OF SUBJECT AT SCHOOL A2 Level Design and Technology Product Design.
METHODS OF ASSESSMENT Students will be assessed by an end of year examination (50%) and a major design based project (50%). The brief for the project will be negotiated by the student and teacher based on a given theme to ensure suitability but will be primarily student led. The examination
PRE-REQUISITES Students will be able to demonstrate successful completion of IGCSE Product Design attaining at least a D grade.
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REFERENCE PERSON
Mr M Crook, 2IC Senior Technology or Mr M Bennett, HOD Technology
TECHNOLOGY - FORM 6 : NCEA LEVEL 2
DESCRIPTION / AIMS The course aims to further develop the students’: • Creative thinking using a design process. • Practical, manufacturing skills using a variety of media (woods, metals and plastics). • Practical problem solving. • Research and synthesis skills. • Technological knowledge focusing on Materials and Manufacturing Technologies. • Knowledge of Technology and Technologists and their impact on society. • An understanding of sustainability and designs impact on the environment and society. • Ability to use ICT to both solve problems and present design concepts using Computer Aided Design. COURSE OUTLINE The Level 2 course is a progression from IGCSE Product Design building on the skills learnt in Form 5. It is focused on practical problem solving driven by design briefs. These briefs are often negotiated and finalised by the student and should be “client” based. The majority of teaching and learning will take place via these practical projects. Students will be given the opportunity to evidence their work using a variety of tools including Computer Aided Design and Manufacture. METHODS OF ASSESSMENT Students will be given the opportunity to acquire up to 20 credits towards their NCEA Level 2 certificate. Students will be assessed against the following NCEA Level 2 Standards: INTERNAL STANDARDS 2.3 Develop a conceptual design for an outcome. 2.20 Implement advanced procedures using resistant materials to make a specified product with special features. EXTERNAL STANDARDS 2.5 Demonstrate understanding of how technological modelling supports risk management. 2.10 Demonstrate understanding of sustainability in design. SPECIAL EQUIPMENT AND COSTS Students will be required to cover take home material costs. The materials costs will vary depending upon the project undertaken and is largely controlled by the student. CONTINUATION OF SUBJECT AT SCHOOL This course leads onto NCEA Level 3 Technology. REFERENCE PERSON
Mr M Crook, 2IC Senior Technology or Mr M Bennett, HOD Technology
FINE FURNITURE MAKING - FORM 6 LEVEL 2 UNIT STANDARDS PRE-REQUISITES Students must demonstrate successful completion of IGCSE Product Design course. DESCRIPTION / AIMS It is envisaged that this course would be ideal for those students contemplating gaining an apprenticeship after leaving school. The course aims to provide students with: • Practical skills that are transferable to many modern apprenticeships. • Provide an outlet for students who do not want to pursue study of technology but have an interest in woodworking. • Develop students manufacturing ability (primarily in wood). COURSE OUTLINE The course builds on the practical elements of the IGCSE Product Design course providing students the opportunity to manufacture more challenging artefacts. The course is based around the Competenz Unit Standards outlined below and will focus on the vocational skills required for furniture making.
METHODS OF ASSESSMENT The course will be assessed against the Furniture Making Level 2 Unit Standards. The standards being assessed will be selected from the following: • Demonstrate knowledge and compare characteristics of manufactured boards used in furniture making. • Measure and calculate materials for furniture making. • Use adhesives in furniture making. • Demonstrate knowledge of and select timber for use in furniture making. • Construct freehand drawings for use in furniture making. • Set and operate a bandsaw to produce profiled wooden furniture components. • Set and operate a basic sanding machine for profile sanding to produce wooden furniture components. • Set and operate basic boring machines to produce wooden furniture components. • • •
Use hand tools in making furniture. Assemble non-show wood furniture frames. Hand turn wood to produce basic furniture making articles.
SPECIAL EQUIPMENT AND COSTS Students will be required to cover take home material costs. It is anticipated that these will range between $25 and $60 depending upon the project undertaken. CONTINUATION OF SUBJECT AT SCHOOL Level 3 Furniture Making. REFERENCE PERSON
Mr J Frisby, Junior Technology
TECHNOLOGY - FORM 7 : NCEA LEVEL 3 PRE-REQUISITES Students must be able to demonstrate successful completion of NCEA Level 2 Technology Course and will have attained 15 credits at this level. DESCRIPTION / AIMS The course aims to further develop the students’: • Creative thinking using a design process. • Practical, manufacturing skills using a variety of media (woods metals and plastics). • Practical problem solving. • Research and synthesis skills. • Technological knowledge focusing on Materials and Manufacturing Technologies. • Knowledge of Technology and Technologists and their impact on society. • Ability to use ICT to both solve problems and present design concepts using Computer Aided Design and Manufacture (3D Printing). COURSE OUTLINE The Level 3 course is focused on practical problem solving driven by design briefs. These briefs are often negotiated and finalised by the student and must be driven by the needs of others. All teaching and learning will take place via these practical projects. Students will be given the opportunity to evidence their work using a variety of media and tools including Computer Aided Design and Manufacture (CAD and CAM). METHODS OF ASSESSMENT Students will be given the opportunity to acquire up to 20 credits towards their NCEA Level 3 certificate. Students will be assessed against the following NCEA Level 3 Achievement Standards: INTERNAL 3.4 Develop a conceptual design considering a fitness for purpose in the broadest sense. 3.20 Implement complex procedures to integrate parts using resistant materials to make a specified product. 3.22 Implement complex procedures to make a specified product using a CNC machine. EXTERNAL 3.5 Demonstrate understanding of how technological modelling
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supports technological development. SPECIAL EQUIPMENT AND COSTS Students will be required to cover take home material costs. The materials costs will vary depending upon the project undertaken and will be largely determined by the student. REFERENCE PERSON
Mr M Crook, 2IC Senior Technology or Mr M Bennett, HOD Technology
DESIGN AND TECHNOLOGY PRODUCT DESIGN - FORM 7 : A2 PRE-REQUISITES Students must achieve at least a C grade at AS Product Design or high D Grade by negotiation with HOD Technology. DESCRIPTION / AIMS · Develop and sustain their own innovation, creativity and design and technology capability, to recognise constraints and to produce high quality products. · Develop an awareness of the significance of design and technology upon society. · Apply essential knowledge, understanding and skills of design production processes to a range of technological activities and develop an understanding of industrial practices. · Use ICT as appropriate, to enhance their design and technology capability. · Develop critical evaluation skills in technical, functional, aesthetic, economic, environmental, social and cultural contexts. · Develop as discerning consumers able to make informed choices. · Develop positive attitudes of co-operation and citizenship and work collaboratively. · To enable CIE candidates to continue with the subject. · Critically analyse products and their impacts. COURSE OUTLINE The course will be based around knowledge based teaching and learning to enable success in the major project. A number of minor projects will focus on the development of particular skills and knowledge enabling success later in the year both in the major project and examination. Students will gain experience of all areas of product design including design development, design communication, CAD modelling, rapid prototyping (3D Printing), engineering drawings and producing models and mock ups. METHODS OF ASSESSMENT Students will be assessed by an end of year examination (60%) and a major design based project (40%). The project will be based on a self-determined design problem and will result in the production of a fully working prototype. The major project will likely be a continuation of the project undertaken at AS Level. SPECIAL EQUIPMENT AND COSTS All students will require an A3 folio to keep project work in as well as the basic graphics kit (approximate cost $35) or similar. The basic graphics kit will be available to purchase at the start of the year. REFERENCE PERSON
Mr M Crook, 2IC Senior Technology or Mr M Bennett, HOD Technology
FINE FURNITURE MAKING - FORM 7 LEVEL 3 UNIT STANDARDS PRE-REQUISITES Students must demonstrate successful completion of the Level 2 Furniture Making course. DESCRIPTION / AIMS
It is envisaged that this course would be ideal for those students contemplating gaining an apprenticeship after leaving school. The course aims to provide students with: • Practical skills that are transferable to many modern apprenticeships. • Provide an outlet for students who do not want to pursue study of technology but have an interest in woodworking. • Develop students manufacturing ability (primarily in wood). COURSE OUTLINE The course builds on the practical elements of the Level 2 Furniture Making course providing students the opportunity to manufacture more challenging artefacts. The course is based around the Competenz Furniture Making Unit Standards and will focus on the vocational skills required for furniture making. METHODS OF ASSESSMENT The course will be assessed against the FITO Furniture Level 2 Unit Standards. Alongside the furniture making standards students will also be exposed to some instrumental drawing which will provide transferable skills for other vocational areas. SPECIAL EQUIPMENT AND COSTS Students will be required to cover take home material costs. It is anticipated that these will range between $25 and $60 depending upon the project undertaken. REFERENCE PERSON
Mr J Frisby TIC Junior Technology
VISUAL ART - FORM 4
PRE-REQUISITES The subject builds on principles covered in the Form 3 Art programme. DESCRIPTION / AIMS The course aims to teach the skills and techniques needed to make complex artworks in the senior school. Emphasis is also placed on a continuous development of creative faculties and the building of each student’s artistic experience. COURSE OUTLINE Main areas of study include: DRAWING - observational, expressive, analytical MIXED MEDIA - understanding properties and character of various art materials and their combinations PAINTING - drawing in colour, wet and dry materials, resolving images PRINTMAKING - developmental drawing - technical proficiency, negative and positive space METHODS OF ASSESSMENT Students are marked at the conclusion of each module. Throughout the year work is regularly marked and these form the basis for the term report marks. SPECIAL EQUIPMENT AND COSTS Students are required to purchase a Form 4 Art Pack. CONTINUATION OF SUBJECT AT SCHOOL Visual Art is available in the Form 5 and then Visual Art and Art History in the senior school. It is also an excellent foundation for 6th form Design and Photography. REFERENCE PERSON
Mrs L Moore, HOD Art
VISUAL ART FORM 5: IGCSE SCULPTURE & PHOTOGRAPHY PRE REQUISITES Students should have studied Visual Art or Art / Graphics in Form
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4. Graphics students and others are accepted with a portfolio and consultation with the HOD. DESCRIPTION AND COURSE OUTLINE It is an interdisciplinary course with students developing skills in Drawing, Painting, Design and some Photography. Students are able to specialise in some projects and work is designed to be self directed. This course teaches skills but also encourages students to make artistic decisions and develop an autonomous attitude towards their work that will strengthen their senior studies. Students will be required to enter two papers. The first is a coursework component that is developed throughout the year and the second is an examination of which three different types may be selected. These options are designed to give students the choice of choosing to complete an exam in their area of practical strength. METHODS OF ASSESSMENT Coursework comprises 50% of the total marks and requires that one main piece of work be completed with a portfolio of supporting work. This work is marked internally and then moderated by CIE. The examination is a choice between an Observational study, Interpretative Study and a Design Study. Each examination is worth 50% of the total marks, is 8 hours in duration and conducted over a few days. Students are required to produce an examination piece and no more than three sheets of supporting studies. SPECIAL EQUIPMENT Students will be required to purchase an art pack and a workbook. REFERENCE PERSON
Mrs L Moore, HOD Art
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CORE MINOR SUBJECTS GENERAL MUSIC - FORMS 3 & 4 DESCRIPTION / AIMS Music is taught to all boys in Years 9 and 10 through a teaching programme delivered in 40 minute lessons once a week over two complete years. Every boy has use of his own computer in Room M1. The AGS core music programme focuses on the basic musical elements (melody, harmony, rhythm, texture, timbre, dynamics and structure) using specialised composition and keyboard training software. Streams I to P receive additional training in the Kódaly Method. Each learning unit is designed to encourage students to explore, investigate, and create music. All five key competencies will be covered in each unit: 1. 2. 3. 4. 5. The • • • •
Thinking Using Language, symbols and texts Managing self Relating to others Participating and contributing aim of the course is to: learn the language of music develop musical ideas communicate and interpret meaning in music understand music in context
METHODS OF ASSESSMENT At the end of each unit of work students will submit work for evaluation. Students will be given feedback in class and will also receive a grade on their report. CONTINUATION OF SUBJECT AT SCHOOL Students who wish to study Music at higher levels should apply to Mr Donaldson for admission to the IGCSE Foundation Course in Fourth form. Music can be studied as a subject at all year levels on both the NCEA and CIE pathways. Study in Music contributes to University Entrance qualifications and can be continued at Tertiary level. REFERENCE PERSON
Mr J. Donaldson, HOD Music
HEALTH - FORM 4 DESCRIPTION / AIMS The Health Education curriculum will enable students to gain knowledge, skills, attitudes and values to: - enjoy a healthy lifestyle - contribute to the well-being (Hauora) of themslves and other people - contribute to the well-being (Hauora) of their communities and environment Health Education is taught by the Physical Education staff. The Careers and Guidance Departments, along with a variety of specialised outside agencies provide additional input into the programme. METHODS OF ASSESSMENT No formal assessment. SPECIAL EQUIPMENT AND COSTS Students are required to keep a folder containing class notes and handouts. REFERENCE PERSON
Mr S Blackwell, HOD Health Education
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PHYSICAL EDUCATION - FORMS 3, 4 & 5 PRE-REQUISITES Nil COURSE OUTLINE The course is covered in blocks of approximately 5 weeks and aims to introduce and develop the skills of a large variety of sports and physical activity. The emphasis will be on ensuring that all students can understand and participate in sport regardless of their expertise. Each block of work will involve some aspect of fitness which will also be measured. METHODS OF ASSESSMENT • Measurement of fitness level. • Attitude within the lesson. • Level of skills, through individual, peer, group and teacher assessment. • Worksheets throughout the year. SPECIAL EQUIPMENT AND COSTS All students must wear the correct AGS physical education uniform which can only be purchased from the School shop. CONTINUATION OF SUBJECT AT SCHOOL Core subject at Forms 3, 4 and 5. NCEA: Offered as Year 12 NCEA Level 2 Offered as Year 13 NCEA Level 3 Cambridge: Offered as Year 11 IGCSE Offered as Year 12 AS Offered as Year 13 AS Offered as Year 13 A2 REFERENCE PERSON
Mr G McNeil, HOD Physical Education
FORM LEVELS FORM FOUR Entry Automatic upon completion of a Third Form year of academic study. Class Placement All forms are streamed. Boys are placed according to their aggregate marks in the Second and Third exams in Form Three. Exceptional circumstances such as illness are taken into account. Course Outline • All boys study a common core of English, Mathematics, Science and Social Studies. • Higher streams choose two option subjects; lower streams choose one. • All classes have Physical Education, Health and Music each week. Physical Education addresses several important aspects of personal development. • 4A and 4B students sit IGCSE Examinations in Mathematics and Science. 4C students also sit IGCSE Combined Science.
FORM SIX Entry To earn automatic following marks in Either Or Or
entry to Form 6 in 2016 students must gain the school examinations and/or IGCSE examinations: 225 in 5 subjects 200 in 4 subjects 180 in 3 subjects
In order to study a CIE course (AS) students must gain a minimum of 4 C grades in IGCSE. (An aggregate mark of 60% or higher will be deemed the equivalent of a C grade for NCEA subejcts). Class Placement All form classes are streamed. Boys are placed on the basis of their weighted aggregate marks in all subjects. Exceptional circumstances such as illness are taken into account. The weighted aggregate is generated by their performance in the three examinations held during the year. The weighting is as follows: Term 1 exam result = 15% of total Term 2 exam result = 35% of total Term 4 exam result = 50% of total
FORM FIVE
Course Outline • All boys are prepared to enter Year 12 qualifications in five subjects except: – 6A and 6B who may sit Year 13 qualifications in Mathematics (Optional) and Form 7 AS subjects (optional); – some students who may be multi-levelling in one or more subjects. • English is compulsory for all boys.
Entry Automatic, upon completion of a Fourth Form year of academic study. Class Placement All forms are streamed. Boys are placed according to their aggregate marks in the three Form 4 exams. Exceptional circumstances such as illness are taken into account. Course Outline • All boys are prepared to enter Year 11 qualifications in five subjects except: - 5A and 5B who sit Year 12 qualifications in Mathematics. - some ESOL students who do not enter English. - some students taking a ‘transition’ course with the approval of the Director of Studies. • English and Mathematics are compulsory for all boys. • Boys may study Biology, Chemistry and Physics, as separate subjects, or, Combined Science or Triple Science which cover all three disciplines. NCEA Level 2 study in Science subjects can follow from the individual science subjects or from Combined Science. However, students wishing to study AS Science subjects must have studied the separate IGCSE Science subjects or Triple Science. • Courses at Fifth Form level should be chosen carefully, with consideration given to proposed Sixth and Seventh Form study.
FORM SEVEN Entry The criteria for automatic entry to Form 7 in 2016 are: • 6A-6J: a weighted, best-four subject aggregate of 160 or better in the school examinations and/or AS examinations. • 6C1-6H1: a weighted, best-four subject aggregate of 200 or better in the School examinations and at least 60 credits in NCEA Level 2. Class Placement All classes are streamed. Boys are placed according to their aggregate results in the three internal Form Six Exams and/or AS exams. Exceptional circumstances such as illness are taken into account. Course Outline • Boys studying for NCEA Level 3 must enter five subjects • Boys studying for CIE AS/A Levels must enter four subjects. They will attend structured tutorial periods in lieu of a fifth subject. • There are no compulsory subjects.
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SPECIAL PROGRAMMES It is the philosophy of Auckland Grammar School that all students are taught at a pace and level appropriate to their abilities. That is why the school streams most of its classes, and resists ‘social promotion’ beyond Form Five. The school also recognises that some students have different and very specific learning needs. A number of special programmes cater for these needs: A. FORM 3 LITERACY Literacy classes are offered in Form 3 for students who, because of learning difficulties, need help with literacy skills. These classes replace the Language option. Course Outline Intensive teaching reading, writing and spelling Film Study Study Skills Curriculum support The class size is kept small to facilitate learning. The placement of students into the class is the responsibility of the Form 3 Dean and the HOD Learning Support. REFERENCE PERSON:
Ms J Sorensen, HOD Learning Support
B. WORK EXPLORATION AND SAMPLER COURSES Work Exploration is aimed primarily at 5th and 6th Formers and involves placement for 2 to 5 days, working under normal (but unpaid) employment conditions. The Sampler programme is run by the Auckland University of Technology and a similar one called Student for a Day is run by Unitec to introduce students to a particular tertiary course. Participation in these “transition programmes” frequently has a dramatic and positive effect on a student’s outlook and motivation, by giving him greater confidence and a clearer focus on the future. C. STAR COURSES
E: PERSONALISED COURSES Some students may be invited to participate in one or two of the following courses: * Career Studies Level 1. This covers skills and information in a wide range of areas including interviews, budgeting, information technology, CV preparation and study techniques. The course generates credits for NCEA Level 1. * ESOL (English Second Language) * Career Studies Level 2. This course covers vocational skills and work experience and generates credits towards Level 1 and 2 NCEA. * Form 7 Career Studies. This is based on the Gateway programme which provides structured workplace learning. F. ACCELERATE PROGRAMME New Zealand society remains uneasy over the fact that some people are more talented than others. There is no such ambivalence at Auckland Grammar School. We strive to identify our most talented scholars, and to challenge them with a rich and stimulating intellectual diet that motivates and cultivates them while at school, and prepares them for the highest levels of achievement in Tertiary education. The main provision for Top Scholars at Auckland Grammar School is acceleration: 1. The Form 3 intake is initially streamed on Auckland Grammar School formatted English and Mathematics exams (Day 1, Term 1) as well as taking note of the AGATE test sat at the end of the Form 2 year, and reports and other information supplied by the feeder schools. 2. During the first semester all Form 3 classes are taught the same curriculum in the ‘core’ subjects. 3. After the First Exams, students are reclassified on the basis of exam results. That is, streamed according to attainment, not ability. 4. From this point 3A and 3B are taught an accelerate programme in the core subjects. 5. In 4A and 4B, all students study Form 5 Mathematics and Science. 4C also study Form 5 Science. Some also study Form 5 French, Japanese and Music. They continue to study an accelerated programme of Social Studies. 6. In 5A and 5B, students study Form 6 Mathematics plus four Form 5 subjects of their choice. 7. In 6A and 6B, students study Form 7 Mathematics (optional). They may also study Form 7 AS subjects. 8. A Form 7 Scholarship programme (optional) for those students who perform exceptionally well in Form 6 examinations.
STAR (Secondary Tertiary Alignment Resource) Courses run in conjunction with tertiary providers are actively promoted in this school and managed by the Careers Director. Their purpose is to broaden the student’s career focus or life skills, and in many cases to earn credits towards a recognised qualification. Courses are run on campus or at the school for an average 3 days each. The courses are generally developed and instructed by the providers’ own staff.
G. ENRICHMENT COURSES
D. MULTI LEVEL STUDY
The programme is optional for all students in Form 7.
It is possible for a student to study a subject at a higher or lower level than his own form level. For example a student repeating Form 5, who gained good IGCSE grades in Art, might be allowed to study Art in Form 6, if the timetable permits. A Form 6 student with very poor IGCSE Mathematics grades might be allowed to take Mathematics again in Form 5, timetable permitting. Permission for ‘multi-level’ study must be obtained from the Director of Studies.
Modules include:
Enrichment courses at Auckland Grammar School aim to offer Top Scholars learning experiences of an inter-disciplinary nature not possible within the confines of individual subjects.
Community Service, Student Mentoring, First Aid, Photography, Philosophy, Tikanga Maori, Touch Typing, Web Design, Workplace Head Start, Introduction to Armed Forces and Police, Introduction to Tourism, Introduction to CAD Adventure Based Learning, Workplace Headstart PowerPoint, Audio Engineering, Computer Technician, DJing, Performing Arts, Animal Care, Flight Attendant, Digital Movies, Adventure Works Leadership Course Audio Engineering, Live Sound Production, Video Production, Barista, Cooking, Diving, Customer Services, 3D Animation
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SUBJECTS REQUIRED FOR UNIVERSITY COURSES DEGREE COURSE Bachelor of Architectural Studies (BAS)
Art (preferably Painting or Design option) or Graphics as an alternative 1 subject from Table A and 1 from Table B Note: Applicants for BAS need to submit a portfolio of art work which is expected to contain predominantly freehand drawing work, so advanced study in an option subject which develops freehand skills is recommended.
Bachelor of Commerce (BCom), Bachelor of Property (BProp), Bachelor of Business & Information Management (BBIM)
3 subjects from Table A and/or Table B (see below)
Bachelor of Engineering (BE Hons)
Maths and Physics preferably to full A Level in CIE or Maths with Calculus and Physics to NCEA Level 3. For University of Canterbury AS or Level 3 Chemistry is also required
Bachelor of Health Science (BHS)
1 subject from Table A and 1 from Table B
Bachelor of Nursing (BNurs)
1 subject from Table A and 1 of either Biology, Chemistry or Physics to A Level or NCEA Level 3
Bachelor of Pharmacy (BPharm)
Biology & Chemistry to A Level or NCEA Level 3
Bachelor of Science (BSc) in Sport & Exercise Science
Biology to A Level or NCEA Level 3
Bachelor of Veterinary Science (BVSc)
Advanced studies in Biology, Chemistry and Physics are strongly recommended as all of them are examined in the first semester intermediate course for BVSc at Massey University
TABLE A SUBJECTS*
TABLE B SUBJECTS*
Accounting Biology Business Studies Chemistry Economics Mathematics Physics
*These are as specified by the University of Auckland School Leaver Admission Requirements.
2016 Admission requirements You must meet the admission requirements for your programme(s) of study.In addition to achieving university entrance, some of our undergraduate programmes require you to have taken specific subjects. Some programmes have other requirements such as a portfolio, audition and/or interview. The table on pg. 84-85 shows the rank scores required for guaranteed entry in 2016, specific subject requirements and any other requirements you need for admission and selection into the University of Auckland's undergraduate programmes.
Table A
Table B
Classical Studies
Accounting
English
Biology
Geography
Business Studies
History
Chemistry Economics
History of Art
Mathematics Physics
Course Handbook 2016 F 4-7 - Page 83
Page 84 - Course Handbook 2016 F 4-7
Course Handbook 2016 F 4-7 - Page 85
UNIVERSITY OF AUCKLAND CONJOINT DEGREES BA/BCom
BCom/BSc
BSc/BTheol
BCom/BMus
BProp/LLB
BCom/BProp
BA/BProp
BE/BProp
BA/BE
BCom/LLB
BSc/LLB
BCom/LLB (Hons)
BA/LLB
BMus/BSc
BA/BSc
BE/BSc
BA/BMus
BProp/LLB (Hons)
BCom/BE
BProp/BSc
BA/LLB (Hons)
BMus/BTheol
BA/BTheol
BSc/LLB (Hons)
BA/BEd (Tchg)
BCom/BEd (Tchg)
OTHER NEW ZEALAND UNIVERSITY DEGREES
ARTS
SCI
ENG
COMM
TECH
LAW
EDN
Other Degrees
Waikato (Hamilton)
BA
BSc
BE
BMS
BSc (Tech)
LLB
BEd
BCMS, BLS, BSocSc Bachelor of Communication Studies
Massey (P. North, Albany and Wellington)
BA
BSc
BE
BBS
BTech
BEd
BApplSc, BApplEc, BAviation, BMLS, BRP, BSW, BVSc, BMaori, Visual Arts
Victoria (Wellington)
BA
BSc
Canterbury (ChCh)
BA
BSc
BSc
Lincoln (near ChCh)
Otago (Dunedin)
BA
BSc
AUT
BA
BSc
BCA
LLB
BEd
BArch, BBECc, BBSc, BDes, BMus, BTourism & Services Management
BE
BCom
LLB
BEd
BFA, BForSc, BMus, BSLT
BE
BCom BCM
BCom
BE
(Mechanical) (Electrotechnology)
BBus
BAgr, BArgSc, BHort, BHortSc, BLA, BPR & TM, BRS, BSocSci, BMaori St, BApp Computing LLB
BTchg
BEd
BCApSc, BDS, MusB, BMLSc, BPharm, BPhEd, BPhty, BSurv, BTheol, MBChB, BTour BAppSc, BHosp, BCommSt
Note: The University of Otago requires all students intending to study medicine, Dentistry, Pharmacy, Medical Laboratory Science or Physiotherapy to enrol for the Health Sciences First Year course in order to gain selection to the second year. This course consists of Biology (3 papers), Chemistry, Physics, Statistics and English (1 paper each). Form 7 Level study in these subjects is therefore recommended for students intending to enter this very competitive course.
Course Handbook 2016 F 4-7 - Page 86
STAIRCASE COURSES Auckland has two Institutes of Technology: - MANUKAU INSTITUTE OF TECHNOLOGY (Manukau City and Drury Campuses) - UNITEC (Mt Albert) AUCKLAND UNIVERSITY OF TECHNOLOGY (Wellesley Street and Akoranga Campuses) was granted University status in 2000 but in addition to its degree courses, a full range of diploma and certificate courses are still offered. Entry criteria varies greatly depending on the level of study. Some students have the qualifications to enter directly into diploma or degree programmes. Other who begin at a lower level, which will have lower or even no entry requirements, will find that one level can “staircase” to another.
Degree
Diplomas
Certificates Introductory including: - Foundation Education - TOPS Programmes
DEGREES OFFERED BY INSTITUTES OF TECHNOLOGY IN AUCKLAND Manukau Institute of Technology 6 semesters: BTech (Electronics and Computer Engineering); BBus (Accountancy, Advertising, Management, Marketing - Management, Communication Studies and Management Majors); BHS (Nursing) UNITEC 10 semesters: BArch 8 semesters: BQuantity Surveying; BLandscapeArchitecture; BConstruction Management; BDesign; BInternational Communications; BEnvironTech; BBusStudies (Accountancy, Informations Systems, Management and Marketing Majors); BEng (Environmental) 6 semesters: BNursing; BHS (Medical Imaging)
UNITEC:
Business Studies; Acting; Civil Engineering; Community & Social Work; Contemporary Dance; Education Early Childhood Education Technology; Environmental Technology; Film & TV Production; Horticulture; Sustainable Land Management; Landscape Design; Landscape Technology; English; Japanese; Korean; Mandarin; Management; Bilingual Education; Research Skills; Maori.
Also available from AUT: Mechanical Engineering; Business; Surface Coating Technology; Management; Hospitality Management; Advertising; Business Computing; Electronics; Pyschotherapy; Fashion & Clothing Technology; Japanese; Chinese; Maori; Travel & Tourism; Marketing; Applied Sports Studies; Outdoor Recreation Leadership; Recreation Management Training; Fitness Centre Training; Tourism; Childcare
There are a multitude of Diploma courses available, eg Manukau:
Business Studies; Visual Arts; Business Management; Business Computing; Advertising; Marketing; Communication Studies; Electrical Engineering; Electronic Engineering; Japanese; Mandarin; Social and Community Work
If you know what degree or diploma you may wish to take, you should research what school subjects (if any) you should take first.
Page 87 - Course Handbook 2016 F 4-7
CAREERS PROGRAMMES The School runs a range of programmes to help all boys make appropriate Careers choices at the appropriate time
The Careers Room: The room contains a reference library computer data bases and an extensive library of career videos and pamphlets as well as a complete range of prospectuses and application forms. The room is open from 8.30am - 9.00am and during lunch hours and intervals.
Careers Seminars: These are held early in the year for small groups of boys who are interested in and want to learn more about specific career paths, e.g. Law, Architecture, Medicine, Building, Art, Music, etc. Form 7 students are requested to attend at least one careers seminar based on their expressed career interest before electing whether or not they need individual career counselling.
Individual Career Counselling: Students may book a time for an interview with the Careers Advisor or the Transition Teacher. Every Form 7 student, as well as likely school leavers and “at-risk” students from Forms 5 and 6, will be given the opportunity of a one-on-one interview during the year.
Guest Speakers: During lunch time invited speakers are regularly presented from business, industry and training institutions. Please let us know if there is an area that you are especially interested in. These are open to all interested boys, at all levels.
Work Experience: This is a programme in which you are placed in actual work situations for short periods of time (usually 2 - 4 days) so that you can learn about a particular job and the skills involved in it. There is no payment involved and it is part of the normal school programme. In addition short work place visits and/or visiting speakers from groups such as the Industry Training Organisations can be organised for groups of boys. In some circumstances, boys may be sent to tertiary providers to be part of the Student for a Day programme.
Careers Evening: This is an event held annually in Term 2, in conjunction with St Cuthbert’s College. It consists of a Keynote Speaker address, followed by two hours of specialist seminars involving speakers from professional life and tertiary institutions. Static displays from various career orientated organisations are also on show throughout the evening. The event now covers a very wide range of career options and students with their parents are strongly encouraged to attend.
Career Quest Programme: This is an interactive computer-based programme designed to find career areas which match students’ interests. It is based on a questionnaire processed by the software when the student inputs their answers to specific questions, and gives guidelines as to generic career areas which should be investigated. This programme is networked throughout the school and a student can create and amend his own file on it.
‘STAR’: (Secondary Tertiary Alignment Resource) Courses are promoted by the school in association with external providers to give an introduction to tertiary study and to provide all or part of a tertiary qualification, and around 200 students per year from the senior school gain the advantage of these courses at no cost for their tuition.
Third and Fourth Form Career Education: Every class in the junior school is given a two-period Career Education module designed to introduce students to the basis of career planning and assist them with the selection of option subjects. At third form level this focuses on recognising an individual’s skills, interests and preferred work environment, and at Form 4 some more in-depth work is done on matching personal attributes with potential occupational groups through Career Quest and other assessment methods.
Course Handbook 2016 F 4-7 - Page 88
