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Vocational Studies

Enrichment Courses are government-funded short courses available to senior students. They are designed to give a taste of future careers, gain experiences and complete certificates to build their CV’s.

They range from one to four days and can be term time or in the holidays. Courses include Information Technology, Scuba Diving and First Aid Certificates and Community Service. In some cases these courses gain credits towards their NCEA qualifications for NCEA students. Click here for more detailed information.

Pathways Classes are timetabled classes from Form 5 through to Form 7. In the entry level class the emphasis is on providing the student with an introduction to a wide variety of industries and help open their eyes to roles and further vocational training.

In future years, opportunities are added which recognise achievement in a broad range of skills identified by employers as being important in the workplace.

Topics in class work towards achieving NCEA credits as well as outside courses, all building towards their NCEA qualifications. Work Experience can be arranged to help make career decisions towards relevant employment and future study. Click here for more detailed information.

Form 5 Career Studies/Vocational Studies – Personal Development (NCEA Level 1):

Pre-requisites: Entry to these options is normally based on being part of the full NCEA Level 1 programme. Students will be placed in either the Career Studies or Vocational Studies classes by the HOD based on programme suitability and students’ ability to complete the differing activities involved in two programmes.

Course description/aims: The course has been designed to expose each student to a wide range of topics, including life skills and NCEA assessment methods. Most topics will include a trip into industry to introduce students to relevant occupations such as Travel & Tourism, Health & Fitness and the Hospitality sector. This course offers approximately 20 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 students’ NCEA Level 1 Certificate and allow a head start to achieving the required 80 credits for Level 1, and the further 60 credits required for the Level 2 Certificate in the following year
  • For some students, this may be a two-year commitment.

Methods of assessments: The course is internally-assessed through the completion of Unit Standards, class tests and School examinations.

Form 6 Career Studies – Employment Skills (NCEA Level 2):

Pre-requisites: Approval to take this course is needed from the HOF Vocational & Assisted Learning, in consultation with the appropriate Dean.

Course 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, personal goal-setting and career planning. These credits also count towards NCEA Levels 1 and 2. This course will assist the student in becoming ‘work ready’.

Course outline: The Employment Skills course comprises two components:

Vocational Skills and Work Experience: Vocational skills taught in the class and on short courses will include basic employment rights and responsibilities, self-awareness, curriculum vitae writing, career planning, and some practical trade skills.

Optional Work Experience should enable students to overcome some of the uncertainty approaching future job opportunities or vocational training. Students can investigate “first hand”, occupations of 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.

Methods of assessments: The course is internally-assessed through the completion of Unit Standards, class tests and School examinations.

Form 7 Career Studies – Student Pathways (NCEA Level 3):

Pre-requisites: Entry to Form 7 is based on achievement of NCEA Level 2. Numeracy and Literacy is required, with a high standard of attendance. Although this course is open entry, approval is needed from the Head of Vocational and Assisted Learning, in consultation with the appropriate Dean.

Course 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’s STAR Programme and have the opportunity to ‘test-drive’ career options in the workplace through work experience. The credits on offer also count towards NCEA Levels 2 and 3. This course will assist students in making informed career pathway decisions for the end of the year.

The main difference between this and the Gateway Programme is the industry courses taken are class-driven, not individual-learner driven. Students will not normally spend one day a week in industry, but three or four days a term on class courses with the possibility of ‘Work Tasters’ as part of 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 and career planning
  • The class will choose from two course options which will include training and complete a number of work experience hours that will assist students to gain casual employment
  • 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
  • Students will decide on a personal career question and complete a research assignment and present it back to their peers.

Methods of assessments: The course is internally-assessed through the completion of Unit Standards, class tests and School examinations.

Career Studies – Gateway:

Pre-requisites: Open to ALL levels of academic attainment for students in Form 6 and 7 who:

  • Have a good attendance record
  • Can keep up-to-date with academic studies while on placement (GATEWAY is addition to 5 School-based subjects)
  • Have a desire to explore a particular career path
  • Have achieved satisfactory English and Mathematics results
  • Are ready to enter the working world or tertiary study, but want to gain prior experience

Acceptance is by way of an application and interview process. Applications are open from Term 3 for the following year (33 student placements are available).

Course description/aims:

  • The GATEWAY programme provides students with structured workplace learning, across a range of industries and businesses, while they continue to study at School
  • It is designed to strengthen the pathway for Senior students to progress from School to the workplace or tertiary study
  • It provides pathways towards future training, study, employment and/or an apprenticeship
  • Students gain confidence and have ongoing enthusiasm for their education
  • Students learn industry-based skills and gain valuable experience and knowledge
  • It gives students the opportunity to make informed choices about their future direction
  • The programme helps to develop relationships between students, Industry Training Organisations (ITOs), 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 and with full School support.

Course outline:

  • Compulsory Health and Safety course early in Term 1
  • Students will be placed in a work placement, generally for one day per week for 5+ weeks
  • School attendance will continue as normal
  • The GATEWAY programme requires that students complete 20 industry-based NCEA credits
  • Placements will usually commence in Term 1 or 2 with the view to being completed by the end of Term 3 at the latest

If you have any further questions please contact our staff today.

Technology

Introduction

The Technology department aims to develop creative problem solvers capable of producing imaginative and functional products. The courses available to students to achieve these aims are wide and varied but can be broadly broken down into technology and graphics.

Both Graphics and Technology are approached as problem solving activities rather than just an acquisition of skills. All projects are driven by realistic design briefs written by teachers, and at higher levels, the students themselves. This enables pupils to produce work within their own areas of personal interest.

Form 4 – Engineering Systems and Design

Pre-requisites: Students will be able to demonstrate successful completion of the Form 3 Core Technology Course. Consideration for course admission will be based on both attainment and attitude and effort grades from Form 3 reported grades.

Course description/aims: This course aims to develop students’ problem-solving capability and application of theoretical knowledge through focused projects that lead onto Pre-Q Advanced Engineering and Pre-Q Core, Trades and Construction. This course builds on the Resistant Materials, Computing/Programming and Graphics strands followed in the Form 3 Core Technology course.

Course outline: The course is suitable to those students who are interested in a possible career in Engineering, Product Design or Industrial Design. It is about the integration of scientific and technical principles with creative design.

Each project will be underpinned by a folio of supporting work demonstrating the student’s process of thought and application of knowledge. A very important aspect of the course is to provide students with a clear understanding of mechanical construction and software engineering. There is a clear emphasis on Mathematics and reasoned decision-making and the course is divided into three units of work:

  • Structures/Bridge Building (National Competition)
  • Computer Aided Design and Programming
  • Mechanical Systems, Sustainable and Emerging Technologies

Students will each receive a printed workbook to cover course content, typical examination questions and relevant revision material.

Methods of assessment: Students’ work will be assessed on their end-of-term examination and a portfolio of design work. The examinations will focus on the mathematical and scientific principles to design engineering. It will also test their knowledge of materials and properties, alongside manufacturing techniques. Assessment for the portfolio component will focus on the process of designing, modelling and testing.

Special equipment and costs: Students are expected to bring basic graphics equipment to lessons and will be required to contribute towards materials costs. It is anticipated that these will be no more than $50, but will vary depending upon the size and complexity of the projects undertaken.

Continuation of subject: This course leads onto Pre-Q Advanced Engineering or Pre-Q Core Trades and Construction.

Form 4 – Graphics

Pre-requisites: Students will be able to demonstrate successful completion of the Form 3 Core Technology Course. Students wanting to take Pre-Q Graphics should be aware that this course is a pre-requisite to Form 5 study and beyond.

Course description/aims: The course is suitable for those students who are interested in a possible career in Architecture, Product Design or Industrial Design. The course is a foundation year to Pre-Q Graphics and will provide students with the fundamental sketching, technical drawing, design skills and theoretical knowledge required to successfully tackle Pre-Q Graphics. The basic aims of the course are to:

  • Develop graphic communication skills including freehand sketching and presentation technique
  • Develop formal graphics skills including instrumental drawing and geometric construction
  • Promote students’ problem-solving skills by developing their knowledge and understanding of a design process
  • Develop students’ ability to model solutions (usually in card and other compliant materials)
  • Nurture creative and thoughtful problem-solver
  • Provide experience of using Computer-Aided Design and Manufacture techniques

Course outlines: During Form 4, this subject is driven by skills and associated design knowledge. These include the ability to problem-solve, construct graphical solutions to problems, to model and visually communicate solutions. The course is broken down into focused, skill-based tasks and teacher-directed projects that enable students to apply and demonstrate their understanding of the skills acquired, by developing a solution to a design brief.

Methods of assessment: Students’ work will be assessed on their end-of-term examination and a portfolio of design work. The examination will focus on practical design skills and theoretical knowledge of design including the design process, history, social and ethical considerations, sustainability, materials, their properties and manufacturing processes. Assessment for the portfolio component will include the completion of class-based exercises and design brief-driven projects.

Special equipment and costs: Students will be provided with a junior graphics packs at the start of the year, which will include an A3 folio, A4 sketchbook, 2B, HB and 2H pencils. In addition to this, they will need to purchase a good quality compass, 30cm ruler and coloured pencils. Students will be required to contribute approximately $50 towards the graphics pack and take-home material costs.

Continuation of subject: This course leads onto Pre-Q Advanced and Pre-Q Core Graphics

Form 5 Design and Technology – Engineering Pre-Q (Advanced)

Pre-requisites: Motivated students who are interested in problem-solving are encouraged to select this course. Priority will be given to students who have successfully completed the Form 4 Engineering, Systems and Design (ESD) or Graphics courses.

Course description/aims:

  • Develop students’ creative thinking through the solving of realistic design briefs (assessed in examination format)
  • Focus on a body of knowledge to enable practical problem solving
  • 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)
  • Develop awareness of and skills in a range of manufacturing techniques using a range of resistant materials

Course outline: The course will be based around knowledge-based teaching and learning to enable success in the examinations and course work projects. A number of minor projects will focus on the development of particular skills and knowledge. The course is a solid foundation to Cambridge AS Level Product Design.

Students will gain experience in all areas of Product Design from identifying design problems, investigating a problem, creating concepts, as well as realising those concepts in fully working prototypes.

Project and topics include:

  • Learning about the physical characteristics, working properties and typical applications of hardwood, softwood and man-made boards. Students will prepare, mark and set out using datums to shape and form straight and curved profiles using a range of hand and machine tools. Students will produce and assemble a small item of furniture, which will be joined using a range of frame and carcass construction techniques, with an appropriate variety of finishes. Students will also learn about the use of temporary and permanent fixings including screws, adhesives, nails, domino’s and dowels, describe the process of laminating and explain its significance in terms of strength and form
  • Students will learn how to work with and describe physical characteristics, working properties and typical applications of ferrous, non-ferrous metals and alloys. Students will develop skills in advanced machine operations using the centre lathe (cold riveting), milling machine, pillar drill and heat treatments. Students will produce a simple clamping device using screw threads
  • Focusing on traditional design and communication skills as well as the use of Computer-Aided Design and Manufacture using industry standard software such as 2D Design or Solidworks and CAM machines such as Laser cutters and 3D printers. As a course work project, students will produce a working prototype made from compliant materials. Discovering the working characteristics and properties of thermoplastics and thermoset plastics and typical applications, as well as the use of composites and on-going material research
  • Learning how advances in technology impact upon the evolution of design. Students will learn how to demonstrate an understanding of the need of designers to consider physical, cultural and aesthetic needs. Students will discover how product and graphic designers and engineers shape aspects of the man-made environment and show appreciation of the economic implications of design decision-making

Methods of assessment: School Examinations:

  • 1 x 1-hour examination
  • 1 x 2-hour examination
  • 1 x 3-hour examination (Pre-Q – 70%)

Students will be assessed by examination (70%) and three focused practical tasks throughout the year (30%).

Special equipment and costs: Students will be required to cover take-home material costs. It is anticipated that this will be around $60, depending upon the projects undertaken.

Continuation of subject: Cambridge AS and A2 Engineering Product Design, or NCEA Level 2 and Level 3 Industrial Design, depending upon the pathway.

Form 5 Design and Technology, Graphics – Pre-Q Core And Pre-Q Advanced

Pre-requisites: Students will be able to demonstrate successful completion of the Form 4 Graphics or Engineering Courses.

Course description/aims:

  • Develop students’ creative thinking through the solving of realistic design briefs
  • Focus on a body of knowledge to enable practical problem solving
  • Enable students to relate their work to personal interests
  • 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: Students will gain experience in all areas of Graphic Design from identifying design problems, investigating a problem, creating concepts, as well as realising those concepts in fully working prototypes. Project and topics include:

  • Students will be given a design brief. They will select and use formal and free-hand drawing techniques appropriate to the subject including assembled, exploded and cut-away, orthographic drawing in first and third angle projection, dimensioning, isometrics, including circles and arcs, perspective, using one and two point.
  • Students will have an introduction on how to apply correct drawing techniques. They will then learn how to use CAD and CAM by using appropriate software programs, such as Sketchup, as well as 2D design and use CAM (the laser cutter) to make small prototypes of their chosen design
  • Accepted techniques of rendering will be covered and these will then be applied to enhance the visual appeal of presentation drawings
  • Students will learn how to go about answering a design brief. They will produce prototype CAD and physical model to give them a better understanding of the challenges that this brings. They will have to choose suitable materials and finishes in order to create a successful solution
  • Students will learn how advances in technology impact upon the evolution of design. Students will learn how to demonstrate an understanding of the need of designers to consider physical, cultural and aesthetic needs. Students will also discover how product and graphic designers and engineers shape aspects of the man-made environment and show appreciation of the economic implications of design decision-making.

Methods of assessment: Students will be assessed by an end-of-year examination (70%) and a major design-based project (30%). 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 two papers: a common core paper (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 $40). An A3 Drawing Board and set squares are strongly advised.

Continuation of subject: Cambridge AS/A Level Graphic Products and Architecture or NCEA Industrial Design, depending upon the pathway.

Form 5 Trades and Construction – Pre-Q Core

Pre-requisites: Motivated students who want to explore the opportunities offered throughout the construction industry. Priority will be given to students who have successfully completed the Form 4 Engineering course.

Course description/aims:

  • Develop students who are comfortable working practically to solve problems
  • Encourage technological awareness
  • Provide the foundation skills to enable students to complete their National Certificate in Building, Construction, and Allied Trades Skills during their two years of study
  • Build knowledge and develop skills in a range of different tools and equipment used throughout the construction industry
  • Create a range of projects that builds students’ ability to select and use tools

Course outline: This programme introduces a range of construction trade areas. Largely practical in nature, the course is based around simple construction projects such as furniture making, finishing and decorating skills, basic construction of a product and other hands on activities. At the completion of the programme, students will have the basic capabilities needed to complete their National Certificate in Building, Construction, and Allied Trades Skills (BCATS) Level 2.

Methods of assessment: Students will complete a range of industry NCEA unit standards that will be assessed through course work and examinations. The NCEA Standards that are offered are designed for those who seek further education as an apprentice. Unit standard are not recognised by Universities for entrance credits. A typical year will include the following standards:

  • 24352 – Demonstrate knowledge of and apply safe working practices in the construction of a BCATS project
  • 12927 – Identify, select, use and maintain hand tools used for BCATS projects
  • 25920 – Use joints for a BCATS project

In addition to these standards, students will develop basic mathematical skills, material and manufacturing process and material knowledge.

Special equipment and costs: There will be a compulsory material cost of $120. At the completion of each project, students will be able to take their projects home. Students will also be encouraged to purchase a set of chisels, tenon saw, set of drill bits and drivers and a square during the course of the year.

Continuation of subject: Trades and Construction Level 2 (Unit standards, not suitable for University entrance. If you are an NCEA student wanting to go to University, you should opt for Graphics and then Industrial Design).

Form 6 Design and Technology – Engineering Product Design (AS)

Pre-requisites: Motivated and creative students who have demonstrated successful completion of Form 5 Pre-Q Graphics, or Pre-Q Engineering, attaining at least 60%.

Course description/aims:

  • Develop and sustain students’ 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 students’ 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 being able to 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 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 be required to cover take-home material costs. It is anticipated that these will range between $50 and $120 depending upon the project undertaken.

Continuation of subject: Cambridge A2 Level Design and Technology Product Design.

Form 6 Graphics – Products and Architecture (AS)

Pre-requisites: Motivated and creative students who have demonstrated successful completion of Form 5 Pre-Q Graphics, attaining at least 60%.

Course description/aims:

  • Develop and sustain students’ 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 students’ 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 being able to 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 a 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 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: All students will require an A3 folio to keep project work in, as well as a basic Graphics Kit (approximate cost $35) or similar.

Continuation of subject: Cambridge A2 Level Design and Technology Graphics Products.

Form 6 – Industrial Design (NCEA Level 2)

Pre-requisites: Motivated and creative students who have demonstrated successful completion of Form 5 Pre-Q Graphics, or Engineering, attaining at least 50%.

Course description/aims: This course further develops the skills acquired at Pre-Q Graphics or Engineering by tackling more complex design briefs. Students will continue to develop their problem-solving, practical, graphic communication and presentation skills, with elements of teaching and learning taking place via both practical and conceptual design projects. Students will be given the opportunity to evidence their work using a variety of tools including CAD/CAM. Level 2 Industrial Design is predominantly product focused, progressing to spatial design at Level 3.

The course aims to further develop the students’:

  • Creative thinking in relation to the understanding of a design process
  • Practical manufacturing skills using a variety of media (resistant and compliant materials)
  • Creative and practical problem-solving
  • Research and synthesis skills
  • Technological knowledge focusing on Technological Modelling
  • Knowledge of Technology and Technologists and their impact on society
  • Understanding of sustainability and design’s impact on the environment and society
  • Ability to use ICT to both solve problems and present design concepts using CAD
  • Exploration of modelling, both as a means of presenting and solving design problems (including both CAD and physical model-making)
  • Range of graphics skills to communicate design ideas

Course outline: This course uses the application of both practical and visual communication skills together with knowledge of design process to solve design problems in relation to a brief. Design briefs are often negotiated and finalized by the student. There are three main focuses for study for the year:

  • A practical product manufacturing brief designed to focus on using resistant materials and advanced machining procedures to produce a product to a given specification
  • A conceptual product design project fusing furniture with architecture through the application of a design process and visual communication skills and techniques, along with the understanding of the impact of design on people and the environment
  • A written report that explores the process and purpose of using technological modelling throughout the design process

Methods of assessment: Students will be given the opportunity to gain up to 19 credits towards NCEA Level 2. Students will be assessed against the following Achievement Standards, with final assessment being based 100% on course work.

Achievement Standards:

  • 91337 – Use visual communication techniques to generate design ideas [3 credits, External]
  • 91358 – Demonstrate understanding of how technological modelling supports risk management [4 credits, External]
  • 91344 – Implement advanced procedures using resistant materials to make a specified product with special features [6 credits, Internal]
  • 91342 – Develop a product design through graphics practice [6 credits, Internal]

Special equipment and costs: All students will require specialist graphics equipment which will be made available to them from School at the start of the year (approximate cost $50). 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: This course leads onto NCEA Level 3 Industrial Design.

Form 6 – Trades and Construction – Level 2 (Unit Standards)

Pre-requisites: Students must have successfully completed the Pre-Q Engineering or Trades and Construction course achieving at least 50%, or have been approved by the Head of Technology.

Course description/aims: The purpose of this qualification is to provide the wider construction trades sector with work-ready people who are able to enter the construction industry and who have developed essential transferable skills and underpinning knowledge applicable to a wide range of construction-related trades.

Students who participate in the Trades and Construction programme can go on to consider a range of roles in the construction industry, such as seeking an Apprenticeship in carpentry, brick and block laying, painting and decorating, flooring, joinery, plumbing and gas fitting, frame and truss and aluminium joinery. The programme also provides a good base for students who would like to enter other related areas of the construction industry such as architecture, quantity surveying and estimating.

Course outline: The course builds on the foundation skills and knowledge gained in Pre-Q Core Trades and Construction to refine student skills and develop understanding about best practice and manufacturing techniques. Largely practical in nature, based around construction projects such as furniture making and other hands on activities. Students will aim to achieve their National Certificate in Building, Construction, and Allied Trades Skills at the completion of the course.

Methods of assessment: Students work towards the National Certificate in Building, Construction, and Allied Trades Skills Level 2. The NCEA standards that are offered are designed for those who seek further education as an apprentice. Unit standard are not recognised by Universities for entrance credits. A typical year will include the following standards:

  • 25921 – Make a cupboard with a drawer as a BCATS project [6 credits]
  • 12932 – Construct timber garden furniture as a BCATS project [8 credits]
  • 24353 – Demonstrate knowledge of and create sketching and drawings for a BCATS project [6 credits]

In addition to these standards, students will continue to develop their understanding on how to best use both hand and power tools in the workshop, along with maintenance and health and safety.

Special equipment and costs: There will be a compulsory material cost of $120.00. At the completion of each project, students will be able to take their projects home. Students will also be encouraged to purchase a set of chisels, tenon saw, set of drill bits and drivers, claw hammer and a square for the start of course.

Continuation of subject: NCEA Level 3 Trades and Construction.

Form 7 Design and Technology – Product Design (A2)

Pre-requisites: Students must achieve at least a ‘C’ grade in Cambridge AS Product Design or a high ‘D’ Grade by negotiation with the Head of Technology.

Course description/aims: The course aims to:

  • Develop and sustain students’ 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 students’ 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 a 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 Cambridge AS Level.

Special equipment and costs: Students will be required to cover take-home material costs. It is anticipated that these will range between $40 and $80, depending upon the project undertaken.

Form 7 Graphics – Products and Architecture (A2)

Pre-requisites: Students must achieve at least a ‘C’ grade in Cambridge AS Graphics or a high ‘D’ Grade by negotiation with the Head of Technology.

Course description/aims: The course aims to:

  • Develop and sustain students’ 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 students’ 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 being able to 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 a 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 self-determined 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 Cambridge 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.

Form 7 – Industrial Design (NCEA Level 3)

Pre-requisites: Students must be able to demonstrate successful completion of Form 6 NCEA Level 2 Industrial Design course and will have attained a minimum of 12 credits.

Course description/aims: The NCEA Level 3 course further develops the skills acquired at NCEA Level 2. NCEA Level 3 Industrial Design is recognised as a University Entrance Course, so the credits earned by students will go towards their further studies. Students are required to demonstrate their understanding of design process, in addition to skills in presentation, modelling and drawing through an in-depth conceptual design project.

Key aims include:

  • Developing a range of graphics skills to communicate design ideas
  • Producing creative problem-solvers
  • Developing design and aesthetic awareness and appreciating the impact of design on people and the environment
  • Developing high-quality presentation skills
  • Continuing to explore modelling, both as a means of presenting and solving design problems (students will develop skills in CAD to communicate design ideas)

The course aims to further develop the students’:

  • Creative thinking using a design process
  • Practical, modelling skills using compliant materials
  • Creative and practical problem-solving
  • Research and synthesis skills
  • Technological knowledge, focusing on materials and manufacturing technologies
  • Knowledge of Technology and Technologists, and their design philosophies
  • Ability to use ICT to both solve problems and present design concepts using CAD/CAM (3D Printing)

Course outline: This course uses design and visual communication skills and knowledge to resolve a user-centered design problem within a specified context. The focus for study in Form 7 is spatial design (architecture). 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. Teaching and learning will take place via a major conceptual design project. Students will be given the opportunity to evidence their work using a variety of traditional media and tools including CAD/CAM including computer modelling, laser cutting and 3D printing.

Methods of assessment: Students will be given the opportunity to gain up to 20 credits towards NCEA Level 3. Students will be assessed against the following Achievement Standards, with final assessment being based 100% on course work:

Achievement Standards:

  • 91627 – Initiate design ideas through exploration [4 credits, External]
  • 91629 – Resolve a spatial design through graphics practice [6 credits, Internal]
  • 91622 – Implement complex procedures to make a specified product using a computer numerical controlled (CNC) Machine [4 credits, Internal]
  • 91628 – Develop a visual presentation that exhibits a design outcome to an audience [6 credits, Internal]

All students will require specialist rendering equipment which will be made available to them from School at the start of the year (approximate cost $50), if they did not purchase this in Form 6. 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.

Form 7 – Trades and Construction – Level 3

Pre-requisites: Students must have successfully completed NCEA 2 Level Trades and Construction achieving a minimum of 12 credits.

Course description/aims: The purpose of this qualification is to provide the wider construction trades sector with work-ready people who are able to enter the construction industry. Students who participate in the Trades and Construction programme can go on to consider a range of roles in the construction industry, which may include apprenticeships in a variety of trades such as carpentry, brick and block laying, painting and decorating, flooring, joinery, plumbing and gas fitting, frame and truss, and aluminium joinery. The programme also provides a good base for students who would like to enter other related areas of the construction industry such as architecture, quantity surveying and estimating.

Course outline: The course further refines the students’ construction skills and understanding about best practice and manufacturing techniques. The course focuses on teamwork, organisation and management skills and a work diary where students reflect and communicate their successes. The course is largely practical in nature, based around a large construction project that encompasses many skills such as problem solving , health and safety, use of power tools, mathematics, communication skills and other hands-on activities. This course will utilise industry expertise by offering workplace visits and guest speakers to allow students to build relationships with industry and gain practical experience.

Methods of assessment

Students work towards the industry NCEA Level 3 unit standards, that will be assessed through course work and examinations. The NCEA standards that are offered are designed for those who seek further education as an apprentice. Unit standard are not recognised by universities for entrance credits. A typical year will include the following standards:

  • 29684 – Stage 3 construction project (this can change from year to year) [12 credits]
  • 29681 – Calculate and measure [3 credits]
  • 29679 – Documentation [8 credits]

In addition to these standards, students will continue to develop their understanding on how to best use both hand and power tools in the workshop, along with maintenance and health and safety.

Special equipment and costs: There will be a compulsory material cost of $150. Students will also be encouraged to purchase a set of chisels, tenon saw, set of drill bits and drivers, claw hammer, a square, safety glasses and steel capped boots for the start of the course.

If you have any questions, please feel free to contact our staff today.

Te Reo Māori

Introduction

Kei ngā mana, kei ngā karangaranga maha. Tēnā tātou katoa. Auckland Grammar introduced Te Reo Māori in 2016 and is taught as a compulsory subject to all Form 3 students.

“Ko tōku reo tōku ohooho, ko tōku reo tōku māpihi maurea” – My language is my awakening, my language is the window to my soul.

Form 4:

Pre-requisites: Form 3 Te Reo Māori or by consultation with the Head of Te Reo Māori.

Course description/aims: The focus of this course is to further develop the language skills of Whakarongo (listening), Kōrero (speaking), Tuhituhi (writing) and Pānui (reading) in Te Reo Māori. Also, students will continue their development and understanding of Tikanga Māori.

Course outline: The following topics will be taught in Form 4:

  • Te Haerenga ki te Tāone (going to town)
  • Mahi Hākinakina (sports and leisure activities)
  • Ngā Mahi a te Rā (daily routines)
  • Tōku Akoranga (my class)
  • Te Hararei (planning a holiday)
  • Manaakitanga (hospitality)

Methods of assessment: There is a one-hour examination and two two-hour examinations, assessing reading and writing. Students will also complete regular vocabulary tests, end of unit tests as well as listening comprehension tests and speaking assessments.

Continuation of subject: NCEA Level 1 Te Reo Māori.

Form 5 (NCEA Level 1):

Pre-requisites: Form 4 Te Reo Māori or by consultation with the Head of Te Reo Māori.

Course description/aims: The Form 5 Te Reo Māori course aims to develop students’ ability to communicate and converse in Te Reo. Students will use language patterns to convey ideas about activities, events, feelings, opinions, habits, routines, places, people, plans and intentions. Students will increasingly gain confidence in using a range of language strategies in Te Reo Māori.

Course outline: The following topics will be taught in Form 5:

  • Kei te Kāinga (at home)
  • Kei te Kura (at school)
  • Kei te Marae (at the marae)
  • Te Ao Taiohi (youth life)
  • Hākinakina (sports)

Methods of assessment:

  • 1.1 – Whakarongo kia mōhio ki te reo o tōna ao (Listening) [6 credits, Internal]
  • 1.2 – Kōrero kia whakamahi i te reo o tōna ao (Speaking) [6 credits, Internal]
  • 1.3 – Pānui kia mōhio ki te reo o tōna ao (Reading) [6 credits, External]
  • 1.4 – Tuhi i te reo o tōna ao (Writing) [6 credits, External]

Continuation of subject: NCEA Level 2 Te Reo Māori.

Form 6 (NCEA Level 2):

Pre-requisites: Successful completion of the Form 5 Te Reo Māori course or by consultation with the Head of Te Reo Māori.

Course description/aims: The Form 6 Te Reo Māori course aims to expand students’ ability to understand, speak, read and write in Te Reo Māori. Students will take part in general conversation with speakers of Te Reo Māori, understand most of what is said, and contribute relevant comments. Students will be able to explain and discuss many of their own ideas and opinions, using the language creatively, and they will be able to read a variety of authentic Te Reo Māori materials and write expressively for a range of purposes.

Course outline: The following topics will be taught in Form 6:

  • Hītori a iwi (Iwi history)
  • Manaakitanga (hospitality)
  • Ōku Wawata (my aspirations)
  • Purākau (ancient myths and legends)
  • Tangihanga (funeral)
  • Matariki (Pleiades – open cluster of stars)

Methods of assessment:

  • 2.1 – Whakarongo kia mōhio ki te reo o te ao torotoro (Listening) [4 credits, Internal]
  • 2.2 – Kōrero kia whakamahi i te reo o te ao torotoro (Speaking) [6 credits, Internal]
  • 2.3 – Pānui kia mōhio ki te reo o te ao torotoro (Reading) [6 credits, External]
  • 2.4 – Tuhi i te reo o te ao torotoro (Writing) [6 credits, External]

Continuation of subject: NCEA Level 3 Te Reo Māori.

Form 7 (NCEA Level 3):

Pre-requisites: Successful completion of the Form 6 Te Reo Māori course or by consultation with the Head of Te Reo Māori

Course description/aims: The Form 7 Te Reo Māori course aims to further expand students’ ability to use the language accurately and fluently to inform, persuade and entertain in all situations. Students will communicate about certainty and uncertainty, possibility and probability, and develop arguments and points of view, with reasons. They will also learn to use language features such as idiomatic expressions and metaphor.

Course outline: The following topics will be taught in Form 7:

  • Haka and Waiata
  • Ngā Poropiti Māori
  • Te Ao Torangapu
  • Te Whakarauora Reo

Methods of assessment:

  • 3.1 – Whakarongo kia mōhio ki te reo Māori o te ao whānui (Listening) [4 credits, Internal]
  • 3.2 – Kōrero kia whakamahi i Te Reo Māori o te ao whānui (Speaking) [6 credits, Internal]
  • 3.3 – Pānui kia mōhio ki te reo Māori o te ao whānui (Reading) [6 credits, External]
  • 3.4 – Tuhi i te reo Māori o te ao whānui (Writing) [6 credits, External]

If you have any further questions please contact our staff today.

Spanish

Introduction

The Spanish department aims to provide a meaningful language learning experience for all students who opt to study our subject. Spanish at Auckland Grammar is crucial for those wishing to carry on their language career at university or those hoping to become fluent in the language.

Form 4

Pre-requisites: Form 3 Spanish.

Course 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 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. Topics covered include: 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.

Methods of assessment: There are 1 x 1-hour and 2 x 2-hour examinations, testing the skills of listening, reading and writing. The final examination in Term 4 contains a speaking mark derived from tests undertaken in Terms 2 and 3. 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. We also sign all students up for the Education Perfect learning languages website.

Continuation of subject: All students do Pre-Q in Form 5 and in Forms 6 and 7 students can follow either the NCEA or Cambridge pathway.

Form 5 (Pre-Q):

Pre-requisites: Students who have made good progress in Form 4 Spanish are recommended to undertake Pre-Q Spanish.

Course description/aims: The course for Pre-Q Spanish aims to build further on the skills of oral and written communication with students learning to use Spanish to enable them to cope in a variety of common everyday situations.

Methods of assessment: While the level of mastery will depend on the particular student, the Pre-Q course is based on five topic areas:

  • Everyday activities
  • Personal and social life
  • The world around us
  • The world of work
  • The international world

Assessment objectives: School examinations:

  • 1 x 1 hour examination – end of Term 1
  • 1 x 2 hour examination – end of Term 2
  • 1 x 3 hour examination – end of Term 4 (Pre-Q)
  • There are four papers in total and each one is worth 25%: Listening, Reading, Speaking and Writing and Grammar

Special equipment and costs: Students are encouraged to buy a dictionary for use at home. We also sign all students up for the Education Perfect learning languages website.

Continuation of subject: Students may continue Spanish to Cambridge AS Level or NCEA Level 2.

Form 6 (NCEA Level 2):

Pre-requisites: Pre-Q Spanish.

Course 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 covered will include:

  • The individual
  • Family and home
  • School and education
  • Social life and customs
  • City and town
  • Sport and recreation
  • Travel and holidays
  • Issues of current interest
  • History and Geography

Methods of assessment: There will be three School examinations each assessing the skills of listening, reading and writing:

  • 2.1 – Demonstrate understanding of a variety of spoken Spanish texts on familiar matters [5 credits, External]
  • 2.2 – Give a spoken presentation in Spanish that communicates information, ideas and opinions [4 credits, Internal]
  • 2.3 – Interact using spoken Spanish to share and justify information, ideas and opinions in different situations [5 credits, Internal]
  • 2.4 – Demonstrate understanding of a variety of written/visual Spanish text(s) on familiar matters [5 credits, External]
  • 2.5 – Write a variety of text types in Spanish for genuine contexts [5 credits, Internal]

Special equipment and costs: Students are encouraged to buy a dictionary for use at home. We also sign all students up for the Education Perfect learning languages website.

Continuation of subject: Students may continue Spanish to NCEA Level 3.

Form 6 (AS):

Pre-requisites: Completion of Pre-Q Spanish or on agreement with the Head of Spanish.

Course 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 will include

  • The life of young people today
  • Human relationships
  • Health
  • Communication
  • Travel and tourism
  • Culture
  • Environmental issues
  • Education
  • Equal opportunities
  • Work and leisure activities
  • Immigration
  • Law and order
  • Town and country life
  • Current affairs

Methods of assessment: There will be three internal exams. These will assess the skills of reading and writing.

The Cambridge examination is in October/November. The speaking assessment is internally-assessed and will take place near the start of Term 4. There are three papers in total:

  • Paper 1 – Speaking (30%)
  • Paper 2 – Reading and writing (50%)
  • Paper 3 – Essay (20%)

Special equipment and costs: Students are encouraged to buy a dictionary for use at home. We also sign all students up for the Education Perfect learning languages website.

Continuation of subject: Students may continue Spanish to A2 level.

Form 7 (NCEA Level 3):

Pre-requisites: Form 6 Spanish.

Recommended achievement levels: Students averaging over 60% in Form 6 Spanish and/or Pre-Q Spanish School examinations are recommended for Form 7 Spanish.

Course 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 will include:

  • The life of young people today
  • Human relationships
  • Health
  • Communication
  • Travel and tourism
  • Culture
  • Environmental issues
  • Education
  • Equal opportunities
  • Work and leisure activities
  • Immigration
  • Town and country life
  • Current affairs

Methods of assessment:

  • 3.1 – Demonstrate understanding of a variety of extended spoken Spanish texts [5 credits, External]
  • 3.2 – Give a clear spoken presentation in Spanish that communicates a critical response to stimulus material [3 credits, Internal]
  • 3.3 – Interact clearly using spoken Spanish to explore and justify varied ideas and perspectives in different situations [6 credits, Internal]
  • 3.4 – Demonstrate understanding of a variety of extended written and/ or visual Spanish texts [5 credits, External]
  • 3.5 – Write a variety of text types in clear Spanish to explore and justify varied ideas and perspectives [5 credits, Internal]

Special equipment and costs: Students are encouraged to buy a dictionary for use at home. We also sign all students up for the Education Perfect learning languages website.

Form 7 (A2):

Pre-requisites: Good pass at AS level. Minimum ‘C’ pass or a strong ‘D’ will be allowed at the discretion of the Head of Spanish.

Course description/aims: The A2 course aims to build on and extend the topic knowledge and grammatical knowledge acquired at Cambridge AS level. It also introduces the students to Spanish literary texts. Three literary texts from Spain or Latin America will be studied in this course.

Methods of assessment: The Cambridge examination is in November. The speaking assessment is internally-assessed and will take place near the start of Term 4. There are four papers in total:

  • Paper 1 – Speaking (20%)
  • Paper 2 – Reading and writing (35%)
  • Paper 3 – Essay (15%)
  • Paper 4 – Literature (30%)

Special equipment and costs: Students are encouraged to buy a dictionary for use at home. We also sign all students up for the Education Perfect learning languages website.

If you have any questions, please feel free to contact our staff today.

Social Studies

Introduction

Social Studies is about how people in different cultures, times and places, think, feel and act, how they organize their way of life, interact with others and initiate or respond to change. This course is compulsory in Forms 3 and 4 for all students. After these junior years students can choose to branch off into separate courses in both Cambridge and NCEA for Economics, Geography and History.

Seven broad aims can be identified for the Social Studies course:

  • Study people’s organisation in groups and the rights, roles and responsibilities as they interact.
  • Identify the contribution of culture and heritage to identity.
  • Learn about the way people interact with places and the environment, manage resources and participate in economic activities.
  • Study the relationships between people and events, through time, and interpretations of these relationships.
  • Develop not only academic skills but also social skills.
  • Create an ongoing interest in the subject and the concepts behind it as well as nurture critical thought.
  • Prepare boys for Pre-Q and NCEA social science programmes in Form 5.

Form 4

Descriptions/aims: Form 4 Geography and History are about how people in different cultures, times, and places, think, feel, and act, how they organise their ways of life, interact with others, and initiate or respond to change. Four broad aims may be identified:

  • To develop knowledge of the world and nation within which we live
  • To promote thinking and understanding of how and why different cultures and individuals make, or have made, decisions to meet their needs
  • To develop academic and social skills
  • To create an ongoing interest in the Social Science disciplines of Geography and History

The Form 4 Geography and History courses introduces the senior Social Science subjects of Geography and History. Students get a taste of both subjects, study topics that have value in their own right. Where the timetable allows, this will involve classes being taught Geography and History by specialist teachers. Covering some Pre-Q content in Form 4 also allows those students who continue in these subjects more in-depth learning in Form 5.

Course outline:

Geography

  • Plate tectonics, volcanoes and earthquakes – the natural processes involved. Their effects and how people can prepare and cope with the consequences
  • Population change, the population explosion, youthful and ageing populations and their consequences. Government policies to influence birth rates
  • The Geomorphic Cycle – weathering processes and the agents of erosion (glacial processes, wind processes, river processes)
  • Geographic skills

The Pre-Q History Syllabus covers the History of the 20th Century through the lens of key questions that seek to summarise international relations, New Zealand’s political, social and economic development and elements of the history of Auckland. In Form 4, students will learn about the history of World War I, the interwar years and the outbreak of World War II and New Zealand’s place in these histories.

World War I 1914-1918

  • Key Question 1: Did one bullet cause World War I?
  • Key Question 2: Why didn’t the strategy of attrition win World War I?

International Relations, 1919-1939

  • Key Question 3: “The Diktat” How significant was the Treaty of Versailles?
  • Key Question 4: Could anything have stopped Hitler from causing World War II?

Methods of assessment: Every Form 4 student will complete a common test and or an examination 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, employing questions that are designed to develop Pre-Q skills to support learning in Form 5.

Continuation of subject: Form 4 Geography and History leads into Form 5 Pre-Q Geography and History and NCEA Level 1 Humanities.

If you have any further questions please contact our staff today.

Science

Introduction

The Auckland Grammar School Science Department aims to encourage students Forms 3, 4 and 5 to enjoy and excel at Science. The Science course is balanced across the three main branches Biology, Chemistry and Physics in these first three years, and then students can choose to specialise in any or all of the three in Forms 5, 6 and 7.

The courses provide a solid background for students intending to further their education in science so they can enter careers where applying scientific principles and knowledge is necessary. The skilled and enthusiastic staff motivate students to ensure they gain a better understanding and appreciation of the world they live in.

Form 4 Science:

Pre-requisites: Form 3 Science. The Form 4 course is for all students in all Form 4 classes

Course outline: Form 4 Science prepares students to study all individual Science courses in Form 5. There are twelve topics covered during the year. 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:

  • The Physical World: Mechanics, Electricity, Waves
  • The Material World: Chemical Structure and Bonding, Chemical Reactions, Organic Chemistry
  • The Living World: Cell Membranes and Movement, Ecology, Inheritance
  • Planet Earth and Beyond: Astronomy, Earth Science
  • The Nature of Science: Introduction to Safe Laboratory Practices

Methods of assessment: There is a one-hour examination in Term 1 that tests content from topics studied in Term 1 as well as Science skills from Form 3. The two-hour examination in Term 2 focuses on content from Term 2, but includes previously studied key Science skills and concepts. The twohour examination 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 students begin the study of Pre-Q Science courses in Form 4. They are taught key concepts that are not covered in Form 5 schemes of work. Students are required to keep the Pre-Q study guides issued in Form 4 to assist with revision in Form 5.

Special equipment and costs: $23 for Education Perfect.

Continuation of subject: Science continues in Form 5 with a choice of five options:

  • NCEA Level 1 Science (a single option) – Forms 5P – 5R
  • Pre-Q Triple Science – Forms 5A – 5D (a double option where students study all three Pre-Q Sciences. This option is challenging and is offered to academically able students keen on Science)
  • Pre-Q Biology- 5A – 5N
  • Pre-Q Chemistry – 5A – 5N
  • Pre-Q Physics – 5A – 5N
  • Details of these courses and their pre-requisites can be found in the Science – Form 5 section of the Course Handbook or the corresponding sections for Biology, Chemistry and Physics.

Form 5

Pre-requisites: Form 3 and Form 4 Science

Course 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.

The Science courses offered at this level include:

  • NCEA Level 1 Science (a single option) – Forms 5P – 5R
  • Pre-Q Triple Science (BIO, CHEM and PHYSICS as a double option) – Forms 5A – 5D. This option is challenging and is offered to academically able students keen on Science
  • Pre-Q Biology (a single option) – 5A – 5N
  • Pre-Q Chemistry (a single option) – 5A – 5N
  • Pre-Q Physics (a single option) – 5A – 5N

Notes:

  • 4A – 4D can take Triple Science (SCQ and SCZ – two Sciences (BIO/CHE/PHY across two option lines) or up to three Science subjects (BIO/CHE/PHY)
  • 4E – 4I can take up to three Science subjects (BIO/CHE/PHY), although it is recommended that students select a maximum of two Sciences
  • 4J – 4N can take up to two Science subjects (BIO/CHE/PHY)
  • 4P and 4R will take NCEA Level 1 Science (SCI)

Continuation of subject: Students gaining pass grades in Pre-Q specialist Science courses (Biology, Chemistry, Physics) can continue Science by opting in Form 6 to study:

  • NCEA Level 2 in any of the specialist Science disciplines or
  • Specialist Cambridge AS Science courses (Biology, Chemistry, Physics) as long as they gain a minimum of 65% in each of 4 subjects in Pre-Q and at least 60% or better in each specialist Science course to be studied (note: 70% or better is recommended at Pre-Q for further study of any Cambridge AS Level Science course)

Form 5 (NCEA Level 1):

Description/aims: This is a compulsory subject for students in the NCEA Level 1 course. Students taking this course will take a range of NCEA Level 1 Biology, Chemistry and Physics Achievement Standards to allow them access to any of the NCEA Level 2 courses in Biology, Chemistry, Earth and Space Science or Physics.

Course outline:

  • 90944 – Demonstrate understanding of aspects of Acids and Bases [4 credits, External]
  • 90930 – Carry out a practical chemistry investigation, with direction [4 credits, Internal]
  • 90940 – Demonstrate understanding of aspects of mechanics [4 credits, External]
  • 90935 – Carry out a practical physics investigation that leads to a linear mathematical relationship, with direction [4 credits, Internal]
  • 90926 – Report on a biological issue [3 credits, Internal]

Special equipment/costs: $23 for Education Perfect, $18 for workbooks.

Continuation of subject: NCEA Level 1 Science leads onto all four NCEA Level 2 Sciences. Students must have passed the externally-assessed standards if they wish to continue studying Science in Form 6.

Form 5 Triple Science (Pre-Q):

Description/aims: This course covers all three Pre-Q Sciences – Biology, Chemistry and Physics. Due to the demanding nature of this course, it will only be offered to students in 4A – 4D. Students sit separate School examinations in Terms 1, 2 and 4 to gain separate grades in each subject (Biology, Chemistry and Physics).

Students gaining marks of at least 60% in the specialist Science subjects get automatic entry to a Cambridge AS course in that subject ,assuming they have met the criteria of a minimum of 65% in each of four subjects in Pre-Q.

Pre-requisites: Students must be in 4A – 4D and attaining at least 80% in Form 4 Science. 2. Students who are in 4A – 4D who have not attained at least 80% in Science must see the Head of Science for approval.

Course outline: refer to the Pre-Q Biology, Chemistry and Physics section of the Course Handbook for full details.

Methods of assessment: Internal assessment for Triple Science follows the separate Science formats for Biology, Chemistry and Physics with three examination sessions in Terms 1, 2 and 4.

Form 6 Earth and Space Science (NCEA Level 2):

Pre-requisites: Form 6 Earth and Space Science is a course that is suitable as:

  • A complementary subject for students who have studied Geography in Form 5 and intend to study Geography in Form 6
  • A complementary subject for students who have studied one or more Science subjects (Biology, Chemistry or Physics) in Form 5 and intend to study Science in Form 6
  • Students who are interested in studying Environmental or Earth Sciences at university.

Recommended achievement levels:

  • Students averaging over 55% in Form 5 Geography and/or Form 5 Science (Biology, Chemistry or Physics) have an appropriate achievement level to study Level 2 NCEA Earth and Space Science
  • Students averaging 45% – 55% in Form 5 Geography and/or Form 5 Science (Biology, Chemistry or Physics) may find NCEA Level 2 Earth and Space Science difficult

Course description/aims: Earth and Space Science (hereafter ESS) has three main dimensions:

  • ESS connects systems: ESS explores the interconnections between the geology, ocean, atmosphere, and life systems of the Earth. The flows and stores of energy and matter in the cycles of water, carbon, rock, and other materials are studied to understand how they continuously shape, influence, and sustain Earth and its inhabitants. ESS also explores the cyclical interactions between the Earth system and the Sun and Moon
  • 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
  • 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.

Course outline:

  • 2.1 – Carry out a practical Earth and Space Science investigation [4 credits, Internal]
  • 2.4 I- investigate how organisms survive in an extreme environment [4 credits, Internal]
  • 2.5 – Demonstrate understanding of the causes of extreme Earth events in New Zealand [4 credits, External]
  • 2.6 – Demonstrate understanding of stars and planetary systems [4 credits, External]
  • 2.7 – Demonstrate understanding of physical principles related to the Earth System [4 credits, External]

Special equipment and costs: $25 for a course workbook and $23 for Education Perfect. 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: Earth Science is offered at NCEA Level 3.

Form 7 Earth and Space Science (NCEA Level 3):

Pre-requisites: Form 7 Earth and Space Science is a course that is suitable as:

  • A complementary subject for students who have studied Geography in Form 6 and intend to study Geography in Form 7
  • A complementary subject for students who have studied one or more Science subjects (Biology, Chemistry or Physics) in Form 6 and intend to study Science in Form 7
  • A subject for students who have studied one or more Science subjects in Form 6 but are looking for an alternative in Form 7
  • Students who are interested in studying Environmental or Earth Sciences at university

Recommended achievement levels:

  • Students averaging over 55% in Form 6 Geography and/or Form 6 Science (Biology, Chemistry or Physics) have an appropriate achievement level to study NCEA Level 3 Earth and Space Science
  • Students averaging 45% – 55% in Form 6 Geography and/or Form 6 Science (Biology, Chemistry or Physics) may find NCEA Level 3 Earth and Space Science difficult

Course description/aims: Earth and Space Science (ESS) has three main dimensions:

  • ESS connects systems: ESS 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
  • 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
  • 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.

Course outline:

  • 3.1 – Carry out an independent practical Earth and Space Science investigation [4 credits, Internal]
  • 3.3 – Investigate the evidence related to dating geological event(s) [4 credits, Internal]
  • 3.4 – Demonstrate understanding of processes in the ocean system [4 credits, External]
  • 3.5 – Demonstrate understanding of processes in the atmosphere system [4 credits, External]
  • 3.6 – Investigate an aspect of astronomy [4 credits, Internal]

Special equipment and costs: $25 for a course workbook and $23 for Education Perfect. 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: 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.

If you have any questions, please feel free to contact our staff today.

Physics

Introduction

Physics is an essential area of knowledge for boys looking to study engineering, chemistry, oceanography, seismology, astronomy and many more. Physics teaches boys how the building blocks of the universe work, and allows our students to leave Auckland Grammar School with the potential to make huge technological advances.

Physics Tournament

Auckland Grammar School has had recent success in the New Zealand Young Physicists tournament. The Schools challenge each other to present their solution to one of the seven open-ended problems set by an international committee of physicists.

Form 5 (Pre-Q):

Pre-requisites: A background in Auckland Grammar Form 4 Science is assumed and a strong understanding in Mathematics is an advantage.

Course description/aims: Physics is the branch of science concerned with the nature and properties of matter and energy. The subject matter of Physics includes motion, mechanics, heat, light and other electromagnetic radiation, sound, electricity, magnetism, and the structure of atoms. It is the basis for most of the modern advances in technology, electronics, and computers.

Candidates who successfully study Physics in Form 5 can continue to study Physics through Cambridge Assessment International at AS and A Level or through NCEA Level 2 and Level 3 Physics.

Course outline:

  • Topic 1 – General Physics: Measurement, base units and S.I. units, experimental techniques, graph plotting, scalars, vectors.
  • Topic 2 – Motion and Force: Kinematics, suvat equations, velocity, acceleration, mass, weight, density, effects of force, centripetal force, conditions for equilibrium, moments, centre of mass, momentum, energy, energy resources, efficiency, work, power, pressure.
  • Topic 3 – 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, conduction, convection and radiation.
  • Topic 4 – Properties of Waves: General wave properties, light, refraction of light, converging lenses, dispersion of light, the electromagnetic spectrum, sound and hearing.
  • Topic 5 – 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, dangers of electricity, electromagnetic induction, AC generators, transformers, magnetic effects of a current, force on a current carrying conductor, DC motors.
  • Topic 6 – Atomic Physics: Radioactivity, characteristics of radioactive emissions, radioactive decay, half-life, safety precautions, the nuclear model of the atom.

Methods of assessment: School Examinations:

  • 1 x 1 hour examination
  • 1 x 2 hour examination
  • 1 x 3 hour examination (Pre-Q)

Internal Assessment: Regular formative assessment of both theoretical and practical work throughout the course. The structure of the examinations will include a multiple choice paper, short answer theoretical questions and alternative to practical data analysis and experimental design questions. The Pre-Q course does not include an external examination. All examinations are set, marked and moderated by the team of Physics teachers in the School.

Special equipment and costs: Theory and question workbook at $20 for the year.

Continuation of subject: The study of Physics continues into Forms 6 and 7. Form 5 Pre-Q Physics is a pre-requisite for the study of Physics in Form 6 and 7 at School. Physics is also a pre-requisite for the study of many courses at university, technical institutes and a range of careers.

Form 6 (NCEA Level 2):

Pre-requisites: Form 5 Science or Pre-Q Physics. and students should also be taking Form 6 Mathematics.

Recommended achievement levels:

  • Students who have achieved over 55% in the Form 5 School Physics examination, together with over 55% in Form 5 School Mathematics examination, have demonstrated an appropriate achievement level to study Form 6 Physics
  • Students who have achieved 45-55% in the Form 5 School Physics examination, or 45-55% in Form 5 Mathematics examination will find Form 6 NCEA Level 2 Physics very difficult (these students will not attempt Cambridge Assessment examinations)
  • Students who have achieved less than 45% in the Form 5 School Physics examination, or less than 45% in Form 5 School Mathematics examination, are strongly advised not to take Form 6 Physics

Course description/aims: Physics is the branch of science concerned with the nature and properties of matter and energy. The subject matter of Physics includes mechanics, heat, light and other radiation, sound, electricity, magnetism, and the structure of atoms. It is the basis for most of the modern advances in technology, electronics, and computers.

Course outline:

  • Part 1 – Experimental methods, kinematics, vectors, force, moments, momentum, energy, free fall, projectiles, atomic models, radioactivity, nuclear reactions, nuclear fission and fusion
  • Part 2 – Circular motion and gravitation, propagation of light, wave properties, reflection, images, refraction, waves, interference
  • Part 3 – Electric charge, electric field, DC electricity, resistor circuits, magnetic fields, electromagnetic induction,

Methods of assessment:

Internal Assessment: Students will sit 1 x 1-hour, 1 x 2-hour, and 1 x 3-hour School examinations. Approximately twenty experiments are performed, written up and marked during each year. Problem assignments are set and marked.

External Assessment: NCEA Level 2 Achievement Standards that students will be prepared for include:

  • 2.1 – Carry out a practical physics investigation that leads to a non-linear mathematical relationship [4 credits, Internal]
  • 2.3 – Demonstrate understanding of waves [4 credits, External]
  • 2.4 – Demonstrate understanding of mechanics [6 credits, External]
  • 2.5 – Demonstrate understanding of atomic and nuclear physics [3 credits, Internal]
  • 2.6 – Demonstrate understanding of electricity and electromagnetism [6 credits, External]

Special equipment and costs: Hard covered laboratory book and graph paper required. Theory and question workbooks cost $20 for the year. Subscription to Education Perfect costs $20.

Continuation of subject: Physics continues onto Form 7 NCEA Level 3 Physics, which is a pre-requisite for many courses at universities, technical institutes and many careers.

Form 6 (AS):

Pre-requisites: Form 5 Pre-Q Physics. A strong ability in Mathematics is an advantage, and all students should be taking Cambridge AS or A2 Mathematics.

Recommended achievement levels: Students who wish to study Cambridge Assessment AS Physics should have scored in excess of 60% in School examinations and gained a 60% or better in the Pre-Q examinations.

Course description/aims: Physics is the branch of science concerned with the nature and properties of matter and energy. The subject matter of Physics includes mechanics, heat, light and other radiation, sound, electricity, magnetism, and the structure of atoms. It is the basis for most of the modern advances in technology, electronics, and computers.

Course outline: The subject content of the Cambridge course is divided into two segments, AS and A2. Examinations 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:

  • Physical quantities and units
  • Kinematics
  • Dynamics
  • Forces, density and pressure
  • Work, energy and power
  • Deformation of solids
  • Waves
  • Superposition
  • Electricity
  • DC circuits
  • Particle and nuclear physics

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 examinations are undertaken each term and contribute towards the examination mark awarded each term. Formative assessments are sat in each part of the course.

External Assessment: Students are prepared for the Cambridge AS examination. The Cambridge AS format is:

  • Paper 1 [1 hour 15 min] – 40 x Multiple-choice questions, makes up 31% of Cambridge AS course mark
  • Paper 2 [1 hour 15 min] – structured questions, makes up 46% of Cambridge AS course mark
  • Paper 3 [2 hours] – advanced practical skills, makes up 23% of Cambridge AS course mark

Special equipment and costs: Hard covered lab book required. Theory and question workbook costs $20 for the year.

Continuation of subject: Physics AS Level continues onto Form 7 Cambridge A2 Physics, which is a pre-requisite for many courses at universities, technical institutes and many careers.

Form 7 (NCEA Level 3):

Pre-requisites: Form 6 Physics at AS or NCEA Level 2 and Mathematics.

Recommended achievement levels:

  • Students who have achieved over 55% in Form 6 Physics have an appropriate achievement level to study Form 7 Physics
  • Students who have achieved 45-55% in Form 6 Physics will find Form 7 Physics difficult
  • Students who have achieved less than 45% in Form 6 Physics are not recommended to take Form 7 Physics

Course description/aims: Physics is the branch of science concerned with the nature and properties of matter and energy. The subject matter of Physics includes mechanics, heat, light and other radiation, sound, electricity, magnetism, and the structure of atoms. It is the basis for most of the modern advances in technology, electronics, and computers.

Course outline:

  • Part 1 – Experimental methods, kinematics, force, circular motion, rotational kinematics, Modern physics (photoelectric effect, atomic spectra, nuclear reactions)
  • Part 2 – Simple harmonic motion, progressive and standing waves, interference, Doppler Effect, magnetism
  • Part 3 – Kirchhoff’s laws, capacitance, magnetic induction, alternating current, reactance, impedance

Methods of assessment:

Internal Assessment: There are 1 x 1-hour, 1 x 2-hour, and 1 x 3-hour School examinations. Approximately 20 experiments are performed and written up during each year. Problem assignments are set and marked.

External Assessment:

  • 3.1 – Carry out a practical investigation with guidance that leads to a mathematical relationship [4 credits, Internal]
  • 3.3 – Demonstrate understanding of wave systems [4 credits, External]
  • 3.4 – Demonstrate understanding of mechanical systems [6 credits, External]
  • 3.5 – Demonstrate understanding of modern Physics [3 credits, Internal]
  • 3.6 – Demonstrate understanding of electrical systems [6 credits, External]

Special equipment and costs: Hard-covered laboratory book and graph paper required. Theory and question workbook costs $25 for the year. Subscription to Education Perfect costs $20.

Form 7 (A2):

Pre-requisites: Form 6 Physics (Cambridge AS) and AS or A Level Mathematics.

Recommended achievement levels: Students who wish to sit Cambridge A2 examinations must pass Cambridge AS Level in Form 6, with an ‘A’ to ‘C’ Grade.

It is possible to be accepted onto the Cambridge A2 course with a D or E Grade from Cambridge AS but all such students must repeat Cambridge AS in the May/June Examination Series to try to gain a better Cambridge AS grade. Students who fail the Cambridge AS course and still need Physics for their career choice, may be accepted into NCEA Level 3.

Course description/aims: Physics is the branch of science concerned with the nature and properties of matter and energy. The subject matter of Physics includes mechanics, heat, light and other radiation, sound, electricity, magnetism, and the structure of atoms. It is the basis for most of the modern advances in technology, electronics, and computers.

Course outline: The subject content of the Cambridge course is divided into two parts, Cambridge AS and Cambridge A Level (A2). Students will study the following topics:

  • Motion in a circle
  • Gravitational fields
  • Temperature
  • Ideal gases
  • Thermodynamics
  • Oscillations
  • Electric fields
  • Capacitance
  • Magnetic fields
  • Alternating currents
  • Quantum physics
  • Nuclear physics
  • Medical physics
  • Astronomy and cosmology

Methods of assessment:

Internal Assessment: Students will sit 1 x 1-hour, 1 x 2-hour, and 1 x 3-hour School examinations. Approximately twenty experiments are performed, written up and marked during each year. Practical design and data analysis examinations are undertaken each term and contribute towards the examination mark awarded each term. Formative assessments are sat in each part of the course.

External Assessment: The Cambridge A2 examination format is:

  • Paper 4 [2 hours] – structured questions (38.5% of Cambridge A Level course mark)
  • Paper 5 [1 hour 15 mins] – practical skills, planning, analysis and evaluation (11.5% of Cambridge A Level course mark)

Note: Marks from Cambridge AS examinations contribute 50% to the final A Level mark. It is possible to resit the Cambridge AS examinations in the May/June Examination Series of Form 7 to try to improve marks. Students cannot sit single papers on either the first occasion or for resit purposes.

Special equipment and costs: Hard covered lab book required. Theory and question workbook at $20.

If you have any questions, please feel free to contact our staff today.

Physical Education

Introduction

The Physical Education department at Auckland Grammar School offer a broad range of physical activities as well as a rigorous academic programme at the senior levels. Every teacher in the department also coach one or more of the highly successful competitive teams at the school.

In Forms 3 and 4, physical education is compulsory. Every boy is encouraged to take part in the range of sports covered in the four terms, including swimming, running, hockey, volleyball, rugby, football, and many more. This dedication to physical activities help boys stay fit and healthy throughout the year and encourages them to join one of the many teams on offer at the School.

If boys choose to continue with physical education in Forms 5, 6 and 7, the course changes focus to the academic side of physical education, covering optics such as anatomy, physiology, biomechanics, and motor learning.

Form 5 (NCEA Level 1):

Recommended achievement levels: Selected students (primarily currently in 4P and 4R) will be required to select this course if they wish to do Form 5 Physical Education. Students who have gained good grades in Form 4 Physical Education, and have a genuine interest in Physical Education theory and practical work are likely to do well in Form 5 Physical Education.

Course description/aims:

  • Develop an understanding of how to manage risk and demonstrate responsible behaviour in outdoor education activities
  • Investigate how health and well-being relate to and are influenced through being active
  • Develop knowledge of movement and skills related to a variety of physical activities and outdoor education activities
  • Demonstrate self-management strategies to help develop good personal values and character behaviours
  • Participate in a variety of physical activities and understand how factors affect participation
  • Demonstrate performance in physical activities
  • Develop key interpersonal skills that are required to become a good leader

Course outline:

  • 1.1 – Participate in a variety of physical activities and explain factors that influence own participation [5 credits]
  • 1.3 – Demonstrate quality of movement in the performance of a physical activity [3 credits]
  • 1.5 – Demonstrate interpersonal skills in groups and explain how these impact others [4 credits]
  • 1.7 – Demonstrate, and show understanding of, responsible behaviour for safety during outdoor education activities [3 credits]
  • 1.9 – Demonstrate self-management strategies and describe the effects on participation in physical activity [3 credits]

Methods of assessment: Form 5 Physical Education will be assessed using internally-assessed NCEA Level 1 Achievement Standards. Coursework assessment includes examinations, common tests, practical grades and assignments.

Special equipment/costs: Physical Education uniform and a $30 Rock Climbing fee.

Continuation of subject: NCEA Level 2 and Level 3 is offered.

Form 5 (Pre-Q):

Recommended achievement levels: Students who have gained good grades in Form 4 Physical Education, and have a genuine interest in Physical Education theory and practical are likely to do well in Form 5 Pre-Q Physical Education.

Course description/aims: Pre-Q Physical Education aims to develop 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 Pre-Q Physical Education students gain lifelong skills, including:

  • An ability to plan, perform, analyse and improve, and evaluate physical activities
  • Knowledge of how biophysical principles affect performance
  • Knowledge, skills and understanding of a range of relevant physical activities
  • An understanding of effective and safe performance
  • An understanding of the role and significance of physical activity in society and factors that affect participation level
  • Demonstrating a variety of interpersonal skills to help a group or team function successfully
  • An enjoyment of physical activity
  • An excellent foundation for advanced study (NCEA Level 2 and 3 and Cambridge AS and A Level)

Course outline:

Unit 1:

  • Anatomy, Biomechanics and Physiology
  • The skeletal muscular system
  • Circulatory, respiratory and energy systems Biomechanical principles of stability and balance, force summation and production of forces
  • Using Newton’s laws

Unit 2:

  • Factors Affecting Participation and the role and significance of physical activity
  • Barriers and enablers to physical activity involvement
  • Socio-cultural factors and their effect on participation levels
  • The role and significance physical activity has on people’s lives

Unit 3:

  • Health, fitness and training
  • Components of fitness and methods and principles of training
  • Design and implement a fitness training programme
  • Health, diet and energy sources

Unit 4:

  • Skill learning and sports psychology
  • Skill classification, skill learning, types of practice and the importance of feedback
  • Goal setting, mental preparation and motivation

Methods of assessment: School Examinations:

  • 1 x 1 hour examination
  • 1 x 2 hour examination
  • 1 x 3 hour examination (Pre-Q)
  • Component 1: End-of-year Written Examination – 50% weighting
  • Component 2: Practical – 30% weighting Physical performance across three physical activities
  • Component 3: Course Work Assignments – 20%. An ability to analyse their own sporting movement, apply biophysical knowledge to suggest ways to improve their performance and design their own training programme to help improve their performance.

Special equipment and costs: Physical Education uniform

Continuation of subject: Physical Education is available as a continuation at NCEA Levels 2 and 3 and Cambridge AS and A Level. 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.

Form 6 (NCEA Level 2):

Pre-requisites: None. Pre-Q PE and NCEA Level 1 PE students have a distinct advantage.

Course 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:

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:

  • 2.3 – 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]

Module 4 – Personal and Social Responsibility and Leadership:

  • 2.8 Consistently demonstrate social responsibility through applying a social responsibility model in physical activity [3 credits]

Methods of assessment: Form 6 Physical Education will be assessed using internally assessed NCEA Level 2 Achievement Standards. Course work assessment includes examinations, common tests, practicals, assignments and outdoor education activities.

Special equipment and costs: Physical Education uniform, outdoor education activities ($240), and a course book.

Continuation of subject: Form 7 NCEA Level 3 and Cambridge AS are offered.

Form 7 (NCEA Level 3):

Pre-requisites: Students must have studied Level 2 Physical Education and gained a minimum of 10 Level 2 PE credits to study at Level 3. Any exceptions to this must be from approval by the Head of Physical Education.

Recommended achievement levels:

  • Students averaging 15 or more credits in NCEA Level 2 Physical Education have an appropriate level to study NCEA Level 3 Physical Education.
  • Students averaging 10-15 credits in NCEA Level 2 Physical Education will find NCEA Level 3 Physical Education difficult
  • Students averaging less than 10 credits in NCEA Level 2 Physical Education are not recommended to take NCEA Level 3 Physical Education

Course outline: All the below achievement standards are internally-assessed:

  • 3.2 – Analyse a physical skill performed by self or other (Golf, tennis or discrete skill of your choice) [3 credits]
  • 3.3 – Evaluate the effectiveness of a performance improvement programme [4 credits]
  • 3.4 – Demonstrate quality performance of a physical activity in an applied setting (Duathlon/Mountain Biking) [4 credits]
  • 3.5 – Students will examine a current physical activity event, trend or issue impacting on New Zealand society [4 credits]
  • 3.7 Analyse issues in safety management for outdoor activity to devise safety management strategies [3 credits]

Special equipment and costs: Physical Education uniform ($45), Mountain Biking in Term 2 ($220).

Continuation of subject: This can be a prerequisite for various sports-oriented courses at universities and polytechnics.

Form 6 and 7 (AS):

Pre-requisites: Human Biology studied at any level would be an advantage but is not a pre-requisite.

Recommended achievement levels: This course is academically challenging and is only available to those students who are following the Cambridge pathway.

Course description/aims: This course should:

  • Provide a knowledge and understanding of the conceptual basis, structure and function of 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 2.5 hour examination (70% weighting). 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 course work component (30% weighting), in which candidates will follow a minimum of two activities from the activity profiles offered. This will be internally-assessed and externally-moderated by Cambridge. The two areas studied will be weight training and a practical of student’s choice. Candidates enter for both Components 1 and 2.

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 Form 7. This is 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 or coach.

Form 7 (A2):

Pre-requisites: Students must have studied Cambridge 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 Cambridge AS PE will be admitted to this course
  • Students who gain a low ‘D’ Grade in Cambridge AS PE must consult with the Head of Physical Education to enter this course
  • Students who gain an ‘E’ Grade or Ungraded result in AS PE will not be able to enter this course

Course description/aims: This course should:

  • Provide a knowledge and understanding of the conceptual basis, structure and function of 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 two main components. Component 1 is a written paper to be assessed externally in a 2.5 hour examination (70% weighting). 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 course work component (30% weighting), in which candidates will follow a minimum of two activities from the activity profiles offered. This will be internally-assessed and externally-moderated by Cambridge. 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.

Special equipment and costs: Physical Education equipment, course-numbered t-shirt essential for identification. Student workbook ($15).

Continuation of subject: This is 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 or coach.

If you have any questions, please feel free to contact our staff today.

Music

Introduction

Music is taught at all year levels. It is a compulsory core subject in Form 3, and can lead to university level study in the areas of performance, composition, aural skills, theory and musical knowledge.

The Music Department also encourages participating in music performance groups – the Symphony Orchestra, Grammar Virtuosi, the Premier Concert Band, the Big Band, Grammar Voices, the Pipe Band, and Chamber Music Ensembles. These groups perform regularly and to the very highest standard; culminating in internal and external competitions each year.

A total of 11 visiting instrumental music tutors visit the school each week. Subjects include voice, all wind, brass, string and percussion instruments as well as piano, electric guitar, bagpipes and drums. Every year students excel in academic music and performance studies. Many have gone on to be professional performers, composers and teachers both in New Zealand and overseas.

Form 3 General Music:

Course description/aims: Music is taught to all students in Form 3, through a teaching programme delivered in 40-minute lessons. The course aims to develop two broad capabilities – to develop the ability to discern detail in music and to think about and understand how music works.

Students will learn the language of music, develop musical ideas, communicate and interpret meaning in music and understand music in context.

This is achieved through developing skills in Music Literacy and Aural skills – turning symbol into sound and turning sound into symbol. Flowing from this, knowledge and skills are developed in rhythm, pitch and melody, tempo, dynamics, texture, harmony, structure and timbre. There is a mixture of computer-based learning, using specialised composition and keyboard training software, written and listening work and instrument-based, creative tasks.

Learning a musical instrument: Learning a musical instrument will never be more affordable or as easy to manage. Grammar offers a wide range of lessons on most musical instruments from some of the best instrumental teachers in New Zealand. Learning an instrument is optional, but is necessary if considering Option Music in Form 4 or above. Students who are interested in music but do not currently play an instrument can find more information here. We recommend talking to a member of staff in the Music Department for advice: not every instrument is available for lessons and making a good choice is important.

Methods of assessment: There will be three common tests in Terms 1, 2 and 4.

Form 4 Option Music:

Pre-requisites: This course involves performing and composing as well as developing theoretical skills, aural skills and general knowledge of music. Students wishing to take this course should ideally be currently and actively engaged in learning and playing an instrument or singing.

Students who do not currently play but who are motivated and commit to learning an instrument over the course of the year will be considered Instrumental lessons can be offered, free-of charge but subject to availability to enable Option Music students to develop their skills and supplement classroom learning. Please note that we cannot offer piano lessons. Exceptions must be approved by the Head of Music and lesson enquiries should be made in advance.

Recommended achievement levels: The actual standard of performance required is deliberately not specified as the intention is to encourage students with an interest in music to study it further.

If a student does not currently play an instrument, but is determined to learn and practice hard we will support their entry onto the course, provided they begin attending lessons. High achievement and attitude grades in Form 3 Core Music are necessary. Elementary music-reading skills or a commitment focused learning over Term 1 to meet the theory requirements of the Term 1 examination (Grade 1 Trinity College London).

Advanced musicians will be extended through more demanding Theory, Harmony and Aural as well as through exposure to a wide variety of music, styles and context.

Course description/aims: The Form 4 Music syllabus aim is to inspire, develop and produce literate, creative, knowledgeable and skilled students, eager to continue studying music in Form 5 and beyond.

The six overlapping, concurrent and converging areas enable knowledge and skills developed in any one area to improve the students’ capabilities in any other. Performance, Composition, Aural Skills, Theory and Analysis all combine and overlap to establish and strengthen the knowledge and skills expected of a fully literate musician. An overarching aim is the development of listening skills and vocabulary: to discern detail and describe effect in music. How does music ‘work’? How is music constructed and how does it express feeling, emotion, sense of place or purpose?

Course outline:

  • Theory of Music – how is music written and organised to make its meaning clear to musicians?
  • Aural skills – how can we recognise and write down individual components of melody, rhythm and harmony?
  • Listening skills – how can we recognise and describe both detail and effect in a wide range of genres and styles?
  • Analysis – how can we recognise structure, techniques and elements in written music?
  • Critical Response – can we describe and analyse our own music and the music of others using appropriate music vocabulary and begin to connect this analysis to interpretation and evaluation?
  • Composing – can we use the knowledge, skills we have gained together with our exposure to a wider range of genres and styles to compose effective and creative music?
  • Performance – can our knowledge, skills and exposure to a range of genres and styles inform our performance skills?

Methods of assessment: Students will be assessed informally in regular class activities and tests. Formal assessment is through examination in Term 1, 2 and 4. Examinations comprise of Listening and Responding, Analysis, Aural, and Theory. Composition and Performance together form 20% of the final examination.

Continuation of subject: Form 4 Option Music is a preparatory course for Pre-Q Music in Form 5, although more advanced students can join Pre-Q without first taking Form 4 Option Music, subject to approval by the Head of Music.

Form 5 (Pre-Q):

Pre-requisites: This course involves performing and composing as well as developing theoretical skills, aural skills and general knowledge of music.

Students wishing to take this course should be currently and actively engaged in learning and playing an instrument or singing. The actual standard of performance is not specified as the intention is to encourage students with an interest in music to study it further.

Students who wish to take this course without having first completed the Form 4 Option Music course must demonstrate an appropriate level of musical knowledge and performance ability. Please talk to the Head of Music for advice or to arrange an informal audition.

Course description/aims: This course takes an integrated approach to music education, as each learning areas enriches and reinforces the others. Performance, Aural Skills, Theory, Analysis, Composition and Music History all combine and overlap to establish and strengthen the knowledge and skills expected of a fully literate musician. We expect these students to be capable of achieving highly should they go on to take A2 Music or Excellence in NCEA Level 2 Music standards.

Listening:

  • Aural awareness, perception and discrimination in Western music of the baroque, classical, Romantic and 20th Century periods, including Jazz and Blues
  • Detailed knowledge and understanding of the features of music and compositional devices
  • Detailed knowledge and understanding of two contrasting set works

Theory and Aural:

  • Sound technical knowledge of conventions of notation, keys, scales, cadences, intervals, rhythm, time signatures, including compound time and grouping of notes and rests and harmony
  • The understanding and ability to listen to and transcribe (write out melodic, rhythmic and Harmonic dictation

Analysis:

  • Analyse and compare two works from different periods, examining structure, harmony and development of materials as well as theme, style, and historical and technological context

Performing:

  • Technical competence on one or more instruments/singing
  • Interpretative understanding of the music performed

Composing:

  • • Discrimination and imagination in original composition
  • Notation, using staff notation and other suitable systems

Methods of assessment: School Examinations:

  • 1 x 1 hour examination
  • 1 x 2 hour examination
  • 1 x 3 hour examination (Pre-Q)

Continuation of subject: This course prepares students for the Form 6 Music option at AS or NCEA Level 2 level. Music is available as an option choice to Form 7 and is an approved subject for University Entrance.

Form 6 (NCEA Level 2):

Pre-requisites: At least 60% in Pre-Q 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 Level 2 Music
  • Students who hold Grade 5 Practical and Theory certificates have an appropriate achievement level to study Form 6 NCEA Level 2 Music
  • Students who have not completed Form 5 Music may find Form 6 NCEA Level 2 Music demanding
  • Students who have not had lessons on an instrument or voice for three years are not recommended to take Form 6 NCEA Level 2 Music

Course 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: Making Music is designed for the performer or composer who wishes to specialise:

  • 91270 – Perform two substantial pieces of music as a featured soloist [6 credits, Internal]
  • 91271 – Compose two substantial pieces of music [6 credits, Internal]
  • 91272 – Demonstrate ensemble skills by performing a substantial piece of music as a member of a group [4 credits, Internal]
  • 91274 – Perform a substantial piece of music as a featured soloist on a second instrument [3 credits, Internal]
  • 91275 – Demonstrate aural understanding through written representation [4 credits, Internal]

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:

  • 91273 – Devise an instrumentation for an ensemble [4 credits, Internal]
  • 91276 – Demonstrate knowledge of conventions in a range of music scores [4 credits, External]
  • 91277 – Demonstrate understanding of two substantial contrasting music works [6 credits, External]
  • 91278 – Investigate an aspect of New Zealand music [4 credits, Internal]
  • 27703 – Demonstrate and apply knowledge of sound control and enhancement processes required for a performance context [4 credits, Internal]
  • 26687 – Candidates must also demonstrate the concepts required to achieve the Level 1 standard
  • 26687 – Demonstrate and apply knowledge of sound technology for performance context

Continuation of subject: This course prepares students for the Form 7 Music option.

Form 6 and 7 (AS):

Pre-requisites: At least 60% in Pre-Q 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 Head of 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

Course 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: Students will demonstrate:

  • An ability to listen attentively and responsively
  • Understanding of the processes at work in music
  • An ability to communicate knowledge, understanding and musical insight with clarity
  • Technical and interpretative competence in performing
  • Musical invention in composing

Methods of assessment:

  • Listening (Music of the Western Tradition): 2-hour external examination
  • Practical Musicianship Coursework (internal assessment) – two of:
    • Element 1: Solo Performance
    • Element 2: Any two of second instrument, improvising, group performance, or accompanying
    • Element 3: Composing within an established tradition (graded exercises taken in class)
    • Element 4: Composition: two contrasting compositions

Continuation of subject: This course prepares students for A2 Music in Form 7.

Form 7 (NCEA Level 3):

Pre-requisites: NCEA Level 2 Music, or Grade 7 Music Performance and Theory. Students must have been taking lessons on an instrument or voice for at least four years with good progress evident.

Course outline: Making Music is designed for the performer or composer who wishes to specialise:

  • 91416 – Perform two programmes of music as a featured soloist [8 credits, Internal]
  • 91417 – Perform a programme of music as a featured soloist on a second instrument [4 credits, Internal]
  • 91418 – Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group [4 credits, Internal]
  • 91419 – Communicate musical intention by composing three original pieces of music [8 credits, Internal]
  • 91420 – Integrate aural skills into written representation [4 credits, External]

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:

  • 91421 – Demonstrate understanding of harmonic and tonal conventions in a range of music scores [4 credits, External]
  • 91422 – Analyse a substantial music work [4 credits, External]
  • 91423 – Examine the influence of context on a substantial music work [4 credits, Internal]
  • 91424 – Create two arrangements for an ensemble [4 credits, Internal]
  • 91425 – Research a music topic [6 credits, Internal]
  • 28007 – Select and apply a range of processes to enhance sound in a performance context [6 credits, Internal]

Continuation of subject: This course prepares students for tertiary study in Music.

Form 7 (A2):

Pre-requisites: ‘A’, ‘B’ or ‘C’ grade in AS Music with Components 1 and 2.

Recommended achievement levels:

  • Students who have gained an ‘A’, ‘B’ or ‘C’ grade 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.

Course descriptions/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: Students will demonstrate:

  • An ability to listen attentively and responsively
  • An understanding of the processes at work in music
  • An ability to communicate knowledge, understanding and musical insight with clarity
  • Technical and interpretative competence in performing
  • Musical invention in composing

Methods of assessments: these assessments are all externally-assessed:

  • Component 3: Performing (12 -20 minutes)
  • Component 4: Composing: External assessment – a single composition between about 8 and 12 minutes or group of related pieces
  • Component 5: Investigation and Report – an essay of about 2,500 words

If you have any questions, please feel free to contact our staff today.

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; or
  • A replacement subject for students who have successfully studied English in Form 6, but are interested focusing on media.

Report writing is a major focus of the course, and four of the six standards are internally-assessed. This will involve a substantial course work load. This course is mostly theory-based, with a strong research focus. Media Studies draws on elements of English, History, Sociology, and Psychology.

Recommended achievement levels:

  • Students averaging over 55% in Form 6 School English or History or Classical Studies examinations have an appropriate achievement level to study NCEA Level 3 Media Studies
  • Students averaging 45-55% in Form 6 School English examinations may find NCEA Level 3 Media Studies difficult
  • Students averaging under 45% in English Studies are not recommended to take NCEA Level 3 Media Studies
  • 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 NCEA Level 3 Media Studies.

Course description/aims: The following three strands are used to structure the learning objectives:

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 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: NCEA Level 3 Media Studies has six achievement standards:

  • 3.1 – Demonstrate understanding of an aspect of a media industry [4 credits, External]
  • 3.2 – Demonstrate understanding of the meaning of a media text through different readings [3 credits, Internal]
  • 3.3 – Demonstrate understanding of the media representation of an aspect of New Zealand culture or society [3 credits, Internal]
  • 3.4 – Demonstrate understanding of a relationship between a media genre and society [4 credits, External]
  • 3.7 – Demonstrate development in the media [3 credits, Internal]
  • 3.8 – Write a media text to meet the requirements of a brief [3 credits, Internal]

Continuation of subject: Tertiary studies in Communication, Broadcasting and the Arts.

If you have any questions, please feel free to contact our staff today.