This course is approximately 3 hours per week for 8 weeks. The learning focus is on students developing a range of skills from all areas of the Visual Arts and getting students to start to think critically and creatively with their own ideas.

COURSE CONTENT:

•Drawing SKills - Tone, Perspective, Observational Drawings.
•Colour Study - Mixing, Blending Paints, Layering and range of mark making techniques
•Mixed Media Work based around an Traditional art making process

On completing the course students should be able to:

•Use selected art terms appropriately.
•Follow processes needed when intending to make artworks
•Use a variety of media and techniques.
•Interpret some meaning and context in other peoples’ artwork

This course is a combination of traditional Visual Arts and contemporary Digital Media. Depending on each student's skills, interests and future pathways they will complete a range of Achievement Standards from the Visual Arts curriculum. The course is an introduction to the skills and knowledge needed to continue with a range of level 2 and 3 NCEA subjects.

Objectives:
- Use drawing methods to apply in-depth knowledge of conventions appropriate to visual arts.
- Develop work in more than one field of practice including: Painting, Printmaking, Design, Photography and Digital Media.
- Implement basic procedures to produce a specified digital media outcome, Website Development and Image Manipulation.
- Produce a body of work informed by established practice, which develops ideas, using a range of media.

This course is a year-long teaching programme of approximately 4 hours per week. The learning focus is on students developing a range of skills specialising in either Design and/or Photography. The purpose of the course is to model creative idea generation and provide students with a range of approaches to support this way of problem-solving and diverse thinking within the Design and Photography Curriculum. 

On completing the course students will be able to:

• Generate and develop ideas in a portfolio of work for Photography or Design.

• Think Creatively and Problem Solve.

• Understand the particular requirements in preparation for further University Study.

• Manage their time well and produce work required at the appropriate level.

This course is a year-long teaching programme of approximately 3-4 hours per week. The learning focus is on students developing a range of skills specialising in either Painting or Printmaking. The purpose of the course is to model creative idea generation and provide students with a range of approaches to support this way of problem-solving and diverse thinking within the Painting or Printmaking Curriculum. 

On completing the course students will be able to:

• Generate and develop ideas in a portfolio of work for Painting or Printmaking.

• Think Creatively and Problem Solve.

• Understand the particular requirements in preparation for further University Study.

• Manage their time well and produce work required at the appropriate level.

This course is a year-long teaching programme of approximately 3-4 hours per week. The learning focus is on students developing a range of skills specialising in either Painting or Printmaking. The purpose of the course is to model creative idea generation and provide students with a range of approaches to support this way of problem-solving and diverse thinking within the Painting or Printmaking Curriculum. 

On completing the course students will be able to:

• Generate and develop ideas in a portfolio of work for Painting or Printmaking.

• Think Creatively and Problem Solve.

• Understand the particular requirements in preparation for Level 3 Art - Painting/Printmaking.

• Manage their time well and produce work required at the appropriate level.

This course is a year-long teaching programme of approximately 3-4 hours per week. The learning focus is on students developing a range of skills specialising in either Design or Photography. The purpose of the course is to model creative idea generation and provide students with a range of approaches to support this way of problem-solving and diverse thinking within the Design and Photography Curriculum. 

On completing the course students will be able to:

• Generate and develop ideas in a portfolio of work for Photography or Design.

• Think Creatively and Problem Solve.

• Understand the particular requirements in preparation for Level 3 Art - Photography/Design.

• Manage their time well and produce work required at the appropriate level.

This course is a full year Visual Arts course that will focus on a range of different art making disciplines. Each student will complete a variety of Units that consist of Drawing, Painting, Printmaking, Photography and Digital media. This course is a great way to explore your creative talents and prepare you for Level 1 Art.

Objectives:
On completing this course students should be able to:
•Investigate and identify a range of new art terminology.
•Explore and use art-making conventions.
•Develop their ideas effectively through to a final artwork.
•Think creatively and come up with good out of the box ideas.

Core Skills:
Students who take Art will develop skills in a range of different areas:
•Drawing and Painting techniques.
•Creative thinking.
•Printmaking and Stencilling techniques.
•Photography and Digital Media.
•Problem Solving and Collaborative learning.

OBJECTIVES/COURSE CONTENT:
On completing this course students should be able to:
•Show understanding of the messages and techniques of literary language;
•Show understanding of the messages and techniques of contemporary (non-literary) language;
•Demonstrate ability to write effectively, appropriately, logically and accurately;
•Communicate effectively orally or visually.

Written work carried out throughout the year is collected in a portfolio, from which two pieces are chosen and submitted for final assessment at the beginning of Term Four. Other internal assessments for this course are completed at the end of Term One and Term Three.
The goal in this course is to achieve University Entrance in English (at least 14 credits).

On completing this course students should be able to:
•Read, understand and respond to a variety of literature and visual media
•Write with accuracy (with ability to self-correct) in a range of formal and informal modes
•Speak with confidence before small groups, and communicate an effective and clear message
•Create and respond to both the surface and deeper meanings of a range of spoken language
•Present a role in dramatic work
•Understand and put into effect basic rules of visual language
•Work independently and in co-operative groups

COURSE CONTENT:
This course follows the National Curriculum in English.

This course is adapted to the needs and talents of the particular student. As far as possible students are given extension, or particular assistance, as individual needs dictate. A literacy support programme operates, and students may opt to take Extra English in place of a second language option;
•Students read a variety of literature and study elementary literary techniques in the novel, drama and poetry
• Students undertake close reading exercises
•Students write in a variety of genres: paragraphs, short story, poetry, an introduction to formal essay
• Students study the conventions of English language
• Students give a formal speech and take part in a debate
• Students investigate and respond to the ideas and underlying messages of speeches and other oral
communications
• Students investigate means of effective visual communication and practise effective visual
communication, (e.g. in posters) (this may possibly include video production, and should include
some word processing)

OBJECTIVES/COURSE CONTENT:
On completing this course students should be able to:
•Write clearly, correctly and interestingly in a variety of genres;
•Speak and listen effectively and appropriately;
•Read and analyse a range of texts, both literary and visual.

OBJECTIVES/COURSE CONTENT:
On completing this course students should be able to:
•Work effectively in co-operative and individual activities;
•Enjoy and analyse a range of literature;
•Analyse formal/informal, written and spoken language registers;
•Write in expressive, poetic and transactional style;

• Achieve University Entrance Literacy (5 credits of reading and 5 credits of writing)

These objectives cover the range of objectives of English in the New Zealand Curriculum
Assessment of reading and writing is an ongoing process, with the portfolio collection of written work for ALL students for AS2.4 (6 credits) and SIX reading responses for AS2.9 (4 credits) during the first three terms. Students will gather material, for which they will receive feedback, throughout Terms 1, 2, and 3, and will submit final work for assessment at the end of Term Three.

Students will be given some choice to undertake other internally assessed Achievement Standards, according to their particular strengths and preferences. These will be chosen from:

AS2.5 - Construct and deliver a crafted and controlled oral presentation (3 credits)

AS2.6 - Create a crafted and controlled visual and verbal text (3 credits)

AS2.7 - Analyse significant connections across texts, supported by evidence (4 credits)

AS2.8 - Use information literacy skills to form developed conclusion(s) (4 credits)

AS2.10 - Analyse aspects of visual and/or oral texts, through close viewing and/or listening, supported by evidence (3 credits)

Students will also be given some choice over texts that they may wish to study.

Success in this course requires students to be able to manage their work independently (with guidance)

On completing this course students should be able to: •Read, understand and respond to a variety of literature and visual media, using critical thinking skills; •Write with reasonable accuracy (with ability to self correct) in a range of formal and informal modes; •Speak with confidence and communicate an effective, clear message to the class; •Analyse the surface and implied meanings, both logical and emotional, of a range of spoken language texts; •Create and present a role in a dramatic work at a level beyond Year 9; •Understand and put into effect basic rules of visual language at a level beyond Year 9; •Use library and other resources for independent research; •Work independently, managing self; •Work in co-operative groups, participating and contributing, and relating to others. COURSE CONTENT: This course follows the New Zealand Curriculum in English. As in Year 9, work is adapted as far as possible to students' needs and interests. Students will read and respond critically to a range of different texts (e.g. novel, drama, short story, poetry and film) and will analyse these in a wide variety of ways (written, visual, oral). They will demonstrate inquiry learning skills, writing skills (drafting, revising, editing and proofreading), engaging with, using and enjoying English at Level 5/6 of the curriculum.

OBJECTIVES:
On completing this course students should be able to:
•Develop positive attitudes towards physical activities
•Enjoy a range of recreational activities that may lead to leisure pursuits out of school
•Develop attitudes and practices for safe participation
•Encourage students to challenge themselves and to enjoy controlled competitive and
non-competitive activities
•Develop co-ordination, social interaction, games and knowledge skills which draw from
and reflect the various cultures in the school community

PE300

This course will be different every year and the topics studied will depend on the interests of the students.  This is a co-designed course which means the assessments and contexts are planned together, students and teacher.  

This course can be taken as a half year option. 

This means you would complete 3 internals in Term 1-2 (one of which is purely practical) and then have a study option for Terms 3-4.   

You do not have to be a great sportswoman to get Excellences in this course.  

Overall the course aims to:
•To provide students with a critical understanding of some of the theoretical principles that relate to physical activity
•To provide students with the knowledge and skills they require to study Physical Education in a Tertiary Education Institution.
•To provide opportunities for students to develop personal and social skills and attributes that contribute to a healthy lifestyle.

PE200

What we learn about in PE200 is based on the interests of the students taking the class. Each year the students will be asked, what they would like to learn and what they are interested in and the course will be designed to meet the needs of the students as much as possible. In all cases the course will have as much practical work in as possible and theoretical concepts will be learnt, wherever possible, by doing instead or just sitting writing. 

This means that each year will be different to the year before.

Possible topics to be studied are:
Planning, managing and leading events
Leadership and coaching
How to develop training programmes
Understanding group and team dynamics
Current sports events and their affect on society
Practical sports performance
Sports psychology and skill learning

Why take PE in Year 12?

• PE is the only subject where you get to play sports and get credits for it.
• PE does not have any externals or exams.
• PE teaches skills that are valued by employers such as leadership, people management, event management, interpersonal skills.
• PE teaches skills such as analysis and evaluation which benefit many other subjects.
• 80% of students who take PE in Year 12 continue on to Y13 PE so it can't be that bad.  

To provide students with an understanding of some of the theoretical principles that relate to physical activity whilst also providing them with the chance to experience some new physical activities. We will cover a variety of topics such as interpersonal skills, skill improvement strategies, factors affecting performance and leadership.

•To develop positive attitudes towards physical activities.
•To encourage students to challenge themselves and to enjoy controlled competitive and non-competitive activities.
•To develop co-ordination, social interaction, games and knowledge skills which draw from and reflect the various cultures in the school community.

ASSESSMENT:
Assessment will be carried out in the form of student self-assessment, fitness testing and teacher observations.

This class is offered at St Patrick's College
The senior Samoan classes study the more complicated language and
cultural features, skills and experiences ranging from familiar surroundings to
unfamiliar and complex contexts. This includes describing family environments,
conversing with different people, taking on the role of (matai) chiefs in a village
council performing their daily responsibilities. Each time the calibre of the
language and cultural expectations increase in difficulty.

: The senior Samoan classes study the more complicated language and cultural
features, skills and experiences ranging from familiar surroundings to unfamiliar
and complex contexts. This includes describing family environments, conversing
with different people, taking on the role of (matai) chiefs in a village council
performing their daily responsibilities. Each time the calibre of the language and
cultural expectations increase in difficulty.

OBJECTIVES:
On completing this course students should be able to:
•Use French to carry out everyday language functions, such as asking for information, expressing likes and dislikes, or describing things, people and places
•Understand that there are differences between cultures which should be valued

COURSE CONTENT:
•Meeting and greeting people
•At school
•At home
•Describing self and family

On completion of this course students should be able to:
•use French in a wider range of language functions
•distinguish basic tense differences – past, present and immediate future
•have a broad understanding of the cultures of French speaking people

COURSE CONTENT:
Around town
School and leisure
Detailed study of Paris
Shopping for food
Eating and drinking in restaurants and at home
Typical day at home

This course aims at developing listening, reading, writing, and speaking skills in Te Reo Māori. It also aims to extend the student's understanding of, and sensitivity to, Ngā Tikanga Māori (Māori culture) and Te Ao Māori (the Maori world).  You will be able to participate in a variety of aspects of Te Ao Māori such as Whaikorero, Waiata, Kapa Haka and Manu Kōrero.

Ms Chez O'Donnell will join St Catherine's College as Kaiako for 2022.

OBJECTIVES:
On completing this course students should be able to:
•communicate in a wide range of situations
•understand spoken and written French at a level appropriate to 4th year students.
•write in a wide range of contexts using an expanded range of vocabulary and structures

Course Objectives:
1. To write clearly in Māori in a variety of forms, to convey your thoughts accurately on a number of topics
2. To use sentence patterns and vocabulary accurately up to level 6 of the curriculum.
3. To speak Māori with accurate pronunciation and intonation.
4. To read Māori for meaning and understanding.
5. To listen and understand spoken Māori.
You will also continue to learn and develop your knowledge in Tikanga Māori and participate in cultural practices to enhance your learning in Te Reo Māori.

On completing this course students should be able to:
•Understand and make written and oral responses to oral French;
•Communicate orally in French;
•Understand written French;
•Show their knowledge and understanding of the French way of life.
There is an opportunity to apply for a student exchange with a school in France.

COURSE CONTENT:
Year 10 Māori incorporates aspects of Tikanga Māori such as karakia, waiata, powhiri and kapa haka in order to enhance the learning of the Māori language. This is a fun and interactive course where students will learn how to speak, write, sing and read Te Reo Māori to a competent level. This course prepares students for NCEA Level 1 Te Reo Māori.

Ms Chez O'Donnell will join St Catherine's College as Kaiako for 2022.

This course extends written, spoken, listening and reading skills acquired from NCEA Level 1 Te Reo Maori, and aims to extend knowledge and understanding of the Māori world. You will continue to develop your knowledge in Te Reo Māori by participating and practising a number of Tikanga to enhance your learning. The course covers topics such as Hui Māori, Hakinakina Purakau and Ngā Kaupapa Rangatahi.

Ms Chez O'Donnell will join St Catherine's College as Kaiako for 2022.

COURSE CONTENT: Year 9 Māori incorporates aspects of Tikanga Māori such as karakia, waiata, powhiri and kapa haka in order to enhance the learning of the Māori language. This is a fun and interactive course where students will learn how to speak, write, sing and read Te Reo Māori to a competent level.

This class is offered at St Patrick's College

This class is offered at St Patrick's College

OBJECTIVES: On completing this course students should be able to:

•read material including works of French literature, French newspaper and magazine articles

•listen to and understand authentic French speech

•present arguments for and against an issue in French

•select and summarise relevant information in French

Mathematics is a coherent, consistent, and growing body of concepts which makes use of specific language and skills to model, analyse, and interpret the world. Mathematics, and Algebra in particular, provide a means of communication which is powerful, concise, and unambiguous. As a human endeavour, mathematics involves creativity and imagination in the discovery of patterns, the perceiving of relationships, the development and use of models, the interpretation of data, and the communication of emerging ideas and concepts. The main aims of mathematics instruction at St Catherine’s College are the development of problem solving abilities and understanding. We believe that these are at the heart of mathematics, and that they not only transfer to other academic areas but are also integral skills used later in life. We encourage students to take ownership of their learning as we help our girls to develop leadership skills by giving them the opportunity to act as tutor group captains. Our teaching emphasises creative and the exploration of different methods of viewing and solving problems as we stress the why of mathematics instead of facilitating a mechanical, formula–oriented style of learning. Classroom instruction and homework assignments are structured not only to include but to emphasise problem solving. This enables students to experience the satisfaction and joy of doing mathematics and, more importantly, achieve a sense of mathematical self-reliance. It is intended that the experience of this course will lay the foundation for conceptual understanding which learners can build on subsequently.

The main objective of this course is for the students to gain a good understanding of mathematics at Levels 7 of the New Zealand Curriculum and to master the Statistics and Probability Achievement Standards during the year. This course is intended for students who may require mathematics as part of their course work at University or students who require a sound Level 2 mathematics course for entry into trade training. The course also gives students an opportunity to study Mathematics with Statistics at Year 13, which gives students an alternative pathway to attain further Mathematical skills and knowledge in order to fulfill on going course requirements at tertiary level or provide a sound mathematical basis to enter trade training.

Every person in today's society needs to have a basic understanding of data analysis and statistical concepts, in order to be able to think critically about the quantitative information we encounter every day, from opinion polls to headline news reports based on scientific studies.
This course aims to provide a path of mathematical study appropriate for students interested in quantitative aspects of the biological and social sciences, medicine, commerce and administration. In general the study of Statistics is useful in any field where the collection, analysis and interpretation of quantitative data is important.
Last year’s assessment report states that candidates who performed well across the standards were able to demonstrate understanding of statistical and probability concepts, integrating these understandings with contextual knowledge when required. Successful candidates demonstrated both calculation-based and analytical-based approaches.
When using contextual knowledge as part of a response, candidates needed to link this knowledge to an aspect of statistical knowledge. Contextual knowledge or speculation alone was not sufficient.

Course Requirements

In order to be able to take the course a MS200 student must have passed

AS91267 Apply Probability Methods in Solving Problems with Merit

AS91258 Apply Sequences and Series in Solving Problems with Achieved

AS91269 Apply Systems of Equations in Solving Problems with Achieved

In order to be able to take the course a MA200/MA102 student must have passed

AS91267 Apply Probability Methods in Solving Problems with Merit

AS91261 Apply Algebraic Methods in Solving Problems with Achieved

Exemptions can be granted by the HoD Dr Muck.

There is no doubt the Year 12 course takes everyday Mathematics to a higher and more abstract level. Students are encouraged to develop their algebraic skills to ensure they can produce general solutions that can be applied in all sorts of disciplines such as Science, Accounting, Statistical Analysis and Social Sciences.

Course Requirements

In order to be able to take the course a MA102 student must have passed

AS91027 Apply Algebraic Procedures in Solving Problems with at least Achieved preferably Merit

AS91028 Investigate Relationships Between Tables and Graphs with Achieved

Exemptions can be granted by the HoD Dr Muck.

This course is intended for students at all levels of knowledge of basic mathematical skills and concepts. We expect them to engage in mathematics and thereby become critical thinkers and develop an aptitude for this subject. Students will be exposed to different methods of solving problems in context and we will give them the opportunity to check their learning against NCEA Internal Achievement Standard Exams. By giving your daughter the opportunity to show her mastery of these topics she will develop the self-confidence necessary to achieve at the best of her ability when encountering the External and Internal Achievement Standards next year. Any credits gained this year will be credited towards her progress next year.
Students will be offered the opportunity to develop knowledge of mathematics at level 6 of the New Zealand Curriculum with a strong background in level 5. This will give our students the ability to choose from different methods when solving a problem. The grade awarded when applying their knowledge will be affected by the level of thinking applied in solving the problem. Guess-and-check methods are unlikely to show the required thinking beyond possibly Achievement, and the opportunity to use this as evidence will be limited within any assessment. In line with the NCEA requirements, we expect our students to demonstrate an understanding of the mathematical concepts, rather than a mechanical approach. Correct answers only will not be sufficient for showing evidence of the level of thinking required in the exam and is also not sufficient according to the NCEA requirements. To demonstrate good mathematical practice, students need to show intermediate steps in a logical manner and clearly communicate what is being calculated. This has been and we will continue to encourage it in your daughter’s mathematics education

This course is the most academic of all Mathematics courses offered at the college, it is primarily concerned with developing the students’ understanding of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multi-representational approach to calculus, with concepts, results, and problems being expressed geometrically, numerically, analytically, and verbally. The connections among these representations also are important.
Broad concepts and widely applicable methods are emphasized. The focus of the course is neither manipulation nor memorization of an extensive taxonomy of functions, curves, theorems, or problem types. Thus, although facility with manipulation and computational competence are important outcomes, they are not the core of the course.

Course Requirements

In order to be able to take the course a MA200/MA102 student must have passed

AS91261 Apply Algebraic Methods in Solving Problems with Merit

AS91262 Apply Calculus Methods in Solving Problems with Merit

This course is intended for students who have a sound knowledge of basic mathematical skills and concepts, are critical thinkers, enjoy mathematics and possess an aptitude for this subject. This course is also for students who intend to study higher academic mathematics. Students will be assessed on the application of knowledge of mathematics from level 6 of the New Zealand Curriculum, however you are reminded that knowledge from level 5 or lower is also expected, e.g. graphing knowledge within the algebra assessment. In any of the level 1 external assessments, candidates may be expected to demonstrate evidence through a simple investigation. This may involve the investigation of an algebraic, statistical, or geometric relationship, and begin with a word problem or situation.

This course may be selected. However, placement will depend on number of places available and whether it fits in the timetable schedule.

Level: 2
Code: DR203
Course
Information:
This course builds on skills gained in NCEA Level 1 Drama. It requires in and out
of class time work and further develops students’ skills in devising, acting,
responding and reflecting on theatre practice, effective communication and group
responsibility. All senior students who take this course will be expected to perform
a practical role in a major class performance. This course also gives students the
chance to learn about different theatre forms and explore the work of a range of
theatre practitioners. In addition, there are some charges for travelling to see public
performances. Students can gain 14 NCEA Level 2 reading and 8 writing credits
from this course.
Prerequisites: At least 14 credits in a Year 11 English course.
Students who do not meet these prerequisites and wish to enrol for this course
must see the teacher-in-charge to discuss their suitability.
Credits: 22 (18 internal, 2 external)
Cost: Approximately $40 for two theatre trips (optional).

This course is taught at St Patrick's College.

This course is offered at St Patrick's College.
This course is designed to develop skills in improvisation, body language,
voice and use of space. Students will also work on script devising and
scrip interpretation. If there is a College production it is expected that
students are involved in some way. Students will also study two
playwrights. There are written as well as performance components to
the course. Regular attendance is essential and therefore students who
are also in Transition and /or Outdoor Education will have difficulty
completing the assignments. The majority of assessment is carried out
against Achievement Standards. There are no external assessments.

Students in Year 12 Music continue with solo and group performance. They also get to make decisions of the make-up of their course and can choose standards that suit their strengths and future career paths (performance music, music studies, music technology). There is a focus on participation in extra-curricular activities and performing in the community. Literacy Credits are available for many internal and external assessments. 

AIM:
To foster musical achievement through the analysis, description, transcription, creation, and performance of music, providing students with a balanced and fulfilling course that will prepare them for tertiary studies and a life-long love of music.

OBJECTIVES/COURSE CONTENT:
On completing this course students should be able to:
•analyse and describe set works using specific musical terminology;
•perform and interpret contrasting pieces of music using appropriate presentation skills;
•compose more sophisticated pieces of music;
•create an instrumentation from a piano score;
•describe and transcribe more complex rhythms, melodies and chord progressions;
•identify, describe and analyse musical scores.

Music in Year 10 is a full year option subject. 

Students that choose to take Music in year 10 take an itinerant music lessons once a week. We also do lots of group performance, understanding the Elements of Music and group song-writing and recording. Students continue to work with computer compositions and to learn to read music. They also learn some music history, including Nga Taonga Pūoro. 

AIM:
To foster musical achievement through the analysis, description, transcription, creation, and performance of music, providing students with a balanced and fulfilling course that will prepare them for tertiary studies and a life-long love of music.

On completion of this course students should be able to:

•Read and perform music (both in solo and ensemble situations)
•Compose simple pieces of music
•Describe and transcribe simple rhythms, melodies and chord progressions
•Identify, describe and analyse simple musical scores

COURSE CONTENT:
This course is modelled on NCEA Level 1 Music and uses similar assessment formats to NCEA in order to prepare students for NCEA Music.

All Year 9 students get to participate in a ten week taster of Music. In that time they get to learn new skills on keyboards, guitar and drums. They also learn some music history, including Nga Taonga Pūoro. Students undertake personal interest studies and compose music using a looping programme. The year 9 programme gives students the chance to see if they would like to continue studying Music.Students can choose to take extra-curricular itinerant music lessons while in Year 9 with a specialist instrumental teacher. Options include voice, violin, cello, piano, guitar, flute, saxophone, clarinet, bass guitar and drums. 

OBJECTIVES:
On completing this course students should be able to:
•Identify and categorise orchestral instruments visually and aurally
•Perform as a soloist and in a group
•Compose individually and in groups
•Recognise and use basic theory techniques
•Understand musical style
•Write down simple rhythms, melodies and chord progressions

COURSE CONTENT:
Standards Achievement
• Performance-as a soloist and in a group
•Composition -rhythmic composition and melodic composition
•Theory -Read and write simple music
•Aural-listening skills
•Musical Knowledge - various topics

ASSESSMENT:
•Performances
•Compositions
•Written Assignments

AIM
To foster musical achievement through the analysis, description, transcription, creation, and performance of music, providing students with a balanced and fulfilling course that will prepare them for tertiary studies and a life-long love of music.

OBJECTIVES:
On completing this course students will be able to:
•analyse and describe set works using specific musical terminology;
•perform and interpret contrasting pieces of music using presentation skills;
•compose and record music using computer programmes;
•describe and transcribe rhythms, melodies and chord progressions;
•identify, describe and analyse musical scores.

Music is a university-approved course which offers credits for UE literacy. Students continue can with solo and group performance, but can also make decisions of the make-up of their course and can choose standards that suit their strengths and future career paths (performance music, music studies, music technology). There is a focus on participation in extra-curricular activities and performing in the community. 

AIM:
To foster musical achievement through the analysis, description, transcription, creation, and performance of music, providing students with a balanced and fulfilling course that will prepare them for tertiary studies and a life-long love of music.

OBJECTIVES:
The outcome of this course will be dependent on the standards the student selects. Outcomes could include:
•analyse and describe set works using specific musical terminology
•perform and interpret contrasting pieces of music using appropriate presentation skills
•compose a portfolio of sophisticated pieces of music
•create arrangements from a piano score or fake book
•describe and transcribe more complex rhythms, melodies and chord progressions
•identify, describe and analyse musical scores in depth

AIM:
Year 13 Physics builds on the concepts of Year 12 Physics and equips students for the NCEA
Level 3 Achievement Standards. It also provides an interesting course of study of the physical
world for general educational interest and career advancement.
OBJECTIVES/COURSE CONTENT:
On completing this course students should be able to:
•understand the concepts and principles of Physics and their use in familiar and unfamiliar situations.
•demonstrate the skills of investigation, problem solving, experimentation and communication.
•link the Physics learned with applications, technologies and the lives of people.

COURSE CONTENT:
The Year 13 course concentrates more on practical work and the understanding of ideas rather than solving problems mathematically. The course covers motion (including rotational and simple Harmonic motion) waves, electromagnetism (complex circuit analysis and alternating current theory) and atomic Physics.

OBJECTIVES/COURSE CONTENT:
On completing this course students should be able to:
•Show some of the skills and attitudes required for scientific investigation, problem solving and communication.
•Appreciate some of the applications of physics in the everyday world.
•Understand concepts and principles of physics and their use in familiar and simple unfamiliar situations.
•Carry out experimental procedures and have developed laboratory skills associated with physics.

This course covers topics of movement and energy, electricity and simple electronics, light and waves, electromagnetism, and atomic physics. Most teaching and learning is based on practical activities, problem solving, collecting data and learning to interpret this.

AIMS OF THE COURSE:

• To increase the knowledge and understanding and foster the enjoyment of Biology.
• To promote the relevance of Biology for informed decision-making in today’s increasingly technological society.
• To further develop students understanding and application of the scientific method in the study of living organisms by developing observational and experimental skills in the field and in the laboratory.
• To equip students with the skills and knowledge to attain at their highest potential in NCEA Level 3 Biology.

Course Outline

Content stems from the Level 8 Achievement objectives in the Science learning area of the New Zealand Curriculum and a maximum of 18 credits can be gained through assessment of NCEA Level 3 achievement. This maximum may be exceeded at the Principals’ discretion if you provide a good argument.

We will construct this course together in class in the first week of Term 1, based on your needs and interests. It will then be added to this document and accessed through Google Classroom. You can print it off if you want your own hard copy. 

OBJECTIVES:
This is a course for students who have developed a passion for chemistry in Level 2, and those who are aiming at a career for which chemistry is a prerequisite, or who want to study the sciences at university and need to keep their options open. It builds on the topics taught in Level 2 Chemistry and incorporates plenty of practical work.

COURSE CONTENT:
Topics at Level 3 will be chosen from:
•Particles and Thermochemistry
•Organic Chemistry
•Redox Chemistry
•Aqueous Chemistry
to suit the group of students in the class.

Science is able to inform problem-solving and decision-making in many areas of life. Many of the major challenges and opportunities that confront our world need to be approached from a scientific perspective, taking into account social and ethical considerations. (The New Zealand Curriculum)

By studying science, our students can:
•develop an understanding of the world, built on current scientific theories
•learn that science involves particular processes and ways of developing and organising knowledge and that these continue to evolve
•use their current scientific knowledge and skills for problem-solving and developing further knowledge
•use scientific knowledge and skills to make informed decisions about how to communicate and apply ideas learnt in science, as they relate to their own lives and cultures and to the sustainability of the environment.
(Source: The New Zealand Curriculum)

COURSE CONTENT:
The course covers a selection of objectives from the New Zealand Curriculum (Science learning area), from ‘Living World’, ’Physical World’, ‘Material World’, and ‘ Planet Earth and Beyond’. The ‘Nature of Science’ strand is the overarching, unifying strand through which students learn what science is and how scientists work. They develop the skills, attitudes, and values to build a foundation for understanding the world.

The course is taught in four parts, one each term, with a student-directed element in each, where students make choices about what and how they will learn to help them solve a problem, design a solution or maybe earn a Science Badge.

The key competencies are integral to the teaching and learning and students set their own personal goals and evaluate their progress at the start and end of each term.