Year 12 Core and Option Subjects

The successful completion of Level 1 Accounting is a distinct advantage for students as Year 12 Accounting builds on work already learnt. Students new to the subject will be required to complete basic Level 1 revision during the holidays. At the completion of the year’s study, students should be able to record and process financial data from the source documents, and present and report the results of operations and the financial position of an entity to interested end users. Topics studied in more depth are inventory control, processing data using software, preparation, and analysis of financial reports.

Students will use a MYOB Accounting Software package to produce financial reports from source documents.

Course costs: $45.00* for a workbook.

*Estimated disbursed course costs

For further information, see Mr Temple.

Subject Pathways

To view the course pathways flowchart for Commerce in Years 11–13, click here.

Students can enter this subject without previous study of Agriscience or Business, however, an interest and ability in the agricultural supply chain is important due to the theoretical nature of the content. Agribusiness looks at growing value in New Zealand primary products through innovation, science, technology, management, and marketing. This course has a specific focus on the veterinary industry, salmon farming, dairy farming, and beef.

Students can take both Agriscience and Agribusiness.

Topics covered include:

• future proofing;
• use of organisms to meet future needs;
• Agribusiness structure;
• cash flow forecasting;
• the impacts of personal values on sustainability;
• agricultural and horticultural land use in New Zealand.

Course costs: $25.00* for one field trip.

*Estimated disbursed course costs

For further information, see Mrs Cloughley.

Subject Pathways

To view the course pathways flowchart for Agri-subjects in Years 11–13, click here.

Students can enter this subject without previous study of Agriscience, however, an interest and ability in Science is important due to the theoretical nature of the content. Field trips will be undertaken throughout the year that support the learning in a number of Standards.

Topics covered include:

• modifying physical factors of the environment;
• livestock growth and development;
• landscape design;
• environmental sustainability;
• practical investigation – chicken growth;
• modification of livestock reproductive performance.

Course costs: $100* for three field trips.

*Estimated disbursed course costs

For further information, see Mrs Cloughley.

Subject Pathways

To view the course pathways flowchart for Agri-subjects in Years 11–13, click here.

In this course, students are taught to combine Art and Technology to communicate ideas with a focus on Graphic Design or Digital Illustration. Students learn the basic principles of Design and the ways in which designers work. In particular, they will learn about the design process and how to apply this process to a range of tasks, including logo, poster, magazine, and package design as well as an in-depth look at typographic layout and the use of computers as a design tool. Students also have the opportunity to explore a range of digital drawing tools to create illustrations and characters for a graphic novel.

The aim of this course is to provide students with a thorough grounding in Design, which involves understanding a brief, how to carry out research, generating ideas, and developing these ideas in a systematic way through to the finished artwork.

Drawing plays a major part in this course as the central means of generating ideas. Drawing is carried out by hand in conventional ways and also by using a computer, stylus pen, Wacom tablet and the camera. Students will work on an individually led programme based around a theme of their choosing.

There are no entry requirements for Design, however, where the Level 1 Visual Art External Standard has been attempted and not achieved, entry into Level 2 Design is at the discretion of the Head of Department.

Course costs: $150* to cover basic materials, printing, and folio boards. Students will also be required to purchase their own external hard drive or a USB (minimum 4GB).

*Estimated disbursed course costs

For further information, see Ms Swadel.

Subject Pathways

To view the course pathways flowchart for Art in Years 11–13, click here.

Students research a theme based on their choice of subject matter, techniques and processes. They then generate and develop ideas through series of works that use wet and dry media. Traditional and contemporary artists inform, challenge, and influence the production of work for a folio that shows understanding of art-making methods and ideas.

Course costs: $250* for materials.

*Estimated disbursed course costs

For further information, see Ms Lawrence.

Subject Pathways

To view the course pathways flowchart for Art in Years 11–13, click here.

In this course, students will study selected artist models, both traditional and contemporary, to help inform their own work. They will learn how to analyse photographs in order to understand photographic techniques and approaches. Skills like composition, camera functions, lighting (natural and artificial) and editing are practised until proficient. Students learn how to develop their personal interests and ideas into successful bodies of work through evaluation, critiquing and editing.

Black and white film and the darkroom process are used in the first half of the year (we supply the cameras, film, paper, and chemistry for this process). Digital processes are used in the second half, when students will need their own DSLR camera for classwork.

Course costs: Approximately $200* or $400* depending on whether darkroom or digital is used. Students will also be required to have their own DSLR camera.

*Estimated disbursed course costs

For further information, contact Ms Lawrence. 

Subject Pathways

To view the course pathways flowchart for Art in Years 11–13, click here.

In Year 12, successful applicants will have Athlete Sports Performance as one of their six Curriculum subjects. We do not offer NCEA credits but do provide one-on-one mentoring for each student to help with the balance needed to be a successful student athlete. Students applying for this course need to be motivated and high achieving in their sports. The one-on-one mentoring is a key part of this course to aid with support. Students will also be involved in classroom learning around the key pillars of performance.

Selection criteria: The selection criteria for this course will be based on level of representation of sport involved in and attitude.

The representation will be tiered from:

• New Zealand representative;
• South/North Island representative;
• regional representative;
• school/club first team;
• attitude and application in previous years;
• previous involvement in the programme is also recommended.

Entry at the discretion of the Head of Department.

Only a set number of places are available each year. Students are selected to enter on an application basis.

Course Application Process

Students must complete the Expression of Interest form by 9.00am on Tuesday 8 August 2023 and then choose Athlete Sports Performance as an option when they make their Year 12 option selections.

If you require further information, please contact Teacher in Charge of Athlete Sport Development and Athlete Sport Performance Programmes, Mr Gain.

Subject Pathways

To view the course pathways flowchart for Physical Education, Health and Athlete Sports Performance in Years 11–13, click here.

This course covers all the main areas of Biology – ecology, genetics, evolution, and the way cells work. Students will enhance scientific inquiry skills in field work, experimentation, and research. While not an absolute prerequisite for Year 13 Biology, students who feel they may need to take Biology for career reasons would be well advised to take the subject for both years. This course covers much of the fundamental theory on which the first year of Health Science Biology is based.

Biology can lead to tertiary studies and employment in such areas as the Health Sciences, Biotechnology, Food Technology, and Agriculture, as well as extending a student’s appreciation of the environment and the rapidly expanding applied biological technologies.

This course will lead to Year 13 Biology.

Students who did not achieve a Merit in a Level 1 Biology Standard will find this subject difficult. This can come from Level 1 Science or Level 1 Biology.

Course costs: $25.00*for field trip and workbooks.

*Estimated disbursed course costs

Note: at Year 12, students may study up to three Sciences, unless they take Year 12 Science (12SCIE), then they may study only one other Year 12 Science-based subject.

For further information, see Mrs Carline.

Subject Pathways

To view the course pathways flowchart for Science in Years 11–13, click here.

This course will introduce students to entrepreneurship and will develop their knowledge and skill in running a business. This course has a very hands-on, experiential focus and students are expected to work in groups to complete much of the internal assessment. For this reason, it is vital that students are self- motivated, responsible, and prepared to work positively with others. They must also be prepared to work on assessments in and out of the class as the nature of setting up a small business will usually require them to meet stakeholders in their own time. The external Standards provide students with business knowledge that is taught in the context of their own business.

The Level 2 Standards require a high level of literacy and the ability to write clearly, especially if students aim to gain Merit or Excellence grades. It is desirable, therefore, that students have gained credits in the following Level 1 English Achievement Standards: AS 1.1 or 1.2 or AS 1.4.

Course costs: $30.00* for a workbook.

*Estimated disbursed course costs

For further information, see Mr Temple.

Subject Pathways

To view the course pathways flowchart for Commerce in Years 11–13, click here.

The course provides an insight into the chemical basis for modern technology and may lead to employment opportunities, for example in the food industry, Health Sciences, and Engineering. It is essential for most technical and tertiary study in the sciences, including health-related sciences.

The course is based on experimental work and competence in this area is essential and vital for any student wishing to take Year 13 Chemistry.

Students who did not achieve a Merit in a Level 1 Chemistry Standard will find this subject difficult. This can come from Level 1 Science or Level 1 Physical Science.

Course costs: Purchase of a workbook and practical manual, together with an end-of-year revision book, that will help with preparation for the final examination.

Note: at Year 12, students may study up to three Sciences, unless they take Year 12 Science (12SCIE), then they may study only one other Year 12 Science-based subject.

For further information, see Mrs Hamburg.

Subject Pathways

To view the course pathways flowchart for Science in Years 11–13, click here.

This course seeks to introduce and develop the interest and understanding of ancient civilisations, and how they have impacted on modern societies around the world.

This study works hard on the development of skills and techniques of research, structured writing, and the understanding and analysis of ideas and sources.

From this course, students will develop an understanding and knowledge of the following concepts:

• citizenship and society;
• culture and identity;
• empire and power;
• conflict;
• art and aesthetics;
• heritage.

These concepts and ideas will be covered in the topics:

• Athenian art and architecture;
• Classical influence and Pompeii;
• Homer’s Odyssey.

For further information, see Mr Faulls.

Please note: Social Sciences are subject to possible changes in 2023 as a result of New Zealand Curriculum refresh.

Subject Pathways

To view the course pathways flowchart for Social Sciences in Years 11–13, click here.

Design and Visual Communication (DVC) is an area of learning within the New Zealand Curriculum where students learn about design, develop their practice of designing, and develop their design thinking in specific contexts. Contexts can include: architecture, landscape, interior design, town planning, naval architecture, industrial design, automation design, fashion design, packaging design, furniture design, engineering.

The students develop an awareness of design by using visual communication skills to conceptualise and develop design ideas. They apply their visual literacy through using sketching, digital modes and other modelling techniques to effectively communicate and present design ideas. Students learn that designers identify the qualities and potential of design ideas in terms of the broad principles of design (aesthetics and function) and of sustainability.

This course is portfolio-based with no external examination and is foundational for Year 13 Design and Visual Communication.

Course costs: No additional equipment is necessary for students continuing on from Year 11, provided that their basic equipment has been cared for. Some ongoing material and other consumable costs for model making and presentation may need to be disbursed throughout the year.

For further information, see Mr Kerrison.

Subject Pathways

To view the course pathways flowchart for Technology in Years 11–13, click here.

In this course, students learn a wide variety of IT skills, as well as being introduced to Computer Science concepts. They will learn how to create a dynamic, database-driven website from the planning stage to the creating and testing stages. Students also continue to develop their programming skills using Python. There is a major focus on the how and why of web design and programming, rather than just learning the steps required to create them.

More specifically, the course should enable our students to develop:

• competence in using either industry standard software or free open source software in digital imaging and web authoring, as well as programming in PHP and SQL to enable interactive and dynamic websites;
• a greater understanding of design theory and competence in setting out effective well-designed interfaces;
• a knowledge of advanced programming in Python;
• an awareness of the creative skills involved in the creation of the various components of a website from the initial plan to the finished product;
• competence in how to use a computer in general, from word processing to file structures to how the internet works;
• using online resources such as shared documents, discussion forums and video tutorials.

This course provides the foundation for Year 13 Digital Technology.

Course costs: None – all software used is open source.

For further information, contact Mr Adams or Ms Lee.

Subject Pathways

To view the course pathways flowchart for Technology in Years 11–13, click here.

Two of the seven internals are compulsory. Students select up to five internals (up to a maximum of 23 credits).

Drama is not just for those who wish to become actors, but for those who wish to pursue any career that deals with people and the understanding of them.

Performance skills covered will include acting technique and the devising process. While others that may be looked at include script writing, directing, understanding theatre forms, theatre practitioners, and their influence on society. The specific skills will be defined by the students’ Independent Learning Programme (ILP).

Independent Learning Programmes – all Level 2 Drama students will embark upon an ILP for the duration of the year. In partnership with their teacher, students will create a programme for themselves that reflects their needs, goals, and passions. Assessments will be decided upon accordingly. It is expected that students create a programme that offers a minimum of 17, and a maximum of 23, internal credits. If they wish, students may additionally enter the external assessment.

Compulsory internals are completed because the skills taught, developed, and assessed provide a strong foundation in performance and success in other assessments. They cover the application of drama techniques and the devising and performance of a drama piece to realise a concept. The external covers drama elements, techniques, conventions, and technologies within live performance.

Working journal: Students will be required to keep an up-to-date working journal which documents their learning, critical reflections, and development as they progress through the course.

Note: If a student does not enter the external Standard, they cannot gain a course (subject) endorsement.

For further information, see Mr Wiseman.

Subject Pathways

To view the course pathways flowchart for Drama in Years 11–13, click here.

This course leads to Year 13 Economics and a large number of tertiary qualifications, as well as catering for those wanting a one-year course of study. A requirement for students to successfully complete this course is to relate what is learnt in the classroom to the economic activities currently taking place in the New Zealand and global economies.

The course allows students to explore the economic issues of:

• economic growth;
• inflation and price stability;
• international trade.

Students will be able to define, measure and understand causes, and identify effects and possible policies that a government may implement to address these economic issues. Students will also recognise the interdependent nature of the economy by examining the impact government policies have on various groups and to appreciate that these may have unequal consequences. The use of economic models is an integral part of this course.

Course costs: $45.00* for workbooks.

*Estimated disbursed course costs

For further information, see Mr Temple.

Subject Pathways

To view the course pathways flowchart for Commerce in Years 11–13, click here.

This programme is designed for students who require more support in their progress towards achieving Level 2 English Standards. Students will complete a variety of activities that will help build their engagement, skills, and confidence in English.

In the process, students work towards achieving a range of NCEA Level 2 Standards that assess the written, visual, and oral strands of the New Zealand Curriculum (Curriculum Level 7).

The key differences between this course and Year 12 English Literature are:

• a reduced external assessment workload;
• a pace of learning that supports specific learning needs.

Students will study a variety of texts that are often linked through a theme(s) and make connections between these and the world around them.

This course leads on to the Year 13 English programme. See the Year 13 English Entry Requirements for details.

Course costs: Education Perfect may be used for this course and disbursed costs will reflect the number of subjects using this programme across the student’s timetable.

For further information, see Ms Gilbert.

Subject Pathways

To view the course pathways flowchart for English in Years 11–13, click here.

Year 12 English Literature is our standard English programme. It is a course designed for students who enjoy literature and who are reasonably confident with their skills in this subject. It builds on the skills developed in previous years. There is a greater emphasis on the analysis of texts and on crafting, developing, and sustaining ideas in a range of different contexts, including the written and oral strands of the New Zealand Curriculum (Curriculum Level 7).

In the process, students work towards achieving a range of NCEA Level 2 Standards. Students will study a variety of texts that are often linked through a theme(s) and make connections between these and the world around them.

Students can gain the University Entrance literacy requirement, which is five credits in reading and five credits in writing.

This course leads on to a Year 13 English programme: Year 13 English Literature or Year 13 English. Some students may be invited into the Year 13 Extension English programme from this course. See the ‘Entry Requirements’ for each subject for details.

For further information, see Ms Gilbert.

Subject Pathways

To view the course pathways flowchart for English in Years 11–13, click here.

Entry to subject by selection. Students are expected to attempt all external standards in Year 11 to gain entrance to this course.

This class focuses on:

• extending and deepening students’ knowledge of language and literature and the issues explored;
• building on the learning skills needed for Scholarship students: active participation in class discussions, synthesising information, critical thinking and reflection, developing independent thinking and learning skills, personal responsibility, and a strong work ethic.

Course costs: Education Perfect may be used for this course and disbursed costs will reflect the number of subjects using this programme across the student’s timetable.

For further information, see Ms Coote or Ms Ball. 

Subject Pathways

To view the course pathways flowchart for English in Years 11–13, click here.

Entry to subject by selection.

Entry into the Year 12 ESOL course is based on an English assessment completed at the end of Year 11. It is for students who do not have English as their first language and wish to improve their language skills for mainstream classes. Students who are new to the College would be expected to have reached a minimum of intermediate level. This course is designed to support the student’s mainstream English course. It also assists in providing a pathway to NCEA Literacy at Level 2 and is run in close collaboration with teachers in the English Department.

The course is designed to assist students to write clear and accurate English, to read with understanding, and to speak fluently and clearly. Support in other curriculum areas is also offered and this is done in close co-operation with subject teachers, tutors, and the Dean. Each course is carefully structured according to individual needs and there is a strong emphasis on subject support. Assistance is provided with understanding the NCEA English Standards. Ongoing assessment gives students valuable feedback on their progress and helps indicate which English courses would be most appropriate for them in the future. Students are provided with resources which are relevant to their cultural background.

They generally achieve very pleasing results in this course and improve their formal reading and writing skills in preparation for the University Entrance Literacy assessment at Level 2.

For further information, see Ms Garden.

Subject Pathways

Students undertaking this course will learn practical skills as they develop a range of outcomes including briefs, concepts, construction plans, technological models, and fully realised products.

Class work begins with the construction of a lower-half garment. Students then apply their new knowledge to design ideas through the creation of a toile and using stakeholder feedback to inform their design decisions. 

Students are encouraged to design and manufacture sustainably, as they consider the needs of and potential impacts on stakeholders and the environment. They investigate existing outcomes and use the understandings gained together with contemporary design principles to inform their own practice. Students will present evidence of this work in a written report for NCEA external assessment. 

This course is project-based with no external examination and provides a foundation for further study at NCEA Level 3 in Year 13.

This course is a pathway towards tertiary programmes in design.

Course costs: $45.00* for materials supplied by the school. Students will be required to purchase their own fabric from a fabric retailer.

*Estimated disbursed course costs

Note: students may study both Fabric and Materials Technology but should be aware that there may be Standards common to both subjects. Where the same Standard is assessed in different subjects, only one of the grades for that Standard can be counted for credits towards a Level certificate and for an endorsement.

For further information see Mrs Thomson or Mrs Duncan.

Subject Pathways

To view the course pathways flowchart for Technology in Years 11–13, click here.

Students study a range of topics including expanding their knowledge of nutrition to provide appropriate food for a sportsperson taking into consideration the factors that may impact on their decisions. They will also develop an understanding of the strategies which are effective in making changes to improve well-being.

Students will investigate and evaluate sustainable food related practices like reducing food waste, choosing local and seasonal food. They will consider the social, economic and environmental implications of these practices. 

The issues surrounding food security in New Zealand will be explored, along with the impact that limited money has on food choice. As part of this, students will consider the relationship between food choice, well-being, and factors outside the control of the individual.

The topics covered will give students a good understanding of the relationship between food and health.

Food preparation is a key aspect of every unit of work.

This course provides the foundation for Year 13 Food and Nutrition.

Course costs: Food costs and some photocopy costs will be disbursed each term.

For further information, see Mrs Duncan.

Subject Pathways

To view the course pathways flowchart for Technology in Years 11–13, click here.

Students learn to understand, respond to, and talk about others’ experiences and needs in the contexts of reading, writing, listening, and speaking. They therefore study, talk and write about ‘issues’ at a level deeper than previously studied. Topics covered are based on the online course text; AQA French.

In this course, they work towards some or all, of these objectives:

• communicate about future plans;
• give and respond to advice, warnings, and suggestions;
• express and respond to approval and disapproval, agreement, and disagreement;
• provide and respond to information and opinions, giving reasons;
• read about, then recount, actual or imagined events in the past.

Vocabulary and grammar learnt previously are reviewed and students then develop their knowledge of those key aspects of language learning so that they can use the language in increasingly varied ways and contexts. They also learn how to incorporate the language in increasingly spontaneous situations (written and spoken) so that their French becomes more sophisticated and fluent. Students will have more opportunity to speak in small groups, to write in different formats, and to listen to and read a greater range of texts and articles.

Course costs: $50.00* Online subscriptions.

*Estimated disbursed course costs

For further information, see Mrs Radcliffe or Mrs Marshall.

Subject Pathways

To view the course pathways flowchart for Languages in Years 11–13, click here.

While the course is designed to bridge the gap between the level of skills, techniques and understanding required for Level 1 and the more advanced appreciation of inquiry and research skills needed for Level 3 study, it remains flexible enough for students to take Geography for the first time at this level. It is an exciting and varied course that looks at a range of important contemporary issues on both a local and a global scale.

From this course, students will develop an understanding of:

• how countries develop differently over time and the causes of these differences – Tanzania and New Zealand;
• analysing the causes and effects of a global pattern (human trafficking case study);
• the geographic research process through an individual research project at Mount Cook;
• urban patterns, London population change;
• the application of geographic skills and ideas.

Course costs: $250* (approximately) for field trip.

*Estimated disbursed course costs

Students are required to participate in a three-day field trip to the Mt Cook region.

For further information, see Mr Boulton.

Subject Pathways

To view the course pathways flowchart for Social Sciences in Years 11–13, click here.

This course is designed to enhance students’ curiosity about, and understanding of, the past. It aims to develop the knowledge, skills and experience for students to understand how important forces and movements in the past (e.g. Nazism, nationalism, protests) have influenced the causes and consequences of events that are of significance to us as New Zealanders. It also aims to help students understand that people’s interpretation of past events differ and must not be accepted without scrutiny of the causes and validity of the differing perspectives.

The course also develops particular skills in:

• communication (especially essay writing);
• the ability to enter imaginatively into the past;
• critical thinking;
• defining a problem and gathering and processing information relevant to it.

It is helpful but not essential for students to have experience of History as a subject. Many students take History for the first time in Year 12; however, a reasonable standard of literacy skills is required for any student taking this course.

Topics covered will include:

• conflicts in Vietnam 1945–1975 and their significance for New Zealanders (perspectives);
• Holocaust and its significance to New Zealanders (essay);
• research assignment on Protest Movements in the 20th Century which have influenced New Zealand society.

For further information, see Mr Faulls.

Please note: Social Sciences are subject to possible changes in 2023 as a result of New Zealand Curriculum refresh.

Subject Pathways

To view the course pathways flowchart for Social Sciences in Years 11–13, click here.

This is a course based on recognising needs or opportunities, and consists of three learning activities: technological practice, technological knowledge, and the nature of technology.

Technology enables students to:

• gain experience in technical graphics and develop skills in graphic communication;
• develop a comprehensive knowledge of, and experience in, a wide range of materials and processes;
• develop design skills that allow the translation of knowledge and ideas into practical realities.

The briefs vary year to year and take a traditional approach to both the material use and the manufactured outcome. Developing knowledge of a wide range of processes and technological practice is an essential learning area in the practical workshop. An emphasis on learning through experimentation with materials, trialling processes, and design through modelling are an important part of the course. The activities, when recorded and evaluated, form part of a design portfolio. The design activities focus on both aesthetic and functional design principles – graphic communication and presentation – as an integral part of this activity.

Promoting aesthetic awareness and seeking to establish existing solutions through observation and inquiry to further develop a student’s design ability.

There are two areas of learning in Hard Materials Technology, therefore students will be placed in whichever area their timetable allows. Both these areas of learning use the same process to develop skills and knowledge.

Course costs: Materials used.

Note: students may study both Fabric and Materials Technology, but should be aware that there may be Standards common to both subjects. Where the same Standard is assessed in different subjects, only one of the grades for that Standard can be counted for credits towards a Level certificate and for an endorsement.

For further information, see Mr Hamilton or Mr Murphy.

Subject Pathways

To view the course pathways flowchart for Technology in Years 11–13, click here.

Does not count towards Course Endorsement.

Exploration and use of patterns and relationships in quantities, space, time, and data.

The course is fully internally assessed and is by invitation only. The focus of this course is on improving mathematical skills at a pace somewhat controlled by the needs of the students.

A selection of Level 2 Standards will be offered appropriate to the individual needs of the student. Students will have the opportunity to earn up to 15 credits at Level 2.

Future pathways: This course is intended to be a final course in Mathematics and does not lead on to studies at Year 13. Students are able to take 13 Mathematics General only with HOD's approval. 

Course costs: A Casio FX82 Scientific Calculator is required, as well as selected commercial workbooks and revision material.

Please note, in addition to the subject entry requirements:

• three Mathematics courses are offered at Year 12;
• students who choose Mathematics will be entered in the course according to the entry criteria they meet;
• students who choose not to enter a Year 12 Mathematics course should ensure that they have already gained the Numeracy requirements for University Entrance;
• students may study both Mathematics with Calculus, and Mathematics and Statistics.

For further information, see Mrs Geneblaza.

Subject Pathways

To view the course pathways flowchart for Mathematics in Years 11–13, click here.

All classes are given the opportunity to gain all grades in Achievement Standards.

Future pathways: Success in this course leads to the three Year 13 Level 3 courses: Mathematics with Calculus, Statistics and Mathematics General.

Course costs: A Casio Graphics Calculator is required, as well as selected commercial workbooks and revision material.

Please note, in addition to the subject entry requirements:

• three Mathematics courses are offered at Year 12;
• students who choose Mathematics will be entered in the course according to the entry criteria they meet;
• students who choose not to enter a Year 12 Mathematics course should ensure that they have already gained the Numeracy requirements for University Entrance;
• students may study both Mathematics with Calculus and Mathematics with Statistics.

For further information, see Mr Howard. 

Subject Pathways

To view the course pathways flowchart for Mathematics in Years 11–13, click here.

This course has less emphasis on algebraic reasoning and a major focus on statistical thinking. The aim of this course is to provide a foundation for the Level 3 Mathematics General and Level 3 Statistics courses and for the statistics required in other subject areas.

Future pathways: Success in this course may provide entry to Level 3 Mathematics General or Level 3 Mathematics and Statistics.

Course costs: A Casio Graphics Calculator is required, as well as selected commercial workbooks and revision material.

Please note, in addition to the subject entry requirements:

• three Mathematics courses are offered at Year 12;
• students who choose Mathematics will be entered in the course according to the entry criteria they meet;
• students who choose not to enter a Year 12 Mathematics course should ensure that they have already gained the Numeracy requirements for University Entrance;
• students may study both Mathematics with Calculus and Mathematics and Statistics.

For further information, see Mr Fahlander.

Subject Pathways

To view the course pathways flowchart for Mathematics in Years 11–13, click here.

Students will write, plan and produce a media product. They can also examine how narrative features contribute to the development of narrative in a media text. The remainder of the year will involve planning, producing, and analysing the media, including studying aspects of a media genre. In preparation for the external Standard, we study a film genre, and how it has changed over time.

This course is for students with a strong interest in all things media. Students will have access to our advanced professional-standard field cameras, lights, and microphones, to produce group or individual media products. All student films will be entered into the St Andrew’s College Film Fest that takes place in Term 3.

This is an academic course designed to develop students’ critical Media literacy skills that are crucial in navigating an ever-changing and increasingly complex technological world. To be successful in this course, students need to be highly motivated in order to plan and produce a media product in their own time. It would suit those interested in working in media, writing for media/film, filmmaking, and working creatively and thinking critically about the media around them.

Course costs: a 500GB or larger external hard drive, A3 clear folder.

For further information, see Ms D'Arcy. 

Subject Pathways

To view the course pathways flowchart for Media Studies in Years 11–13, click here.

Students should have successfully completed the Year 11 Music course and been credited with 1.1 or 1.2, 1.3 and 1.6 or have admission to the course by the Head of Music. Students wishing to focus on the ‘Modern Music’ stream may be able to enter the course having not completed any Year 11 Standards. Please consult Mr Ferguson if you have any questions.

There are two streams of Music available:

• Traditional Music – suited to students who play classical instruments and may wish to complete Scholarship Music when they are in Year 13;
• Modern Music – involves Music Technology Standards and has an emphasis on composing and recording with computers and operating live sound equipment.

Both streams share the Achievement Standards of:

• Solo Performance (2.1 – 6 credits internal);
• Group Performance (2.3 – 4 credits internal);
• Composition (2.4 – 6 credits internal);
• students who play a second instrument also have the option to complete Solo Performance on the Second Instrument (2.2 – 3 credits internal).

The ‘Traditional Music’ stream will also do the following Achievements Standards:

• Score Reading/Theory (2.6 – 4 credits external);
• Music Works (2.7 – 6 credits external) in which you study Impressionistic Music (specifically Debussy) and Motown;
• Instrumentation (2.8 – 4 credits);
• Aural Transcription (2.5 – 4 credits external).

The ‘Modern Music’ stream will do the following Standards:

• MUSTEC 2 (27657) – this is a research assignment in which students study techniques and equipment involved with Music Technology.
• Level 2 MIDI (32302) and Level 2 Notation (32303) – in these Standards, students learn how to create and record music on a computer to a high level, and how to use music notation software to an advanced level.

Very high achieving students may be able to consider doing the majority of the Standards. Although, overall, students are free to ‘pick and choose’ from the Standards to create a personalised programme (but this must be done in consultation with the Head of Music who has the final say on individual course construction).

Course costs: students who require an accompanist for NCEA Solo Performance assessments should expect to pay $20.00*–$50.00* per term.

*Estimated disbursed course costs

For further information, see Mr Ferguson.

Subject Pathways

To view the course pathways flowchart for Music in Years 11–13, click here.

The overall course emphasis is on developing a positive attitude towards physical activity by accepting challenges and extending personal capabilities and experiences. Through experiencing new activities, students learn to adapt skills, develop self-confidence and an awareness of the needs of others.

This course takes place for one period per week for the whole year and covers: recreational and leisure activities, team and individual sports, foreign games, and regular sessions of recreational choice where students can pursue their own interests or try something new. This provides students the opportunity to develop self-discipline, independence, and personal organisation.

For further information, see Mr Eves.

Course costs: Approximately $30.00* for community field trips, should timetable/restrictions allow.

*Estimated disbursed course costs

Subject Pathways

To view the course pathways flowchart for Physical Education, Health and Athlete Sports Performance in Years 11–13, click here.

A genuine interest in sport and physical activity is an advantage for this course, although advanced physical ability is not a requirement. Good organisational skills are important as the course is a combination of theoretical and practical learning.

The main areas of study are: anatomy, motor skill learning, biomechanics, methods and principles of training, social responsibility, and risk management. These are applied in a variety of practical contexts.

This course provides an ideal foundation for courses at a tertiary level as well as being a course of genuine interest for students who want variety in their subjects.

The course is fully internally assessed, with ongoing practical and theoretical assessments throughout the year.

Course costs: $60.00* per term for two terms to cover out-of-school trips, and preparation for practical assessments.

*Estimated disbursed course costs

Note: students may not study both Physical Education (NCEA) (12PHED) and Physical Education and Recreation (NCEA) (12PHLE).

For further information, see Mr George or Ms Register.

Subject Pathways

To view the course pathways flowchart for Physical Education, Health and Athlete Sports Performance in Years 11–13, click here.

The well-being of students, other people, and society through learning in movement and leadership-related contexts. A genuine interest in sport and physical activity is an advantage for this course, although advanced physical ability is not a requirement. The course is fully internally assessed, with ongoing practical and theoretical assessments throughout the year. This runs concurrent to the 12PHED programme, offering increased flexibility in timing to complete fewer assessments.

Course costs: Approximately $50.00* per term for two terms to cover out-of-school trips and preparation for practical assessments.

*Estimated disbursed course costs

Note: Students are not permitted to study both Physical Education (NCEA) (12PHED) and Physical Education and Recreation (NCEA) (12PHLE).

For further information, see Ms Curtis or Mr Eves.

Subject Pathways

To view the course pathways flowchart for Physical Education, Health and Athlete Sports Performance in Years 11–13, click here.

This course provides continuing development of knowledge and skills in Physics. A foundation in the ideas and methods of Physics is established, and the course aims to enable students to apply their understanding to everyday events involving matter and energy. In each area of study, the student is required to investigate practical situations and to develop physical thinking and skills of observation, analysis and measurement.

The areas of study are mechanics, light and waves, and electromagnetism. The connections and relevance of these topics to society and the lives of people is an important part of the course.

This course is vital for any student wishing to take Year 13 Physics.

Students who did not achieve a Merit in a Level 1 Physics Standard will find this subject difficult. This Physics Standard can come from either the Level 1 Science or Level 1 Physical Science course.

Course costs: A number of workbooks will need to be purchased, together with an end-of-year revision book that will help with preparation for the final examination.

Note: at Year 12, students may study up to three Sciences, unless they take Year 12 Science (12SCIE), then they may study only one other Year 12 Science-based subject.

For further information, see Mr Cummack.

Subject Pathways

To view the course pathways flowchart for Science in Years 11–13, click here.

This course leads to students being given the opportunity to explore confirmation or baptism for themselves.

The course covers the ultimate questions of life – Why are we here? Where did we come from? Where are we going? The curriculum aim is for students to be able to answers these questions developed by philosophers and theologians throughout the ages.

For further information, see Rev. Morrow.

Subject Pathways

This course is designed for those students who wish to continue with a single Science subject in Year 12. Students could take this subject along with another science subject, but this would be at the discretion of the Head of Science.

The course will be negotiated with the students in each class, but Standards will be chosen from all four areas of Science; Biology, Chemistry, Physics and Earth Space Science.

These Standards could include:

• carry out an experiment;
• demonstrate understanding of adaptation of plants or animals to their way of life;
• investigate geological processes in a New Zealand locality;
• investigate how organisms survive in an extreme environment;
• examine an Earth and Space Science issue and the validity of the information communicated to the public;
• microscopes.

Students will be able to progress from Year 12 Science to Year 13 Science from this course but would find the progression to any other Year 13 Science subjects very difficult.

Note: at Year 12, students may study up to three Sciences, unless they take Year 12 Science (12SCIE), then they may study only one other Year 12 Science-based subject.

For further information, see Dr McIlroy.

Subject Pathways

To view the course pathways flowchart for Science in Years 11–13, click here.

This course will build on knowledge gained in Year 11 and will introduce more complex vocabulary and grammar, which will expand the student’s ability to use the language. Some of the main themes covered in this course relate to the student’s life at school, social life, and comparing cultures different to their own. Students will develop their grammar and vocabulary up to Level 7 of the National Curriculum; this will allow them to communicate in comprehensive oral, written or reading exercises.

As in the Level 1 course, the focus will be on listening, reading, writing, and speaking. During the year, students will perfect the skills necessary for the various assessments through a range of in-class activities and formative tests. By the end of this course the students will be comfortable interacting with native speakers of Spanish, especially those of their own age, in social situations. They will be able to take part in general conversation with native speakers, understanding most authentic materials on non-specialised topics, and write expressively for a variety of purposes.

For further information, see Mr Evlampieff.

Subject Pathways

To view the course pathways flowchart for Languages in Years 11–13, click here.

Achievement Standard Internals = 14 credits

Unit Standard Internals = 5 credits

This course continues to build on the language and cultural elements covered in the previous three years. Reading, writing, speaking, and listening continues to be taught and extended to allow students to communicate beyond the immediate context, as well as the continuation of elements of tikanga and other Māori customs and traditions. Weekly vocabulary worksheets, where the vocabulary is used in context, assist the students with mastery of vocabulary and Level 2 structures.

Students are encouraged to speak in te reo Māori more to improve their pronunciation. Students build on their writing through varied contexts in te reo Māori with more developed ideas and with language that is more varied. The content covered in this course extends to the unfamiliar context.

Speaking and listening skills are further developed throughout the year also.

This course is designed to cater for students who have at least three years of learning te reo Māori.

Students will be assessed through four internals (19 credits) and one external (6 credits.)

Students will be able to do a combination of Unit Standards and Achievement Standards depending on their capabilities.

Course costs: $50.00.

*Estimated disbursed course costs

For further information, see Mr Westrupp.

Subject Pathways

To view the course pathways flowchart for Languages in Years 11–13, click here.

Does not count for course endorsement but contributes to NCEA Level 2.

This Unit Standard-based programme is designed to provide students with an introduction to the major aspects of the tourism industry. The focus is ‘experiential learning’, with two field trips during the year; a day trip to Akaroa and a three-day trip to the West Coast. No prerequisites are required to take this course.

Areas of study include:

• world tourist destinations – focused on Italy and Egypt;
• tourist characteristics;
• work roles in tourism;
• regions of New Zealand;
• history of tourism.

Unit Standards are assessed throughout the year.

Course costs: $320* for the three-day trip to the West Coast and $75.00* for the day trip to Akaroa.

*Estimated disbursed course costs

For further information, see Mr Morrison.

Subject Pathways

Entry to subject primarily by selection. Students can indicate their preference for entry via discussion with their Dean, our Careers Counsellor, Mr Webster, and Ms Hampson prior to the enrolment period.

Unit Standards = 35+ credits
Achievement Standards = option of 9 credits
Does not count for Course Endorsement.

The purpose of Year 12 Vocational Education and Training is to provide a programme of study with an emphasis on studying preferred vocational pathways alongside the opportunity of industry training and work placements.

An overnight field trip is offered at Castle Hill Lodge where students focus on conservation. Although optional, this field trip is encouraged for the development of knowledge around conservation and pest management, development of character, peer and personal leadership, and interpersonal skills.

There is the flexibility within this programme in that an Individual Learning Plan can be developed for students. Students can also study towards the achievement of University Entrance Literacy via Education for Sustainability Achievement Standards. This is an optional component of the programme.

The Year 12 programme includes the opportunity to gain nine credits towards University Entrance Literacy (Reading and Writing) via Education for Sustainability Achievement Standards.

There is the possibility of work placements and/or offsite industry training for Year 12 students who meet the entry criteria. Our Careers Counsellor, Mr Webster, will be involved in the selection of industry training opportunities provided.

Unit Standard assessment is drawn from:

• core generic skills;
• self-management;
• financial capability;
• social and cooperative skills;
• work and study skills;
• service sector skills;
• communication skills;
• industry skills;
• Health and Safety;
• career planning;
• includes CV development and interview techniques. Students participate in a three-hour professional CV Seminar.

Achievement Standard assessment is drawn from the Education for Sustainability and Science Domain, and includes:

• policies and their impact on a sustainable future (the policies are selected from areas of student interest);
• how different world views, and the values and practices associated with them, impact on sustainability (the world views are selected from areas of student interest).

Course costs: $250* for Outdoor Education trip.

*Estimated disbursed course costs

For further information, see Ms Hampson.

Subject Pathways