Complete Course Handbook 2021

Auckland Grammar School
Private Bag 99930, Newmarket

COURSE HANDBOOK
Auckland 1149, New Zealand
ags.school.nz
2021
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CONTENTS
Introduction by the Headmaster, Mr T. O’Connor.......................................................................... 2
Auckland Grammar School Goals................................................................................................ 3
Qualifications Pathways............................................................................................................ 4
Introduction................................................................................................................ 4
Pre-Qualification Programme - PRE-Q............................................................................. 4 - 6
National Qualifications - NCEA...................................................................................... 6 - 7
International Qualifications - CAMBRIDGE...................................................................... 8 - 9
The Dual Pathway....................................................................................................... 9 - 10
Form Levels Summary.................................................................................................. 11
Curriculum Flow Chart................................................................................................. 12
Passing Form 5 and Form 6.......................................................................................... 13 - 14
University Entrance..................................................................................................... 14 - 16
Course Planning....................................................................................................................... 17
General Guidelines for Students Choosing Options.......................................................... 17 -18
Form 4 Course Planning - Advice to Current Form 3 Students.......................................... 18
Form 4 Option Choices for 2021.................................................................................. 19
Form 5 Course Planning - Advice to Current Form 4 Students.......................................... 20
Form 6 Course Planning - Advice to Current Form 5 Students.......................................... 22 - 23
Form 7 Course Planning - Advice to Current Form 6 Students........................................... 25 - 27
Where Will My Subjects Take Me?.............................................................................................. 29 - 32
Curriculum subjects.................................................................................................................... 33
Business Studies Economics Accounting Form 4............................................................... 33
Accounting.................................................................................................................. 33 - 35
Art Department Subjects:.............................................................................................. 35 - 42
Painting, Photography
Biology ...................................................................................................................... 42 - 44
Business Studies Economics Accounting Form 4............................................................... 44
Business Studies ......................................................................................................... 45 - 47
Career Studies............................................................................................................. 47 - 48
Chemistry.................................................................................................................... 48 - 51
Classics ...................................................................................................................... 51 - 53
Business Studies Economics Accounting Form 4............................................................... 53 - 54
Commerce Form 5: NCEA Level 1................................................................................... 54
Economics................................................................................................................... 54 - 56
English ...................................................................................................................... 56 - 58
Literacy Form 5: NCEA Level 1................................................................................... 57
ESOL ...................................................................................................................... 58 - 60
French ...................................................................................................................... 60 - 61
Humanities Form 5: NCEA Level 1............................................................................... 61
Geography................................................................................................................... 62 - 63
Humanities Form 5: NCEA Level 1............................................................................... 63 - 64
History .........................................................................................................................64 - 66
Japanese..................................................................................................................... 66 - 69
Latin ...................................................................................................................... 69 - 70
Mathematics................................................................................................................ 70 - 76
Media Studies.............................................................................................................. 76 - 77
Music .........................................................................................................................77 - 80
Physical Education...........................................................................................................80 - 83
Physics .........................................................................................................................83 - 85
Science .........................................................................................................................85 - 86
Earth and Space Science...............................................................................................86 - 87
Social Sciences.............................................................................................................. 88
Spanish .........................................................................................................................88 - 90
Te Reo Maori..................................................................................................................90 - 91
Technology Department Subjects......................................................................................91 - 96
Engineering, Systems and Design, Graphics, Design & Technology- Engineering,
Graphics, Engineering Product & Design, Graphic Products & Architecture, Industrial
Design, Trades & Construction, Graphic Products & Architecture, Industrial Design
Core Minor Subjects ............................................................................................ 97 - 98
General Music Form 3.................................................................................... 97
Health Form 3 & Form 4................................................................................. 97
Physical Education - Forms 3 & 4.......................................................................97 - 98

Special Programmes...................................................................................................................... 99
Subjects Required for University Course............................................................................................100 - 101
University of Auckland Entrance Requirements..................................................................................102 - 103
University of Auckland Conjoint Degrees ......................................................................................... 104
Other University Conjoint Degrees ......................................................................................... 105-106
Staircase Courses .........................................................................................................................107
Careers Programmes for Senior Students..........................................................................................108
Course Handbook 2021 F 4-7 - Page 1

INTRODUCTION BY THE HEADMASTER
This Course Handbook is intended to help parents and your sons make wise and informed subject
selection decisions.
While the handbook cannot be totally comprehensive, there is sufficient information to stimulate
discussion, and to encourage students to seek more detail from Heads of Departments, Student Services
or Vocational and Assisted Learning Departments. The handbook is particularly useful in the current
context of educational change.
General enquiries regarding curriculum matters may be addressed to Mr Sam McNaughton, Associate
Headmaster (Senior School), Mr Keith Simento, Deputy Headmaster (Senior School), or to the relevant
form-level Dean.
2002 marked the beginning of a new era in secondary school qualifications in New Zealand and at
Auckland Grammar School, as the National Certificate of Educational Achievement (NCEA) replaced
the then existing set of national qualifications. During the same period Auckland Grammar School also
progressively introduced international qualifications provided by Cambridge International Examinations
(now known as Cambridge Assessment International Education). The Dual Qualifications Pathway is
now firmly established, having operated successfully since 2005.
The School has since made further changes by introducing Pre-Q for Form 5 students. As its name
suggests, Pre-Q is a pre-qualification curriculum and assessment programme, which aims to prepare
students thoroughly for academic success as they enter either the Cambridge or NCEA qualification
pathway in Form 6. The Pre-Q courses have been designed to more effectively “bridge the gap” which
existed between previously prescribed Form 5 course requirements and the significant demands of
Cambridge AS and NCEA Level 2 courses. Further to this, with Form 5 examinations now scheduled by
the School towards the end of Term 4, rather than by external providers at the start of the term, we
are delighted to be able to provide Form 5 students with an extra month of teaching time. This was not
possible under the former external examination system.
All students in this year’s Forms 4, 5 and 6 have attended an Options Briefing where they have been
given cohort-specific information about the Dual Pathway, external qualifications frameworks and
requirements, and pathway requirements for progression and success in the Senior School and beyond
to University Entrance and tertiary education. They have also been given advice about course planning
and the option selection process for 2021. Students have been given a printed copy of this information
which is contained in the first 32 pages of the handbook and the full version of the handbook (which
contains information about specific courses) is available on the School website and GrammarNet.
I hope you find the handbook informative and useful as your sons look ahead and plan their future course
of study at Grammar and embark on tertiary education and career pathways.
Tim O’Connor
Headmaster
Page 2 - Course Handbook 2021 F 4-7

AUCKLAND GRAMMAR SCHOOL
- SCHOOL GOALS -
• To provide a curriculum which in all disciplines will consist of content that is both substantial
and rigorous.
• To enable students to achieve a standard of literacy and numeracy comparable to the best
international standards.
• To require students in Forms 3 and 4 to study a major core of subjects consisting of English,
Mathematics, Social Studies, Science, Languages and a minor core of Physical Education,
Health, Music, Art and Technology. No major core subject will consist of a course of less
than one year’s duration.
• To measure student performance by competitive School examinations three times a year for
all form levels and external examinations for all students in Forms 6 and 7.
• To encourage students to reach their maximum potential by competition and co-operation
with their peers and for this purpose to use academic streaming, form by form.
• To inspire in students a love of learning and a respect for knowledge in a wide variety of
disciplines.
• To enable students to master the skills required to acquire and apply knowledge.
• To teach students the value of hard work and the importance of healthy competition.
• To develop in students self-discipline, resourcefulness, adaptability, creativity, honesty,
courtesy, self-reliance, healthy self-esteem, pride in personal appearance, public spirit and
other personal qualities, and to aim to use these virtues for the good of the School and of
society at large.
• To promote attitudes and behaviour reflecting a core of values supported by the School and
• community, including:
- The encouragement and reward of effort and achievement.
- The pursuit of excellence in all personal and group endeavours.
- The importance of fulfilling commitments.
- The acceptance of lawful and just authority.
- Respect for and participation in the democratic process.
- The balancing of self-interest with concern and tolerance for others, their cultures and
beliefs.
• To develop in students sensitivity towards and acceptance of the rights of others in our
culturally-diverse society.
• To encourage participation and interest in cultural activities and pursuits which lead to
physical fitness and good health.
• To provide School rules requiring a high standard of conduct from students in the interests
of creating and maintaining a well-disciplined learning environment for all.
• To appoint staff of the highest calibre, who are dedicated to excellence in classroom teaching,
to continual enhancement of their subject expertise and to full participation in extra-curricular
activities.
• To provide hostel accommodation for selected students from a wide variety of schools
outside the Auckland metropolitan area, giving these students the opportunity to study at
Auckland Grammar School.
• To promote these objectives for mutual benefit through contact and association with
organisations in the community such as universities, Old Boys and Friends of the School.

QUALIFICATION PATHWAYS
INTRODUCTION
• Students entering Form 3 at Auckland Grammar School must realise that for the majority
this year is the start of a five-year programme which will lead to University Entrance and
further study at tertiary level.
• A small number of students will leave at the end of Form 5 or Form 6 for a variety of courses
and reasons, but essentially the Senior School Programme at Auckland Grammar School
should be viewed as a three-year commitment, beginning at Form 5.
• The success of Auckland Grammar School students in external academic examinations is
well known and we regard it as our first priority to ensure all students achieve the best
examination results of which they are capable.
• Students must be prepared to work hard and tackle the requirements of the rigorous, advanced
courses on offer; in return the School is committed to giving students at all levels the very
best in teaching, guidance and support to ensure all students achieve to the best of their
abilities.
AUCKLAND GRAMMAR SCHOOL PRE-QUALIFICATIONS PROGRAMME – PRE-Q

• Pre-Q is a pre-qualification curriculum and assessment programme, which aims to pre-
pare students rigorously for study in the Senior School (Forms 6 and 7) and for high levels
of academic achievement in Cambridge AS & A Level and NCEA Level 2 & Level 3 qualifi-
cations.
• The School introduced Pre-Q for Form 5 students at the beginning of 2019, replacing
Cambridge IGCSE, and the majority of Form 5 students will study Pre-Q subject courses.
• Identified students will also study a number of NCEA Level 1 Achievement Standards and
a selected group of students (predominantly from 2020’s 4O and 4P) will study a full NCEA
Level 1 course tailored to their particular learning needs.
• The aims of the Pre-Q programme are:

- To help students to acquire the fundamental knowledge of specific subjects.
- To promote deep understanding of subject content with a depth and a rigour
appropriate to progression to, and success in, Senior School external qualifications.
- To reduce the gap in content and rigour that existed between previously prescribed
Form 5 course requirements and the significant demands of Cambridge AS Level and
NCEA Level 2 courses.
- To increase the amount of teaching and learning time for Form 5 students by
rescheduling examinations later in Term 4.

• Pre-Q Programme Structure and Syllabus/Course Design:

- While the majority of Form 5 courses remain the same in terms of broad subject
areas, courses have been re-designed so that they are more suited to the whole student
ability range in terms of accessibility and level of challenge.
- Departments have been able to remove content from courses which did not
assist in preparing students for Cambridge AS Level and NCEA Level 2
courses, and add additional content which will enable students to begin Form 6
courses with a stronger foundation of knowledge and skills.
- Courses are differentiated so that they are more accessible to students who might
have previously struggled as they began NCEA Level 2 or Cambridge AS Level in
Form 6, while also including more capacity to stretch and challenge the most
able so that they are ready to perform strongly at Cambridge AS Level.
- Form 4 courses are also being re-designed to provide a smoother progression for
students in terms of course content from Form 4 to Form 7.
- A number of Pre-Q subjects have Advancing and Core courses to cater for students of
different abilities.
- There are no major changes to the options or timetable structures for Form 5 students
for 2021, and students will study six subjects, comprised of compulsory English (or
ESOL) and Mathematics and four option subjects which they will select.
• Pre-Q Assessment, Reporting and Passing Form 5:

- In previous years, Form 5 students had their final set of School examinations at the
end of Term 3, prior to going on external examination Study Leave early in Term 4.
With the introduction of Pre-Q in 2019, Form 5 students have gained significantly more
teaching time before their third and final set of examinations for the year, which are in
Week 4 of Term 4.
- Pre-Q assessments replicate the internal and external assessment modes currently in use
by external examination providers at Form 6 and 7 level, in order to prepare students for
the format of Cambridge and NCEA examinations and assessments.
- End-of-year examinations are a major part of the Pre-Q assessment system. For most
courses, the Pre-Q mark is 100% derived from the Term 4 examination, although a num-
ber of Pre-Q courses will also have a coursework component (particularly in subjects
which have a coursework or practical assessment component at Cambridge AS and A
Level and NCEA Level 2 and Level 3).
- As is currently the case for all form levels, Form 5 students will sit School examinations in
three examination sessions during the year and receive a weighted aggregate mark
(15% for the Term 1 examination, 35% for the Term 2 examination and 50% for the
Term 4 examination).
- This aggregate will be reported upon and used for Form 6 class placement and will be
used, in conjunction with Pre-Q marks, to determine whether a student can progress

to Form 6.
- However, whether a student is able to gain automatic entry to the Cambridge or NCEA
stream, or whether he is able to gain automatic entry to restricted Form 6 courses will be
wholly determined by his Pre-Q results (in most subjects this is 100% derived from the Term
4 examinations, as above).
- These above criteria are consistent with the Form 6 general and
specific pathway and course entry criteria set in previous years (refer to “Passing Form
5 and Form 6 at Auckland Grammar School” on pages 13-14 for specific details).
- Students will receive a Pre-Q Results Certificate with a single percentage mark for each
subject.
NATIONAL QUALIFICATIONS - NCEA

The New Zealand Qualifications Authority (NZQA) provides three senior secondary qualifi-
cations (NCEA Level 1, NCEA Level 2 and NCEA Level 3) and the NZQA Scholarship award
which are generally studied at the following form levels:
• NCEA Level 1 - Form 5
• NZ Scholarship - Form 6 and Form 7
Important features of NCEA include:
• Each year-long course of study of an NCEA subject at Auckland Grammar School is assessed
against five to nine Achievement Standards.
• All assessment is standards-based and:
- Standards describe what a student knows and can do.
- Standards describe the level of work that students need to produce.
- Assessment criteria establish the level of performance required for the award of Achieved,
Merit or Excellence grades.
- Achievement Standards generally have between one and four assessment criteria.
• Each Achievement Standard is assessed either internally or externally:
- Internal assessment generally involves common tests or assignments during the School
year.
- External assessment usually takes place during three-hour, end-of-year examinations.
• Students may successfully meet the Achievement Standards at one of three levels:
- Achieved
- Achieved with Merit
- Achieved with Excellence
- No marks are allocated.
• Each Achievement Standard has a credit value. In most cases each course will provide the
opportunity for students to gain a maximum of 24 credits.
• Typically, a student studying five subjects will be able to gain a maximum of 120 credits.
• NZQA maintains a Record of Achievement for each student throughout their time at sec-

ondary school which records the credits that they gain by passing Achievement Standards.
• Students can download their Record of Achievement from the NZQA website and a record
of all Achievement Standards which a student is currently entered for is available on the
Parent Portal.
• Students who achieve 80 credits at a level are awarded a National Certificate of Educat-
tional Achievement (NCEA). Note the following:
- To be awarded an NCEA Level 1 Certificate students must have in their 80
credits at least 10 credits of Numeracy standards and 10 credits of Literacy standards.
Numeracy credits are primarily gained from Mathematics standards and specified stand-
ards in a range of other subjects. Literacy credits are gained from English standards and
specified standards in a range of other subjects.
- A maximum of 20 credits from a lower level can be combined with 60 credits to earn an
NCEA certificate. That is, 20 credits gained at Level 1 can be added to 60 credits gained
at Level 2 to earn a Level 2 Certificate and 20 credits gained at Level 2 can be added to
60 credits gained at Level 3 to gain a Level 3 Certificate.
- Students must achieve the Level 1 Literacy and Numeracy requirement to be awarded
a Level 2 or Level 3 Certificate.
- These certificates show that students have achieved a general level of educational
achievement. It is the Record of Achievement that shows exactly which Achievement
Standards students have achieved in detail.
- Course Endorsements enable students with strong performances in individual courses
(in most cases this means subjects) to gain Excellence or Merit endorsements in those
courses. Students will receive an Excellence endorsement for a course if they gain
14 credits at Excellence level, while students gaining 14 credits at Merit
level or above (Merit and Excellence) will gain a Merit endorsement. At least three of
the 14 credits must be from internally-assessed standards, and three from externally-
assessed standards.
- Certificates can also be achieved with Merit or Excellence endorsements.
• For a certificate to be endorsed with Merit, 50 credits at Merit or Excellence is required; for
a certificate to be endorsed with Excellence, 50 credits at Excellence is required.
• Unit Standards may also contribute credits towards NCEA. At Auckland Grammar School,
Unit Standard assessment is currently limited to Career Studies courses, some Technology
courses and Form 6 and Form 7 ESOL courses. There are only two grades available under Unit
Standard assessment, Achieved or Not Achieved.
Note that, while the above information regarding NCEA was correct at the time of printing,
a significant national review of NCEA has been conducted during 2018, 2019 and 2020, and
this is likely to result in significant changes to the structure and format of NCEA assessment
during the next five years.
Further information on NZQA and NCEA can be found at: www.nzqa.govt.nz.

INTERNATIONAL QUALIFICATIONS - CAMBRIDGE

Cambridge Assessment International Education (CAIE and referred to in this handbook as
“Cambridge”) examinations are administered by the University of Cambridge Local Examinations
Syndicate (UCLES). UCLES is one of the world’s leading examining bodies. Established in 1863,
it provides examination services in over 160 countries around the world. Each year over one
million students in over 10,000 schools sit Cambridge examinations. Although Cambridge is
based in the United Kingdom, and the structure of the Cambridge awards is similar to the UK
awards, its courses are designed for the international community.
Cambridge offers three general secondary qualifications:

• International General Certificate of Secondary Education (IGCSE) – not offered at Auckland
Grammar School from 2019.
• Advanced Subsidiary Level (AS) - usually taken in Form 6.
• Advanced Level (A Level) - usually taken in Form 7.
Cambridge courses are generally assessed through external examinations, although a small
number of subjects also have a coursework component. The different course components of
each subject are assessed by separate examination papers, including practical work in the
Sciences, Physical Education, Music, Technology and Art subjects. Students receive grades and
percentage marks for each subject.
Examinations are held twice a year in May/June and in October/November. Students at Auckland
Grammar School will generally sit their examinations in the October/November examination series.
Students who are currently studying an A Level subject will have the opportunity to re-sit the
AS components of their A Level in the May/June series in a limited number of subjects.
Cambridge qualifications are recognised both nationally and internationally and are highly regarded
as University Entrance qualifications in New Zealand (see pages 14-16) and overseas.
Advanced Subsidiary (AS) Level:

• Are the first half of a full A Level (the second half is known as A2) and are generally studied
in Form 6. Some AS Levels (such as AS Japanese) which have been developed by New
Zealand schools in conjunction with Cambridge are only available as Form 7 courses.
• Cover the core, foundation aspects of a subject at an advanced level.
• Are worthwhile, stand-alone qualifications that can be used for University Entrance. The
minimum New Zealand general University Entrance requirement is three D grades at Cambridge
AS Level (see pages 14-16 for more details on the specific requirements for University
Entrance).
• Five pass grades are awarded: A, B, C, D and E. Marks below these are Ungraded (U).

A Level (A2):
• An AS Level can be carried through to a full A Level by completing the second half of the
syllabus known as A2 (there is no such thing as a separate, stand-alone A2 qualification).
• A2 components are available as Form 7 courses and only to students who have already
completed the AS syllabus components the previous year.
• A Level syllabi offer challenging assessments to stretch the most able students, and a
number of restricted entry university courses in New Zealand and overseas will require
students to have completed subjects at A Level.
• Students who have completed their AS components the previous year and are currently
studying the full A Level have the option of re-sitting the AS components in order to improve
their overall A Level grade in a limited number of subjects.
• Six pass grades are awarded: A*, A, B, C, D, E. Marks below these are Ungraded (U).
Further information can be found at: www.cambridgeinternational.org
THE DUAL PATHWAY

In 2021 NCEA and Cambridge qualifications will be available for students in Forms 6 and 7.
They offer students two pathways to tertiary entrance:
• NCEA Pathway - PRE-Q/Limited NCEA Level 1 (Form 5)
- NCEA Level 2 (Form 6)
- NCEA Level 3 (Form 7)
• Cambridge Pathway - Pre-Q (Form 5)
- Cambridge AS Level (Form 6)
- Cambridge AS and A Level (Form 7)
• In Form 5 the majority of students will study a Pre-Q-based course. Students in a number of
classes from 5J-5P will study a limited number of NCEA Level 1 English and Mathematics
Achievement Standards. Selected students (primarily from 4O and 4P in 2020) will study a
full NCEA Level 1 course tailored to their specific learning needs.
• Students commencing Form 6 study must decide which qualification pathway they will
pursue, the Cambridge Pathway or the NCEA Pathway. Forms 6 and 7 should be regarded
as a two-year programme.
• Students commencing Form 7 study will, in most cases, remain on their selected Cambridge
or NCEA pathway. However, a number of students will be required to change to the NCEA
Level 3 pathway in Form 7. This is because they will not be able to gain sufficient marks to
gain A Levels, due to very poor performance at AS Level (which is the first half of a two-
year course of study).
• The course planning section that follows provides important information and guidance for
students selecting courses for 2021.

The Dual Qualification Pathway in 2021 is as follows:

• 4A and 4B Pre-Q Mathematics.
• 5A and 5B AS Mathematics for most students. Pre-Q in all other subjects except
Latin and Te Reo Maori.
• 5C to 5I Pre-Q in all subjects except NCEA Level 1 Latin and Te Reo Maori.
• 5J to 5N Pre-Q in all subjects except NCEA Level 1 Latin and Te Reo Maori.
Students will also do a number of NCEA Level 1 English and Mathematics
Achievement Standards.
• 5O and 5P This selected cohort will study a tailored full NCEA Level 1 course.
• 6A and 6B Cambridge A Level Mathematics (optional); Cambridge AS Level in all other
subjects except NCEA Level 2 Japanese, Latin and Te Reo Maori.
• 6C to 6J Cambridge AS Level in all subjects except NCEA Level 2 Japanese, Latin
and Te Reo Maori. NCEA Level 2 ESOL (if necessary).
• 6C1 to 6I1 NCEA Level 2 in all subjects.
• 7A to 7I Cambridge AS Level and A Levels in all subjects except Latin (and NCEA
Level 3 ESOL if necessary).
• 7C1 to 7F1 NCEA Level 3 in all subjects.
Note: Highly able Form 6 and Form 7 students may also elect to enter NZQA Scholarship
examinations.

FORM LEVELS SUMMARY
FORM FOUR FORM SIX
Entry Entry
Automatic upon completion of a Form 3 year of academic study. To earn automatic entry to Form 6 in 2021 students must
Class Placement gain the following marks in School examinations and/or Pre-Q
All form classes are streamed. Students are placed according to examinations:
their aggregate marks in the three Form 3 School Either 280 in 6 subjects
examinations* (exceptional circumstances such as illness are Or 250 in 5 subjects
taken into account).
In order to study a Cambridge course (AS), students must gain a
minimum mark of 65% each of 4 Pre-Q subjects (an aggregate
Course Outline mark of 65% or higher will be deemed the equivalent for NCEA
All students study a common core of English, Mathematics, subjects).
• Science and Social Studies.
• Students in 3A-3H in 2020 choose two option subjects Class Placement
for 2021; students in 3I-3P in 2020 choose one option
All form classes are streamed. Students are placed on the basis
subject for 2021.
of their weighted aggregate marks* in all subjects in the Form
• All classes have Physical Education, Health and Music
5 School examinations (exceptional circumstances such as
each week. Physical Education and Health address
illness are taken into account).
several important aspects of personal development.
• Students in 4A and 4B will study the Pre-Q Course Outline
Mathematics course in 2021. • All students must study Form 6 qualifications in five subjects
except:
– Students who completed Cambridge AS Mathematics in
Form 5 may select Cambridge A2 Mathematics in Form 6
FORM FIVE (optional). Careful consideration must be given to University
Entrance and tertiary and possible career pathways when
Entry selecting Form 6 options.
Automatic, upon completion of a Form 4 year of academic study. • English or ESOL is compulsory for all students.
Class Placement
All form classes are streamed. Students are placed according to
their aggregate marks in the three Form 4 School FORM SEVEN
examinations* (exceptional circumstances such as illness are
taken into account). Entry
•
Course Outline The criteria for automatic entry to Form 7 in 2021 are:
All students must study six subjects, and will select from a • 6A-6I: a weighted, best * four-subject aggregate of 200 or
better in the School examinations or 160 or better in AS
examinations.
• English and Mathematics are compulsory for all students except • 6C1-6I1: a weighted, best-four subject aggregate of 200 or
some students who do ESOL instead of English. better in the School examinations and at least 60 credits in
• 4A - 4D can take Triple Science (SCQ and SCZ - 3 Sciences NCEA Level 2.
(BIO/CHE/PHY) across 2 option lines) or up to 2 Science subjects
(BIO/CHE/PHY).
• 4E - 4I can take up to 3 Science subjects (BIO/CHE/PHY). Class Placement
• 4J - 4O can take up to 2 Science subjects (BIO/CHE/PHY). All form classes are streamed. Students are placed according to
• 4P - 4R take NCEA Level 1 Science (SCI). their aggregate marks in all five subjects in the three Form 6
• Courses at Form 5 level must be chosen carefully, with School examinations*(exceptional circumstances such as illness
consideration given to proposed Form 6 and 7 study and are taken into account.
possible tertiary study requirements.
Course Outline
• Students studying for NCEA Level 3 must enter five subjects
• Students studying for Cambridge AS/A Levels must enter four
subjects. They will attend structured tutorial periods in lieu of
of a fifth subject.
• There are no compulsory subjects, however, careful consider-
ation must be given to University Entrance and tertiary and
possible career pathways when selecting Form 7 options.
*The weighted aggregate is generated by their performance

in three School examinations held during the year. The
weighting is as follows:
• Term 1 examination result = 15% of total

• Term 2 examination result = 35% of total
• Term 3 (for Forms 6 and 7) or Term 4 (for Forms
3, 4 and 5) examination result = 50% of total.

CURRICULUM FLOW CHART
Subject Availability (will run subject to demand and staffing)

Form 3 Form 4 Form 5 Form 6 Form 7
(Pre-Q/Limited NCEA Level 1) (Cambridge AS/ (Cambridge AS and A Level/
NCEA Level 2 NCEA Level 3)
English English English English English

ESOL ESOL ESOL (L1) ESOL (L2) ESOL (L3)
Literacy (L1) Media Studies (L3)
Mathematics Mathematics Mathematics Mathematics Mathematics

Mathematics Statistics Mathematics Advancing (L3)
Mathematics General (L3)
Mathematics Statistics
Science Science Biology Biology Biology

Chemistry Chemistry Chemistry
Physics Physics Physics
Science (L1) Earth & Space Science (L2) Earth & Space Science (L3)
Social Studies Geography/ Geography Geography Geography

History History History History
Humanities (L1) Earth & Space Science (L2) Earth & Space Science (L3)
Latin Latin Latin (L1) Latin (L2) Latin (L3)

(Compulsory for 3A to 3G) Classics Classics Classics
French French French French French
Japanese Japanese Japanese Japanese (L2) Japanese (AS and L3)
Spanish Spanish Spanish Spanish Spanish
Te Reo Māori Te Reo Māori Te Reo Māori (L1) Te Reo Māori (L2) Te Reo Māori (L3)
Visual Art Visual Art Digital Art Design (L2) Design

Fine Art Painting (L2) Painting
Art (L1) Photography (L2) Photography
Digital Art Design (AS) Art History (L3)
Digital Art Photography (AS)
Technology Graphics Graphics/Graphic Products Graphics (AS) Graphics (A2)

Industrial Design (L2) Industrial Design (L2)
Engineering Trades and Construction Trades and Construction Trades and Construction (L3)
(L2) Product Design (A2
Engineering Product Design (AS)
Physical Education/ Physical Education/ Physical Education Physical Education Physical Education
Health Health
General Music General Music

Music Music Music Music
Accounting Bus. Studies Accounting Accounting Accounting

Business Studies Business Studies Business Studies
Commerce (L1)
Economics Bus. Studies Economics Economics Economics

Business Studies Business Studies Business Studies
Commerce (L1)
Career Studies (L1) Career Studies (L2) Career Studies (L3)

PASSING FORM 5 AND FORM 6 AT AUCKLAND GRAMMAR SCHOOL

In New Zealand there is no official criterion for ‘passing’ Form 5 and Form 6. In fact, schools
determine their own entry criteria to Form 6 and Form 7 courses.
Auckland Grammar School has never practised social promotion in the Senior School. Instead
it has set entrance criteria based on student performance in national qualifications (which have
generally been awarded on the basis of external examinations) and in School examinations.
PASSING FORM 5:
To earn automatic entry to Form 6 in 2021 students must gain the following weighted aggregate
mark* in School examinations or Pre-Q examinations:
Either 280 in 6 subjects
Or 250 in 5 subjects
Entry to the Cambridge Pathway and to Cambridge and NCEA courses with restricted entry is
wholly determined by Pre-Q results (except for students doing the full NCEA Level 1 Programme
in Form 5). In order to study a Cambridge course (AS Level), students must gain a minimum
mark of 65 in each of 4 subjects in Pre-Q (an aggregrate mark of 65% or higher in School exam-
inations will be deemed the equivalent for NCEA subjects). Note also that this is general entry
to the Cambridge Pathway and a number of AS Level courses have specific entry requirements
(refer to the full 2021 Course Handbook for specific course details). Students who have studied
a full NCEA course must gain a minimum of 60 credits at NCEA Level 1 for automatic entry to
Form 6.
PASSING FORM 6:
The criteria for automatic entry to Form 7 in 2021 are:
• 6A – 6I: a weighted, best four-subject aggregate* of 200 or better in the School examinations
and/or AS Level examinations. In order to continue on the Cambridge pathway in Form 7,
students must gain a minimum of three D grades in their AS Level examinations. Note also
that this is general entry to the Cambridge AS Level pathway and a number of A Level
courses have specific entry requirements (refer to the full 2021 Course Handbook for specific
course details).
• 6C1 - 6I1: a weighted, best four-subject aggregate* of 200 or better in the School
examinations and at least 60 credits at NCEA Level 2.
Note:
* The weighted aggregate is generated by performance in the three School examinations held
during the year. The weighting is as follows:
Term 1 examination result = 15% of total
Term 2 examination result = 35% of total
Term 3 (for Form 6) or Term 4 (for Form 5) examination result = 50% of total

Form 6 and 7 class placement for 2021 will be based on weighted aggregate marks of all
subjects studied in 2020. Students were informed of this policy at the Academic Briefings in
Term 1.
UNIVERSITY ENTRANCE
To qualify for University Entrance (UE) at a New Zealand university, students must meet three
requirements:
1. A Numeracy standard
2. A Literacy standard
3. A general subject standard
These requirements can be met through either NCEA or Cambridge qualifications but not through
a combination of both for the general subject standard. That is, while students can gain University
Entrance Numeracy and Literacy from a mix of Cambridge and NCEA Standards, the general
subject standard must be attained by meeting the Cambridge or NCEA requirements.
This is why students need to select either the Cambridge Pathway or the NCEA Pathway from
Form 6 onwards.
The University Entrance requirements for both NCEA and Cambridge qualification pathways are
shown on the next page. In general students are expected to enter university after they have
completed Form 7. Universities have entrance procedures in place to admit students who have
only completed Form 6, however, these usually require higher grades. Neither the School nor
the universities encourage students to seek provisional entrance. Most students cope better
with university life and gain higher grades when they have completed a Form 7 course and five
years of secondary education.

The University Entrance Standard:

Students gain entrance to university by attaining the standards below:
Standard NCEA CAMBRIDGE

• Minimum of Numeracy 10 • Any Mathematics subject passed at
credits at Level 1 or higher (from AS Level (or as prescribed for NCEA
Numeracy
Mathematics or specified UE Numeracy).
standards in a range of subjects)
• Minimum of Literacy 10 credits at • Minimum grade of E in AS Level

Level 2 or higher (from English, English
or specified standards in a range
Literacy of subjects), including (or as
prescribed for NCEA UE Literacy):
- 5 credits in Reading;
- 5 credits in Writing
• NCEA Level 3 (80 credits, • Minimum of 120 points on the NZ

including up to 20 credits carried Cambridge University Entrance
forward from Level 2) Tariff (NZ CUET)**
General Subjects
- minimum of 14 credits in • Minimum grade of D in at least 3
three subjects from the subjects (at AS or A Level)
approved list *
* With the exception of Career Studies, ESOL and Trades and Construction, all Level 3 and
Cambridge AS/A Level subjects are on the approved list.
** The NZ Cambridge University Entrance Tariff (NZ CUET) is a system which converts
AS and A Level grades into points for entry purposes (formerly known as the UCAS
Tariff).
NZ Cambridge University Grade A Level AS Level

Entrance Tariff (NZ CUET)
A* 140 -
A 120 60
B 100 50
C 80 40
D 60 30
E 40 20
Admission to Limited Entry Courses:

In 2010, the University of Auckland established limited entry to all degree courses and universities,
including Massey, Otago and Victoria, have also introduced limited-entry criteria. The selection
process is based on the number and standard of credits (Achieved, Merit or Excellence) students
have achieved in NCEA, or the NZ Cambridge University Entrance Tariff (NZ CUET) points students
have achieved in Cambridge. A student’s rank score is based on the total points score for up to
six subject units at AS Level (one subject unit) or A Level (two subject units).

More detailed information about University Entrance via the Cambridge Pathway and the NCEA
Pathway, including criteria for admission to degree programmes at the University of Auckland, is
at the back of the full 2021 Course Handbook. More details can be also found on all university
websites.
Points of Note:
• Students intending to study at universities outside of Auckland or overseas should find out
what the entrance criteria are for selective entry courses, in terms of the levels of
qualifications and subjects that are required. Cambridge students seeking admission to overseas
universities are strongly advised to complete three A Levels and should note that English
Language (Literacy) requirements may be higher than the New Zealand general University
Literacy requirement.
• Maori and Pacific Island students should note that they may be eligible for the admissions
schemes established for them in many faculties and departments.
• The University of Auckland has additional requirements for selection into many of its
programmes for International Students.

COURSE PLANNING
GENERAL GUIDELINES FOR STUDENTS CHOOSING OPTIONS

• Take care over making your choices.
• Research your options and discuss your proposed option selections with your teachers and
parents and other people who can give you good advice. Student Services and Vocational
and Assisted Learning Department staff can help you and subject teachers can also help.
Do not choose a subject because your friends are taking it - choose subjects based on your
strengths, interests and possible tertiary and career pathways.
• Be realistic about your abilities. Generally it is not advisable to continue with a subject if you
are not achieving sound results at your current level of study, as subject difficulty increases
incrementally each year.
• Select subjects that you are interested in and in which you expect to succeed. Entry to Form
6 and Form 7 and to tertiary courses will depend upon the grades you gain, and it is usually
easier to succeed in a subject in which you have an interest.
• If you wish to pursue a particular tertiary qualifications or career, find out the Cambridge or
NCEA qualifications and grades that you will need for entry and the subjects that you need
to study at School. Qualifications and careers advice is available from the Student Services
Department.
• The following is a useful formula to use to help determine your course choice:
Ability + Interest + Tertiary Study & Career Pathways
= Course Choice
• Every student in Form 5 must select Pre-Q courses (except for a selected cohort predominantly
from 2020’s 4O and 4P) who will study a tailored NCEA Level 1 course). Every student
in Form 6 must sit either Cambridge AS Level or NCEA Level 2 courses and examinations.
Every student in Form 7 must sit either Cambridge AS/A Level courses and examinations
or NCEA Level 3 courses and examinations. With the exception of students selected to
be accelerated in Mathematics, students cannot study courses above their form level.
• It may also be possible to study a subject at a level below your own form level. For example,
a Form 7 student who struggled with NCEA Level 2 in Form 6, might need to do a mix of
NCEA Level 2 and 3 courses. Permission for ‘multi-level’ study must be obtained from the
relevant form-level Dean.

COURSE PLANNING
• Plan your course ahead, and pay particular attention subject pathways and prerequisites.
Ensure that the particular combination of subjects you wish to take is available under the
present option structure for each of the remaining years you will be at School. Do not
choose to do two subjects which only appear on the same option line at a later stage.
• Accounting, Art History, Business Studies, Classical Studies, Earth & Space Science,
Economics, Geography, History and Media Studies can be commenced at any level. Music,
Physical Education and Visual Arts can be commenced at any level, provided students are
able and gain the approval of the appropriate Head of Department. Other subjects have
pre-requisites of prior study so it is essential that students check subject and course per-
requisites carefully.
• Note that the inclusion of a subject in any option line on the option choices forms is not a
guarantee that there will actually be a class, as sometimes not enough students choose the
subject in a particular option line to justify allocating staff, and the School is not always
able to allocate teachers to staff all classes in all option lines. The option structure is a
School policy matter, decided upon by the Headmaster and senior staff, and changed only
after much careful thought and debate. While the option line structure is carefully designed
to enable the vast majority of students to be able to select their preferred options and the
School endeavours to make all options available to students (subject to pre-requisites being
met), there are inevitably restrictions which means that not all students are able to select
their preferred combination of subjects (especially when their preferred subjects only have
one class operating).
FORM 4 COURSE PLANNING - ADVICE TO CURRENT FORM 3 STUDENTS

You should carefully consider the following points before selecting your option subjects for 2021:
• Students currently in 3A – 3H are to select two Form 4 options.
• Students currently in 3I – 3P are to select one Form 4 option.
• If a student currently in 3I - 3P shifts to the 4A - 4H band, he will be asked to select a second
option by the Form 4 Dean on Day 1, 2021. Conversely if a student currently in 3A - 3H
shifts to the 4I - 4P band, he will be asked which one of his two selected options he would
like to study for 2021.
• You should choose option subjects in which you are demonstrating ability, have an interest
in, and which are likely to help you in the future. You need to identify your strengths and
interests and think about which subjects you would like to study in the Senior School.
• Many subjects offered at Form 5 level and beyond require students to have studied the
subject at Form 4 level, so you need to plan your subject pathways carefully. Form 5 subjects
which have a prerequisite of having studied the subject in Form 4 include: Art, Engineering,
Graphics, Music, French, Japanese, Latin, Spanish and Te Reo Maori.
• Detailed descriptions of Form 4 option subjects (including course outlines and pathways to
further study) can be found in the full version of the 2021 Course Handbook, which is made
available to students and parents on GrammarNet and the School website following Options
Evening on Tuesday 11 August.

These options are correct at the time of printing, however, they are subject to change.
Auckland Grammar School Form 4

Option Choices for 20217
Option 2020 Forms 3A and 3B 2020 Forms 3C - 3H 2020 Forms 3I - 3P
All Form 4 take 1. ENG, 2. MAT, 3. SCI, 4. SOC
BEA / ESD / FRE / GRA / JAP / LAT / BEA / ESD / FRE / GRA / JAP / LAT / BEA / ESD / ESOL / FRE / GRA / JAP /
5 MAO / MUS / SPA / VIS MAO / MUS / SPA / VIS LAT / MAO / MUS / SPA / VIS
6 BEA / ESD / FRE / GRA / JAP / BEA / ESD / ESOL / FRE / GRA / JAP /
LAT / MAO / MUS / SPA LAT / MAO / MUS / SPA
Subject Codes Form 4 Course Planning – Advice to Current Form 3 Students
BEA Business Studies Economics Accounting

Engineering Systems and Design
You should carefully consider the following points before selecting your option subjects for 2021:
ESD
ESOL English Second Language
FRE French • Students currently in 3A – 3H are to select two Form 4 options.
GRA Graphics
JAP Japanese • Students currently in 3I – 3P are to select one Form 4 option.
LAT Latin
MAO Te Reo Maori • If a student currently in 3I - 3P shifts to the 4A - 4H band, he will be asked to select a second option by the Form 4
MUS Music
Dean on Day 1, 2021. Conversely if a student currently in 3A - 3H shifts to the 4I - 4P band, he will be asked which
SPA Spanish
VIS Visual Art one of his two selected options he would like to study for 2021.
• You should choose option subjects which you are good at, have an interest in, and which are likely to help you in
the future. You need to identify your strengths and interests and think about which subjects you would like to study
in the Senior School.
• Many subjects offered at Form 5 level and beyond require students to have studied the subject at Form 4 level, so
you need to plan your subject pathways carefully. Form 5 subjects which have a prerequisite of having studied
the subject in Form 4 include: Art, Engineering, Graphics, Music, French, Japanese, Latin, Spanish and Te Reo Maori.
• Detailed descriptions of Form 4 option subjects (including course outlines and pathways to further study) can be
found in the full version of the 2021 Course Handbook, which is made available to students and parents on
GrammarNet and the School website following Options Evening on Tuesday 11 August.

• Each of these options runs for 6 periods per week.
COURSE PLANNING
FORM 5 COURSE PLANNING - ADVICE FOR CURRENT FORM 4 STUDENTS

It is important to understand that although Form 5 School examinations and external qualifica-
tions are useful signposts of student ability and achievement, they cannot be used by students
to gain entry to tertiary education and are seldom used by Auckland Grammar School students
to gain employment.
Rather, Form 5 is an important foundation year for senior academic study and examination results
are used primarily as a formal measure of student performance and development and are used to
determine a student’s ability to progress to study at Form 6 level. External qualifications, which
can be used as ‘tickets’ to tertiary education and employment, are gained at Forms 6 and 7.
You should carefully consider the following points before selecting your subjects for 2021:
• You must study six subjects (although students selecting Triple Science are effectively
studying seven subjects).
• English and Mathematics are compulsory.
• You should choose as your four options subjects which you are good at, have an interest
in, and which are likely to help you in the future. You need to identify your strengths
and interests and think about what you may need in your studies beyond School or in
the workforce.
• Your course should be broad-based so that you keep your options open for the future.
For this reason, you are strongly advised to select both Arts and Sciences subjects. A
number of degree courses (BE, BHSc, BPharm) prefer or require applicants to have full A
Levels in one or more Science subjects so you need to plan your subject pathways care-
fully.
• To ensure that students do not choose courses with too narrow a focus, these
restrictions apply:
- You may choose Digital Art or Fine Arts but not both.
- You may choose a maximum of two Commerce subjects (Accounting, Business Studies
and Economics).
• Students in 4A - 4D can take Triple Science (SCQ and SCZ - 3 Sciences (BIO/CHE/PHY)
across 2 option lines) or up to 2 Science subjects (BIO/CHE/PHY).
• Students in 4E - 4I can take up to 3 Science subjects (BIO/CHE/PHY), although it is
recommended that students select a maximum of 2 Sciences.
• Students in 4J - 4O can take up to 2 Science subjects (BIO/CHE/PHY).
• Students in 4P - 4R take NCEA Level 1 Science (SCI), English and Mathematics and three
option subjects.
• You will study five subjects in Form 6 as you start to specialise more.
NB: Students wishing to study AS Level Science subjects must take Triple Science or
specialist Science subjects (Biology, Chemistry, Physics) in Form 5.
• To qualify for the Cambridge Pathway in Form 6 in 2021 you must gain a minimum of mark of 65
in each of 4 Pre-Q subjects (refer to Passing Form 5 and Form 6 on pages 13-14).
Auckland Grammar School Form 5

Option Choices for 2021 6
2020 4A - 4D 2020 4E - 4I 2020 4J - 41 2020 42 - 44
ACC / CHE / CLS / &#4ECO / EGR / ACC / CHE / CLS / &#4EGR / ACC / L1 CAS / CHE / CLS / DAR / L1 CAS / L1 CAS (VOC) / L1 COM /
1 GEO / GRA / HIS / JAP / SPA PRE-Q JAP / PRE-Q SPA
GEO / GRA / HIS / JAP / SPA / GEO / GRA / HIS / JAP / SPA
BIO / BUS / CHE / FAR / FRE / ACC / BIO / BUS / CHE / FAR / ACC / BIO / BUS / CHE / CON /
2 JAP / PHY / SCZ / SPA L1 SCI
FRE / JAP / PHY / SPA FAR / FRE / JAP / PHY / SPA
201 3 BIO / DAR / GEO / GRA / BIO / CHE / DAR / ECO / GEO / BIO / CHE / DAR / ECO / GEO /
GRA / HIS / PED / PHY GRA / HIS / PED / PHY L1 ART / PRE-Q CON / L1 PED
1 HIS / PED / PHY / SCQ
F
4-7 4 '0) '0) MAT MAT
5 ACC / BIO / BUS / EGR / FRE / GEO / ACC / BIO / EGR / FRE / GEO / HIS / BIO / FRE / GEO / HIS / LAT / PRE-Q FRE / L1 HUM / L1 LIT /
HIS / LAT / L1 MAO / MUS / PED / PHY LAT / L1 MAO / MUS / PED / PHY L1 MAO / MUS / PED / PHY L1 MAO / PRE-Q MUS
6
MAT MAT '0) '0)
* All Form 5 students must select 4 subjects from Option lines 1,2,3,5
* English/ESOL and Mathematics are compulsory and are in Option lines 4 and 6.
* Each of these options run for 6 periods per week
Art: Students may take DAR or FAR but not both

Commerce: Students may take a maximum of 2 Commerce subjects (ACC, BUS, ECO)
Science: 4A - 4D can take Triple Science (SCQ and SCZ - 3 Sciences (BIO/CHE/PHY) across 2 option lines) or up to 2 Science subjects (BIO/CHE/PHY)
4E - 4I can take up to 3 Science subjects (BIO/CHE/PHY), although it is recommended that students select a maximum of 2 Sciences.
4J - 4O can take up to 2 Science subjects (BIO/CHE/PHY)
4P - 4R can take NCEA L1 Science (SCI)
Subject Codes
ACC Accounting ENG English PED Physical Education

ART Art FAR Fine Arts PHY Physics
BIO Biology FRE French SCI NCEA L1 Science
BUS Business Studies GEO Geography SCQ Triple Science
CAS Career Studies/Vocational Studies GRA Graphics/Graphic Products SCZ Triple Science
CHE Chemistry HIS History SPA Spanish
CLS Classics HUM Geography/History (Humanities)
COM Business Studies/Economics JAP Japanese
CON Trades and Construction LAT Latin
DAR Digital Art LIT Literacy

ECO Economics MAO Te Reo Maori
EGR Engineering MUS Music
COURSE PLANNING
FORM 6 COURSE PLANNING -ADVICE FOR CURRENT FORM 5 STUDENTS

Most students entering Form 6 are commencing a two-year course of study leading to tertiary
study and so you need to seriously consider your future plans for tertiary study and careers.
You also need to carefully plan your two-year programme for Form 6 and Form 7 and be very
clear about which qualification you are aiming for in order to gain tertiary entry and entry to
university courses with particular pre-requisites.
Your academic programme should include courses that you think you will need to gain admission
to tertiary courses or for employment (you may need to consult the Student Services staff for
advice and guidance). There should still be opportunities to include subjects in your course which
are strengths or that you enjoy and, in fact, if you are not strong at a subject and/or do not enjoy
it, you should seriously consider whether will lead to successful tertiary study.
Students choose:
either Cambridge AS Level subjects
or NCEA Level 2 subjects
The only students with a “mixed” course will be those studying a predominantly Cambridge
course who:
• Are studying a subject that is not available at Cambridge AS Level in Form 6. You will
study an NCEA Level 2 course in these subjects.
• Are weak in English and select NCEA Level 2 English or ESOL in order to maximise the
likelihood of gaining Literacy for University Entrance.
To ensure that students do not choose courses with too narrow a focus, these restrictions apply:
- You may choose AS Level Graphics or Product Design but not both.
- You may only choose two of Accounting, Business Studies and Economics.
- For 2021 you may only choose one of AS Digital Art Design or AS Digital Art Photography
but not both, or only two of Design, Painting, and Photography for NCEA Level 2.
Students who are in 5A to 5I in 2020:

• Most students will study Cambridge AS courses in Form 6, however you must decide
whether you are going to continue on the Cambridge Pathway or change to the NCEA
Pathway (NCEA Level 2 courses).
• Most students in 5A to 5I should cope with Cambridge AS courses, however, if you have
struggled to cope with Pre-Q courses and/or achieved low grades and are not likely to
meet the entrance criteria for AS Level courses, you may want to consider changing to the
NCEA Pathway. Note the following:
- If you are currently averaging marks in the 50’s or below in Pre-Q courses you will find
AS study challenging and would be best advised to study NCEA Level 2.

COURSE PLANNING
- NCEA Level 2 is a ‘standalone’ qualification. You do not have to complete NCEA Level
1 in order to study NCEA Level 2 subjects.
- Your Pre-Q studies will have prepared you to cope with NCEA Level 2 study.
- Remember, however, that ’D’ grades in AS do generate 30 points towards the 120
points needed for general New Zealand University Entrance.
• If you decide to study a Cambridge AS course you will need to carefully consider which
subjects you choose:
- You must study five subjects (English/ESOL is compulsory and four options).
- If you are currently studying AS Mathematics you are recommended to select A Level
Mathematics for Form 6, although this is not compulsory.
- If you are intending to study Mathematics and one or more Science subjects, you
should be achieving marks of at least 70% in these subjects at Pre-Q level if you are to
cope with AS Level courses.
- Japanese, Latin and Te Reo are not available as AS subjects in Form 6, however at this
stage, they are available as NCEA Level 2 courses (and at AS Level for Japanese in Form
7 and NCEA Level 3 for Latin and Te Reo Maori in Form 7).
- In Form 6 you must achieve a Literacy Standard for University Entrance. This is an ‘E’
grade or better in AS English Literature or AS Langauge and Literature. If English is one
of your weaker subjects, your best option may well be to study NCEA Level 2 English
or ESOL to maximise the likelihood of gaining the University Entrance Literacy requirement
(you must gain 5 credits in Reading and 5 credits in Writing for University Entrance). Note
that a number of overseas universities have higher English/Literacy entrance requirements.
- A number of degree courses (BE, BHSc, BPharm) require applicants to have full A Levels
in one or more Science subjects and many overseas universities require at least three full
A Levels for entrance purposes.
Students who are in 5J to 5R in 2020:
• NCEA is likely to be most appropriate qualifications pathway for 2021.

• You must study five subjects (English/ESOL is compulsory and four options).
• If you do not earn entry to Form 6 you will remain in Form 5, your course of study will be
determined in consultation with your Dean.
• If you are motivated and are achieving very good results you may select a Cambridge AS Level
course. However, you will need to gain marks of 65 or better in 4 Pre-Q examinations (an
aggregate of 65% or higher in School examinations will be deemed the equivalent for NCEA
subjects) and you need to be aware that many AS Level courses are very challenging.
• Note: If you are intending to study AS Mathematics and one or more AS Science subjects
in Form 6, you need to be achieving marks of at least 70% in these subjects this year if
you are to cope with AS Level courses.


Senior Option Choices for 2021 6
Form 7
Form 6 Students may take:
Students may take: - a maximum of 2 of DES, PTG and PHO at NCEA Level 3
- GRA or PRO but not both at AS Level or a maximum of 1 of DES or PTG or PHO at A2 Level
Option
- DAD or DAP but not both at AS Level - a maximum of 2 of ACC, BUS and ECO
- a maximum of 2 of DES, PTG and PHO at NCEA Level 2 - AS or A2 GRA or PHO but not both
- a maximum of 2 of ACC, BUS and ECO
- a maximum of 1 of MAG or MAA at NCEA Level 3: STA only if together with MAA
NCEA Level 2 Form 6 Advanced Subsidiary (AS) A2 NCEA Level 3

1
BIO / CON / DES / ECO / GEO / PHY
ENG / ESOL ENG / L2 ESOL / A2 MAT BIO / ECO / GEO / PHY

201 CLS / ENG (6A & 6B) / CHE / CLS / ECO / ENG / L3 ESOL / AHI / CLS / ECO / ENG / ESOL /
2 GEO / HIS / MAS / MAT / PED
GEO / HIS / MAT / PED GEO / HIS / AS JAP GEO / HIS / JAP / PED / STA
1
F BIO / BUS / ECO / ESS / GEO / LAT / ACC / BIO / BUS / CHE / DAP / ECO / ACC / CAS / ESOL / ESS / GEO /
3 FAR / GEO / L2 LAT / MUS / PHY L3 ESOL / L3 LAT / MAT / SPA
4-7 PED / PHO / PHY / PTG IND / LAT / MAA / MAG / MAS
CHE / CLS / CON / DES / ECO / FRE / CHE / CLS / DAD / ECO / FRE / HIS / L2 JAP / ACC / BIO / DAD / FRE / GRA / HIS / ACC / BIO / FRE / HIS / IND / JAP / MAG /
4
GEO / HIS / JAP / MAO / MUS / SPA L2 MAO / PED / PHY / SPA L3 MAO / MUS / PED / PRO / PHY MAO / MAS / MUS / PED / PHY / SPA
5 ACC / BIO / CAS / DES / HIS / ACC / BIO / CHE / GEO / GRA / BUS / CHE / DAP / ENG / PTG BUS / CHE / ENG / MAG /
IND / JAP / PED / PHY HIS / L2 JAP / PHY / PRO MDS / PHO / PTG
* 6A - 6I1 must select an English or ESOL course and 4 other subjects

* 6A - 6B may select Form 6 AS subjects or A2 Mathematics
* 6C - 6I must select Form 6 AS subjects
* 6C1 - 6I1 must select NCEA Level 2 subjects
* 7A - 7H must select four subjects from Form 7 A2 or Form 6 AS subjects
* 7C1 - 7H1 must select five NCEA Level 3 subjects
* Each of these options runs for 7 periods per week.
Subject Codes
ACC Accounting FAR Fine Arts PED Physical Education
AHI Art History FRE French PHO Photography
BIO Biology GEO Geography PHY Physics
BUS Business Studies GRA Graphics PRO Product Design
CAS Career Studies HIS History PTG Painting
CHE Chemistry IND Industrial Design SPA Spanish
CLS Classics JAP Japanese Statistics
STA
DAD Digital Art Design MAA Mathematics Advancing
DAP Digital Art Photography MAG Mathematics General
DES Design MAO Te Reo Maori
ECO Economics MAS Mathematics with Statistics
ENG English MAT Mathematics
ESOL English Second Language MDS Media Studies
ESS Earth & Space Science MUS Music
COURSE PLANNING
FORM 7 COURSE PLANNING - ADVICE FOR CURRENT FORM 6 STUDENTS

This will be your final year at secondary school. Your main academic objective is to ensure that
you achieve the qualifications necessary, in the appropriate subjects, to gain entrance to tertiary
courses or employment in your chosen field.
The sections on this handbook on University Entrance, tertiary course availability, and subject
pre-requisites are essential reading. You should consult Student Services staff, your Dean, the
Associate Headmaster - Senior School, Mr McNaughton, or relevant university websites and
liaison officers, if you need further information or advice.
The full version of the 2021 Course Handbook is available on Grammarnet and the School website
and it has more detailed information on tertiary entrance requirements and pre-requisites.
This year in Form 6 you are doing either a predominantly Cambridge AS Level course or an NCEA
Level 2 course. Accordingly, the information below is divided into two sections.
Students who are studying a Cambridge Pathway in 2020:

• The majority of students will continue on the Cambridge pathway, doing AS and A Level
courses, however, a number of students will have underperformed at AS Level in Form
6. You must decide whether you are going to continue on the Cambridge Pathway or
change to NCEA Level 3 and in cases of very poor performance you will not be able to
continue on the Cambridge Pathway. You will need to gain a minimum of three D grades in
your final AS examinations in order to do a Cambridge course in Form 7.
• If you have struggled to cope with AS study this year and have achieved low grades,
you might be advised to change to an NCEA course. You need to see your Dean to discuss
this. Note the following:
- You must achieve a minimum D grade in AS in order to continue on to an A Level
course in a subject (and some A Level subjects have higher entry criteria).
- New Zealand universities rank applicants for admission purposes on the basis of their
best six-credit points total (see pages 14-16). Students gaining D and E grades and/or
Ungraded results will not achieve a competitive entry score.
- NCEA Level 3 is a ‘standalone’ qualification. You do not have to complete NCEA
Level 2 in order to study NCEA Level 3 subjects. However, unless you stud-
ied Level 2 English in 2020, you will need to achieve 80 Level 3 credits and meet NCEA
Literacy and Numeracy requirements in order to gain a Level 3 Certificate and University
Entrance.
- Your AS studies will have prepared you well to cope with NCEA Level 3 study.
Remember, however, that E and D grades do generate 20 and 30 points respectively
to the 120 points needed for general New Zealand University Entrance.

COURSE PLANNING
• If you decide to complete the Cambridge pathway you will need to carefully consider
which subjects you choose and at what level. Note the following:
- You must study four subjects and there are no compulsory subjects. In your ‘free’ op-
tion line you will attend structured tutorial periods in the Study Centre which will sup-
port your study of AS/A Level subjects.
- You will have the opportunity to combine learning in depth by taking A Level subjects,
and learning in breadth by taking new AS courses.
- You can continue with subjects you studied at AS Level to full A Level or you may
select new Form 6 AS subjects. Multi-level study is an important feature of the Cam-
bridge pathway.
- The majority of students should choose a combination of AS and A Levels. Be careful
not to over-commit yourself. Four A Level courses will present a challenging workload
and should only be attempted by very able students.
- If you have completed A Level Mathematics in Form 6, you have completed a two-year
course of study and cannot re-do A Level Mathematics in one year in Form 7. You can,
however, select up to four additional A Level subjects in Form 7.
- If you are achieving at D grade level in an AS subject you will find A Level study difficult
and you might consider choosing a new AS subject rather than continuing to A Level.
- Achieving good AS grades can produce more points than achieving average results in a
full A Level (for example, a ‘B’ in AS Classics and a ‘C’ in AS Physical Education
earns a total of 90 points, whereas a ‘D’ in A Level Mathematics earns 60 points).
– In most cases AS Level subjects provide a very good basis for further study at tertiary
level. However, a number of degree courses (BE, BHSc, BPharm) require applicants to
have full A Levels in one or more Sciences and/or Mathematics.
– If you are intending to apply to overseas universities you are strongly advised to complete
at least three A-Levels.
• To ensure that students do not choose courses with too narrow a focus, these restrictions
apply:
- You may only choose two of Accounting, Business Studies and Economics
- AS or A Level Graphics or Product Design but not both.
Students who are studying an NCEA Pathway course in 2020:

• You must study five subjects in 2021.
• There are no compulsory subjects.
• You are strongly advised to complete a full five-subject NCEA Level 3 course:
- To meet the general New Zealand University Entrance standard for tertiary study you
must study at least three university-approved Level 3 subjects and gain 14 credits in
each one. Note the following:
- New Zealand Universities rank applicants for admission to all courses on the basis of
their best 80 Level 3 credits over a maximum of five subjects.

COURSE PLANNING
- You may choose a maximum of two of Design, Painting or Photography.

- You may choose a maximum of two of Accounting, Business Studies or Economics.
- You may choose one of Mathematics Advancing (7MAA) or Mathematics General (7MAG)
or Mathematics Statistics (7MAS).
- Statistics (7STA) can only be taken if you are also choosing to do Mathematics Advancing.
• It may be possible to change to a Cambridge course, however, this is usually not recommended
because:
- You will not be able to study any A Level subjects and so you will need to select Form
6 AS Level subjects.
- You will struggle to meet the general New Zealand University Entrance standard for
tertiary study and gain sufficient subject credits for admission to programmes with limited
entry.
Note: If you do not meet the Literacy standard required for University Entrance in Form 6, you
will have two options to resolve the problem next year:
1. You can repeat a Form 6 English or ESOL course.
2. You can gain the credits in designated NCEA Level 3 standards that count towards
Literacy.
3. You can complete a special English short course, which will be held at Lunchtimes and
after school leading to NCEA Level 2 internal assessment against appropriate Reading
and Writing standards.


Senior Option Choices for 2021 6
Form 7
Form 6 Students may take:
Students may take: - a maximum of 2 of DES, PTG and PHO at NCEA Level 3
- GRA or PRO but not both at AS Level or a maximum of 1 of DES or PTG or PHO at A2 Level
Option
- DAD or DAP but not both at AS Level - a maximum of 2 of ACC, BUS and ECO
- a maximum of 2 of DES, PTG and PHO at NCEA Level 2 - AS or A2 GRA or PHO but not both
- a maximum of 2 of ACC, BUS and ECO
- a maximum of 1 of MAG or MAA at NCEA Level 3: STA only if together with MAA
NCEA Level 2 Form 6 Advanced Subsidiary (AS) A2 NCEA Level 3

1
BIO / CON / DES / ECO / GEO / PHY
ENG / ESOL ENG / L2 ESOL / A2 MAT BIO / ECO / GEO / PHY

201 CLS / ENG (6A & 6B) / CHE / CLS / ECO / ENG / L3 ESOL / AHI / CLS / ECO / ENG / ESOL /
2 GEO / HIS / MAS / MAT / PED
GEO / HIS / MAT / PED GEO / HIS / AS JAP GEO / HIS / JAP / PED / STA
1
F BIO / BUS / ECO / ESS / GEO / LAT / ACC / BIO / BUS / CHE / DAP / ECO / ACC / CAS / ESOL / ESS / GEO /
3 FAR / GEO / L2 LAT / MUS / PHY L3 ESOL / L3 LAT / MAT / SPA
4-7 PED / PHO / PHY / PTG IND / LAT / MAA / MAG / MAS
CHE / CLS / CON / DES / ECO / FRE / CHE / CLS / DAD / ECO / FRE / HIS / L2 JAP / ACC / BIO / DAD / FRE / GRA / HIS / ACC / BIO / FRE / HIS / IND / JAP / MAG /
4
GEO / HIS / JAP / MAO / MUS / SPA L2 MAO / PED / PHY / SPA L3 MAO / MUS / PED / PRO / PHY MAO / MAS / MUS / PED / PHY / SPA
5 ACC / BIO / CAS / DES / HIS / ACC / BIO / CHE / GEO / GRA / BUS / CHE / DAP / ENG / PTG BUS / CHE / ENG / MAG /
IND / JAP / PED / PHY HIS / L2 JAP / PHY / PRO MDS / PHO / PTG
* 6A - 6I1 must select an English or ESOL course and 4 other subjects

* 6A - 6B may select Form 6 AS subjects or A2 Mathematics
* 6C - 6I must select Form 6 AS subjects
* 6C1 - 6I1 must select NCEA Level 2 subjects
* 7A - 7H must select four subjects from Form 7 A2 or Form 6 AS subjects
* 7C1 - 7H1 must select five NCEA Level 3 subjects
* Each of these options runs for 7 periods per week.
Subject Codes
ACC Accounting FAR Fine Arts PED Physical Education
AHI Art History FRE French PHO Photography
BIO Biology GEO Geography PHY Physics
BUS Business Studies GRA Graphics PRO Product Design
CAS Career Studies HIS History PTG Painting
CHE Chemistry IND Industrial Design SPA Spanish
CLS Classics JAP Japanese Statistics
STA
DAD Digital Art Design MAA Mathematics Advancing
DAP Digital Art Photography MAG Mathematics General
DES Design MAO Te Reo Maori
ECO Economics MAS Mathematics with Statistics
ENG English MAT Mathematics
ESOL English Second Language MDS Media Studies
ESS Earth & Space Science MUS Music
WHERE WILL MY SUBJECTS TAKE ME?
• An Overview of Career Destinations with Tertiary Studies in the Subjects Offered

at Auckland Grammar School
Compiled by the Student Services Department

with acknowledgement to the University of Canterbury
ACCOUNTING: Accounting graduates can enter a variety of fields in business and administration.
They may work for chartered accounting firms, government organisations, finance departments
of business enterprises, sports and non-profit organisations, banks and financial institutions,
or management consultancies. Because of its increasing emphasis on analysing and advising
managers and other stakeholders on the financial state of an organisation, accountants are key
people in any organisation and as such are well-placed to enter top management roles. To become
a chartered accountant requires a four-year degree qualification at a university or polytechnic.
ART & DESIGN: Many Fine Arts and Design students pursue their creative talents full-time as
artists in their own right or commercial designers working in applied areas such as graphic design,
product design, digital and media design, and spatial, landscape or fashion design. The importance
of good design principles is being increasingly recognized in industry today as producers move
away from mass-market products to niche and value-added production and consumers become
more demanding of good visual design in the items they buy.
ART HISTORY: Graduates in Art History are employed as curators in art galleries, museums
and private collections, and a variety of other employment opportunities exist in media and
publishing, design companies, libraries and information services, performing arts organisations,
government cultural programmes, advertising and promotions. An Art History major would
typically be completed as a Bachelor of Arts degree as opposed to Fine Arts, although the two
specialties could make an effective combination.
BIOLOGY: For pure Biology there are wide-ranging careers in Crown Research Institutes,
government ministries (Conservation, Environment, Agriculture & Forestry, Health) public and
private-sector organisations involved in forensic science, fisheries, aquaculture, oceanography,
entymology, soil science, veterinary and medical services. There is also an expanding field of
work in biosecurity as the need to protect a country’s plant and animal life against imported
pests and diseases grows with globalisation.
Biology expands at university level into specialised programmes which combine skills
and knowledge with other subjects, for example Pharmacology (Biology with Chemistry),
Biotechnology and Food Technology (Biology with Physics and Chemistry) Medical Imaging
(Biology with Physics), Bioinformatics (Biology with Mathematics) and Biomedical Engineering
(Biology with Physics, Chemistry and Mathematics). It is also the major contributing science to
specialised health courses such as Medicine, Veterinary Science,Physiotherapy, Sport & Exercise

Science and Biomedical Science.
BUSINESS STUDIES: This can lead into a variety of business degree specialisations such
as Management Studies, Marketing and Finance, and lead to successful careers in financial
management, human resources management, information systems marketing and product
management.
CAREER STUDIES: Note that is not a university-approved subject in terms of gaining University
Entrance, rather it is a course designed to expose students to a wide range of employment and
vocational skills and opportunities. Students will gain skills which are valued in the workplace
and this course will assist students with the transition to the workplace and into vocational and
industry-based tertiary pathways and careers.
CHEMISTRY: Graduates with a major in Chemistry find career opportunities in New Zealand’s
resource-based industries such as energy, forestry, dairy, petrochemicals, aluminium or
biotechnology, working in applied technology, research and development, quality control,
environmental control and monitoring, forensic science, sales and management. Good career
opportunities also exist in the Crown Research Institutes, especially in the areas of materials
technology and biotechnology.
Chemistry is also a fundamental part of specialised programmes which combine skills and
knowledge with other subjects, for example Pharmacology, Biotechnology and Food Technology
(where Chemistry combines with Biology and Physics). It also contributes to specialised health
courses such as Medicine, Pharmacy, Veterinary Science and Biomedical Science. It is also a
major contributing subject (with Physics and Calculus) in Engineering degree courses, particularly
Chemical Engineering (Chemistry is also a required subject for entry into the Bachelor of
Engineering course at the University of Canterbury).
CLASSICS & LATIN: A degree in Classics and/or Latin (typically a BA or MA) provides students
with high-level analytical and critical reading and writing skills which are useful in any career
where the ability to communicate effectively is valued. Graduates in Classical Studies and Latin
are well-prepared for careers in fields such as law, politics, government, diplomacy, academia,
teaching, journalism, publishing, the arts and media. Students whose intended career path is
the Sciences or Commerce would also benefit from having Classics and Latin as part of their
degree as they will not only enhance their communication skills, but will also give them a greater
appreciation of different historical, social, political, artistic and literary contexts and familarity
with the basis of European languages and Western civilisation.
ECONOMICS: Economics can be studied as part of a Business/Commerce degree or an Arts

degree, depending on the accent that the student wishes to put on his degree. Graduates in the
more mathematically-oriented aspects of Economics find good career prospects in economic

analysis and forecasting with organisations like Treasury, the Reserve Bank, Statistics NZ,
commercial banks, stockbrokers, insurance companies, management consultancies and market
research companies. Those with a more social policy-oriented interest tend to work in government
policy ministries such as the Ministry of Economic Development, Ministry of Foreign Affairs &
Trade, social policy research organisations, city and regional planning, property, secondary or
tertiary teaching, market research and export marketing.
ENGLISH: A degree in English (typically a BA or MA) can lead on to careers wherever strong
communication skills are an asset. These include journalism, creative and critical writing,
speechwriting, publishing, the media, recruitment and human resources management, social
service agencies, education at all levels, library and information services, central government
social policy ministries, local government and, at times, financial market trading.
GEOGRAPHY: Many Geography graduates (with either Arts or Science degrees depending
on the complementary subjects) find work in resource and urban planning, environmental
impact and conservation studies, Geographic Information Systems (GIS) work, market research
(using demographic analysis skills), social policy work in government, teaching, and planning
consultancies. Geographical skills are also an important component in other professional degree
courses like Planning, Surveying and Geology.
HISTORY: History graduates have a distinctive mix of skills that involve critical analysis of
information, awareness of social values and influences, interest in world affairs and politics,
and the ability to research and write effectively and persuasively. They may work in diplomacy,
broadcasting, journalism, politics, public relations, historical research and archiving, museum
curating, heritage protection or teaching. History is also a popular and skill-enhancing subject
for Law students to include in their degrees.
LANGUAGES: Knowledge of languages other than English is useful in the global economy,
especially in areas such as the hospitality industry, travel and tourism, export marketing, importing
and outsourcing of manufacturing, entertainment and fashion, international finance, foreign
diplomacy, interpreting, and social work involving migrants and refugees. Information services
and teaching also offer strong job prospects for specialists in many popular languages.
MATHEMATICS: Mathematicians work in a surprisingly wide range of professions and applied

skill sectors. Their skills are employed directly in statistical analysis and research, actuarial work
for financial markets and insurance, economic forecasting, operations research in industry,
logistical planning and management, computer programming and scientific and medical research.
Mathematics is also an essential ingredient for degree courses in Engineering (with Calculus) and
Surveying (with Geometry/Trigonometry) and features with Biology and Physics in medically-
based specialties such as Bioinformatics and Medical Imaging. Mathematicians are also in high
demand at all levels of the teaching profession and in all areas of market analysis.

MUSIC: Students with musical interests may opt for performance degrees or a more general
theory-based degree course as part of an Arts degree. Performance graduates may be orchestra
musicians, conductors, composers, sound engineers or producers, music teachers, therapists
or critics. Music theory graduates may work in performing arts companies, film and media,
entertainment and music promotion, tourism, multimedia or in music-based social programmes.
PHYSICAL EDUCATION: Graduates in this field often work in secondary teaching, but with
the rise of more generic Sport & Fitness degrees and related courses and the rise of the outdoor
recreation, professional sport and the “fitness industry”, work opportunities are now much
broader. Increasingly also the adventure tourism and outdoor pursuits industry is employing
young people with physical education skills and an interest in the outdoors. Physical Education
also nurtures the skills needed for careers in areas like physiotherapy, nursing and paramedic
work, although the importance of additional Science training for entry to these fields should not
be underestimated.
PHYSICS: Physicists are employed for their ability to measure, analyse and predict the behaviour
of complex physical systems. As such they are extremely valuable in many areas of scientific
research and technological development including geological, astronomical and climate change
research, electronics, energy exploration and research, telecommunications, aviation and space
travel development, military and industrial research. Physics is an essential subject for entry into
Engineering degree courses and figures highly in applied programmes such as Medical Imaging,
Optometry and Optoelectronics.
TECHNOLOGY & GRAPHICS: The importance of good technological skills can never be
underestimated and trained people with applied skills in all areas of trades and technology
continue to be in high demand, as skill shortages remain even in times of recession. The skills
imparted in school-based technology courses give a sound basis for further training in either
traditional trades or applied technology for industry and information services. Graphics is an
essential element of the design process and skilled technologists with Graphics and CAD/CAM
skills are constantly in high demand in the engineering industry.
NB: A complete version of the 2021 Course Handbook, including information on all subjects and
courses is available for download from the Academic section of the School website:
(www.ags.school.nz).

CURRICULUM SUBJECTS
School examination:
1 x 1-hour examination - end of Term 1
BUSINESS STUDIES ECONOMICS ACCOUNTING 1 x 2-hour examination - end of Term 2
- FORM 4 1 x 2-hour examination - end of Term 4
Class assessment:
This course is an introduction to some of the basic concepts in Common tests and in-class tests are held each term
Business, Economics and Accounting. It is not a pre-requisite for
study at Form 5, but will help students interested in Commerce make SPECIAL EQUIPMENT AND COSTS
a more informed decision about subjects to study in Form 5. None
PRE-REQUISITES CONTINUATION OF COURSE

None This course will provide good background and preparation for the
following subjects:
COURSE DESCRIPTION / AIMS - Economics
This course is designed to introduce students to the main concepts - Business Studies
and theory involved in consumer behaviour and decision-making. It - Accounting
also introduces students to some of the main theories in Business
Studies and an introduction to Accounting. REFERENCE PERSON Mr J. Wilson, HOD Economics
COURSE OUTLINE Please note that content in this Handbook is correct at the time
Topics covered in economics include the basic economic problem, of printing. However, some of the Junior Courses may have had
introductory microeconomic analysis including market theory (demand time allocations for delivery changed for 2021. As a result, content
and supply), consumer economics including financial literacy topics advertised in this course may change slightly at the discretion of the
such as insurance, budgeting and consumer rights and obligations in Head of Department.
the market place. Students also complete a unit on Business Studies,
covering some of the main issues such as marketing, business
organisation, business success and failure. There is also a unit on
Business Accounting and a business management simulation. ACCOUNTING - FORM 5: Pre-Q
Economics/Consumer Financial Literacy
1. Basic economic problem: scarcity and exercise of choice PRE-REQUISITES
2. What, How and For Whom None. However, it is possible that classes may be oversubscribed. In
3. Economic systems this case, priority will be given to those students that have performed
creditably in 4EBS.
Market Equilibrium
1. Demand COURSE DESCRIPTION / AIMS
2. Supply The aim of the course is to:
3. Equilibrium • Develop an understanding of the principles and purposes of
accounting in providing information systems for monitoring and
Financial Literacy Part 1 decision-making appropriate to the needs of business.
1. Income • Develop an understanding of accounting concepts, conventions,
2. Credit procedures and terminology.
3. Saving • Develop knowledge and understanding of the aims and activities
4. Personal budgeting of business, their accounting implications and accounting
5. Financial Records and ID Theft techniques and procedures appropriate to them.
• Develop skills of numeracy, literacy, communication, enquiry,
Business Studies presentation and interpretation.
1. Why business activity is needed • Encourage attitudes of accuracy, orderliness and logical thought.
2. How business activity is organised and financed
3. How to start a business METHODS OF ASSESSMENT
4. Business objectives School examination:
• 1 x 1-hour examination - end of Term 1
Accounting for Sole Traders • 1 x 2-hour examination - end of Term 2
1. Financial information • 1 x 3-hour examination - end of Term 4 (Pre-Q) worth
2. Accounting equation 100% of overall mark
3. Debits and Credits
4. Transactions and Trial Balance SPECIAL EQUIPMENT AND COSTS
5. Income Statement Calculator
6. Assets and Liabilities Workbook ($25.00)
7. Trading Statement
8. Statement of Financial Position CONTINUATION OF SUBJECT AT SCHOOL
9. Accounting Cycle At the end of the Pre-Q course, students can pursue the following
10. Accounting Analysis pathway or combination of pathways:
• The Cambridge Pathway. Form 6 Cambridge AS Level Accounting,
Financial Literacy Part 2 Form 7 Cambridge A2 Level Accounting.
1. Consumer Laws • NCEA Level 2 Accounting, NCEA Level 3 Accounting.
2. Insurance
REFERENCE PERSON Mr J. Borich, HOD Accounting
Business Marketing
1. Market Segments
2. Market Research
3. Marketing Mix - the 4 ‘P’s’
METHODS OF ASSESSMENT
External examination:
None

2. Accounting Principles
3. Control Systems
ACCOUNTING - FORM 6 : NCEA LEVEL 2 4. Preparation of Financial Statements
5. Interpretation and Analysis
6. Costing Principles and Systems
PRE-REQUISITES
None. Previous study in Accounting is strongly recommended. METHODS OF ASSESSMENT
Candidates must sit two external examination papers:
DESCRIPTION / AIMS OF COURSE SUBJECT Paper 1 Multiple Choice paper. 30 questions with a weighting of
The aim of this course is: 30%. [1 hour]
• To provide students with an understanding of the role of the Paper 2 Structured Questions paper. A maximum mark of 90 and
accountant in society. weighting of 70%. [1 hour, 30 mins]
• To improve students’ understanding of business organisation.
• To provide students with increased awareness of, and access SPECIAL EQUIPMENT AND COSTS
to, career opportunities in accounting. Calculator
• To give accounting students hands-on computer experience. Workbook ($40.00)
COURSE OUTLINE CONTINUATION OF SUBJECT AT SCHOOL
The context of study is limited to sole trader businesses who are At the end of the AS course, students can pursue one of the following
registered for GST on an invoice basis. The prescription is divided pathways:
into 5 strands: • Form 7 Cambridge A2 Level Accounting or
1. Analysis and interpretation • Form 7 NCEA Level 3 Accounting
2. Processing of accounting information
3. Accounting systems REFERENCE PERSON Mr J. Borich, HOD Accounting
4. Preparation of accounting reports
5. Decision-making
Note: Students will be required to process accounting information
manually as well as on a computerised system. ACCOUNTING - FORM 7 : NCEA LEVEL 3
Form 6 Accounting will be assessed through a combination of PRE-REQUISITES
internally-assessed and externally-examined NCEA Level 2 Minimum 12 credits in NCEA Level 2 Accounting.
Achievement Standards. A total of 19 credits is offered in this course.
Examinations: There will be 3 School examinations held in Terms DESCRIPTION / AIMS
1, 2 and 3. The course aims to:
Tests: There will be a common test and NCEA examinations • Provide students with an understanding of the conceptual basis of
in Term 4. accounting.
• Give students an appreciation of how basic accounting concepts,
SPECIAL EQUIPMENT AND COSTS processes and systems are applied to different organisations and
Calculator groups of users.
Textbooks ($26.00 each) • Provide students with an understanding of the analysis of accounting
systems and the methods of processing accounting data.
CONTINUATION OF SUBJECT AT SCHOOL
NCEA Level 3 COURSE OUTLINE
The course is broken up into 4 main areas:
REFERENCE PERSON Mrs J. Samy, MIC NCEA Accounting 1. Processing financial information for partnership and companies
2. Analysing an external report.
3. Prepare financial reports for partnerships and companies
ACCOUNTING - FORM 6 : AS 4. Decision-making
PRE-REQUISITES Form 7 Accounting will be assessed through a combination of internally-
Form 5 Pre-Q Accounting assessed and externally-examined NCEA Level 3 Achievement
Standards. A total of 22 credits is offered in this course, and it is a
RECOMMENDED ACHIEVEMENT LEVELS University approved course.
Over 60% in Form 5 Pre-Q Accounting. Students who have not studied
Form 5 Pre-Q Accounting require HOD approval, as this is not a pick-up SPECIAL EQUIPMENT AND COSTS
subject. Prospective Form 6 and 7 students without the prerequisite Calculator
need to obtain HOD approval before the end of their Form 5 or Form 6 Textbook ($25.00)
year (signalling their intention to take AS Accounting in the next year).
CONTINUATION OF SUBJECT
DESCRIPTION / AIMS OF COURSE SUBJECT It is useful for any commerce-related degree. It also provides
The syllabus is intended to encourage courses that will enable fundamental background knowledge which is clearly advantageous,
students to: and students who wish to make a career in commerce are strongly
• Develop an ability to apply accounting concepts, principles and recommended to take it.
practice.
• Understand the role of accounting as an information system REFERENCE PERSON Mrs J. Samy, MIC NCEA Accounting
for monitoring, problem-solving and decision-making and the
place of accounting in changing economic, social and technolog-
ical environments.
• Develop a critical and analytical approach to examining and
evaluating accounting policies and practice.
• Develop skills to communicate, analysis, interpretation and
presentation of both qualitative and quantitative accounting
information.
COURSE OUTLINE
The topics covered during the year:
1. Recording Financial Information

Maori and other ethnicities. Auckland Grammar values New Zealand
ACCOUNTING - FORM 7 : A2 art and owns a large art collection so students can walk through the
School and apply the knowledge they have learnt in context to the
artworks that surround them daily. A practical component of this
PRE-REQUISITES course is also offered with reference to Maori artworks.
A minimum ‘D’ pass in AS Accounting gains automatic entry,
otherwise special permission needs to be sought from HOD. Students Final project
with an E grade will NOT be accepted. With reference to the first unit in Drawing, students will create an
artwork with the guidance of their teacher. This is based on a concept
DESCRIPTION AND COURSE OUTLINE by Picasso and a fun way to finish up the year.
The A2 syllabus is an extension of the topics taught at AS Level as
well as the following additional topics: METHODS OF ASSESSMENT
• Statement of Cash Flows and Partnership Changes Students are marked at the conclusion of each module. Throughout
• Capital (including share capital and repayment of debentures) the year work is regularly marked and an examination is set for the
• Business Purchase completion each term. The examination is based on work of each unit.
• Published Company Accounts and Joint Ventures
• Company Finances (including capital gearing, capital structures and Regular examinations, essays and seminars will provide marks for
loan capital) term reports and indicate student progress.
• The preparation of a cash budget and master budget
• Standard Costing and Activity Based Costing SPECIAL EQUIPMENT AND COSTS
• Investment Appraisal Accounting (including discounted cash Students are required to purchase a Form 4 Art Pack.
flow methods)
METHODS OF ASSESSMENT Visual Art is available in Form 5 and at senior level. This is an excellent
Candidates must sit one external examination paper: foundation course for any student who had an interest in the creative
Paper 3 Structured Questions [3 hours] 100% industries and the course works well in combination with other subjects.
SPECIAL EQUIPMENT AND COSTS REFERENCE PERSON Miss S. Bluett, HOD Art
Calculator
Workbook ($25.00) Content in this Handbook is correct at the time of printing. However,
some of the Junior Courses may have had time allocations for delivery
CONTINUATION OF SUBJECT changed for 2021. As a result, content advertised in this course may
Students studying A2 Level Accounting will be familiar with many change slightly at the discretion of the Head of Department.
topics covered in the first two years of a university Accounting course.
It is also useful for any commerce-related degree and advantageous
for all university graduates. Students will have the opportunity to ART - FORM 5: NCEA LEVEL 1
complete the NZQA Accounting Scholarship Examination.
REFERENCE PERSON Mr J. Borich, HOD Accounting PRE-REQUISITES

Students should have studied Visual Art in Form 4. Graphics students
and others accepted with a portfolio and in consultation with the HOD.
ART DEPARTMENT SUBJECTS COURSE DESCRIPTION
This is a course for students from Form 4O - 4P and aims to help
students achieve NCEA Level 1. It provides a solid foundation year
VISUAL ART - FORM 4 for students to experience a wide range of art techniques, and acquire
the skills and knowledge to prepare them for senior art and pathways
into the creative industries.
PRE-REQUISITES
This subject will build on Art principles covered in the Form 3 Visual This course develops:
Art course. • Historical knowledge of New Zealand artists’ works and how
and why it has been valued in the past.
COURSE DESCRIPTION/ AIMS • Students for a future in a range of careers through learning
This course covers a wide range of knowledge and skills across an independent learning style and taking ownership for a self-
many disciplines in Art. Students will learn how to draw and learn directed portfolio of work.
about artists and their techniques. Art History, learn how to paint, • The ability to analyse, write and articulate artist’s philosophies,
New Zealand art and learn about what makes New Zealand artworks perceptions, influences and techniques.
so sought after. Also, students will learn about sculpture based on • An understanding of the impact of social, political, religious and
the techniques of Pablo Picasso. This is a great foundation year for technological impacts on artworks.
students to prepare them for senior art and they can learn what areas
of art they are best at, in order to make decisions of what discipline COURSE OUTLINE
they would like to explore at senior level. The year follows a process that includes:
• Researching both New Zealand and International artists and
COURSE OUTLINE creatives.
Main areas of study include: • Analysing what makes certain artists’ work successful, influential
Drawing and topical and what techniques they have developed in their
An A3-sized drawing based on the techniques of Sylvia Syddell. An own work.
imaginative drawing that teaches students about a wide range of • Creating a portfolio of students’ own work throughout the year
drawing techniques. to be exhibited at the end of Form 5.
Art History and Painting METHODS OF ASSESSMENT

Students will learn about 18th Century painting and artists who Students will be assessed against the following NCEA Level 1
changed the concept of art forever. They will learn about artists standards:
such as, Cezanne, Monet, Van Gogh, Picasso and many more. They 1.1 Demonstrate understanding of art works from a Māori and
will then learn to paint and create their own artwork based on the another cultural context using art terminology.
techniques of the Masters. 4 credits Internal
1.4 Produce a body of work informed by established practice,
New Zealand Art History which develops ideas, using a range of Media.
Students will learn about a range of New Zealand artists including 12 credits External

Regular examinations, essays and seminars will provide marks for
term reports and indicate student progress. FINE ART – FORM 5: Pre-Q
SPECIAL EQUIPMENT AND COSTS
Students are required to purchase an art pack and workbook. PRE-REQUISITES
Students must have studied Visual Art in Form 4. Graphics students
CONTINUATION OF SUBJECT and others are accepted with a portfolio and in consultation with
The course will split into the three Art subjects of Painting, the HOD.
Photography and Design in Form 6 and Form 7. The skills students
learn in Form 5 prepare students for any of these subjects for Senior COURSE DESCRIPTION / AIMS
Art. There are a large range of successful future pathways within the This is a foundation year that sets students up for Senior Art subjects.
creative industries such as: website design, animation, illustration, The course covers a wide variety of skills and prepares students for
set designer, engineer, photographer, artist, marketing, advertising, academic success in all visual art subjects, particularly in painting.
just to name a few. With a broad range of art disciplines on offer in Forms 6 and 7, it is
important for students to take Art in Form 5 to gain experience in
REFERENCE PERSON Miss S. Bluett, HOD Art each field to make a well-informed decision about which discipline
to choose in Form 6 and gain higher results in the following year.
DIGITAL ART – FORM 5: Pre-Q COURSE OUTLINE

Students will be required to enter two components:
1. The Coursework component that is developed throughout the
PRE-REQUISITES first half of the year. The investigation topic is to identify and
Students must have studied Visual Art in Form 4. Graphics students explore with technical skills during Terms 1 and 2. Students
and others are accepted with a portfolio and consultation with the must explore the topic and produce a final work. Three pages of
HOD. A2 should be submitted for assessment.
2. A Portfolio with 16 weeks preparation time and a final
DESCRIPTION / AIMS examination piece to be made in a six-hour examination time.
This is a foundation year that sets students up for Senior Art subjects. Students must explore the topic through research drawing and
The course covers a wide variety of skills and prepares students for photography, painting and printmaking to produce a final work.
academic success in the visual art subjects, particularly of Photography
and Design. With a broad range of art disciplines on offer in Form 5, METHODS OF ASSESSMENT
6 and 7, it is important for students to take Digital Art in Form 5 to Coursework comprises 30% of the total marks and a workbook
gain experience in each field to make a well-informed decision about comprises 10%.
which discipline to choose in Form 6 and gain higher results in the The examination is worth 60% of the total marks, and conducted
following year. over 10 weeks. Students are required to produce a portfolio no more
than two A1 boards. The final piece of work to be produced for this
COURSE OUTLINE portfolio will be created in the six-hour examination time at the end
Students will be required to enter two components: of the senior academic year.
1. The Coursework component that is developed throughout the
first half of the year. The investigation topic is to identify and SPECIAL EQUIPMENT AND COSTS
explore with technical skills during Terms 1 and 2. Students Students are required to purchase an Art pack and a workbook.
must explore the topic and produce a final work. Three pages of
A2 should be submitted for assessment. CONTINUATION OF SUBJECT
2. A Portfolio with 16 weeks preparation time and final examina- During the year, students (with the teacher’s guidance) will have
tion piece to be made in a three-hour examination time. Students an indication of where their skill set is best suited. In Form 6, the
must explore the topic through research drawing and photography, subject of Art splits into five areas: Cambridge AS Digital Art Design,
painting and printmaking to produce a final work. Cambridge Digital Art Photography, NCEA Level 2 Design, NCEA
Level 2 Painting and NCEA Level 2 Photography. NCEA Level 3 Art
METHODS OF ASSESSMENT History can also be studied at Form 7 Level. Students will be able to
Coursework comprises 40% of the total marks. choose which subject they would like to study for Forms 6 and 7 and
The examination is worth 60% of the total marks, and conducted potentially for tertiary study. This subject is more suited for students
over 16 weeks. Students are required to produce a portfolio of digital who have an interest in Painting, drawing, printmaking mixed media
content. The final piece of work to be produced for this portfolio and traditional art-making methods.
will be created in the three-hour examination time at the end of the
senior academic year. REFERENCE PERSON Miss S. Bluett, HOD Art

Students are required to purchase an Art pack and a workbook. ART HISTORY - FORM 7: NCEA LEVEL 3
Access to a camera and digital storage device is recommended.
CONTINUATION OF SUBJECT PRE-REQUISITES

During the year, students (with the teacher’s guidance) will have Art History can be taken as a new subject at Form 7. This subject
an indication of where their skill set is best suited. In Form 6, the will benefit students who have an interest in the arts such as English,
subject of Art splits into five areas: Cambridge AS Digital Art Design, History, and other written subjects. There is no practical art involved
Cambridge Digital Art Photography, NCEA Level 2 Design, NCEA in this subject, however students who take an Art subject may be at
Level 2 Painting and NCEA Level 2 Photography. NCEA Level 3 Art an advantage with understanding the visual content of the artworks.
History can also be studied at Form 7 Level. Students will be able Art History is a University Entrance approved subject and counts
to choose which subject they would like to study for Forms 6 and towards university entrance literacy standards.
7 and potentially for tertiary study. This subject is more suited for
students who have an interest in photography, drawing, design and RECOMMENDED ACHIEVEMENT LEVELS
digital media. A. Students averaging over 60% in Form 6 English and/or History
have an appropriate achievement level to study Form 7 Art
REFERENCE PERSON Miss S. Bluett, HOD Art History.
B. Students averaging 45-60% in Form 6 History and/or English
may find Form 7 Art History difficult.
C. Students averaging less than 45% in Form 6 History and/or
English are not recommended to take Form 7 Art History.

COURSE DESCRIPTION / AIMS COURSE DESCRIPTION / AIMS
Art History is a subject that is about the context of historical events Design is one of the fastest-growing industries both nationally and
and how we can see evidence of this within artworks. Because so internationally with huge growth in a range of areas such as: website
much of history has been lost through written language and many and App design, animation, advertising and marketing along with many
artworks have been preserved, we can read artworks and learn others. This is a subject that sits well with business, media studies
about the details of artists, patrons, science, politics, religion and and technology. For students who have an interest in the creative
civic societies. It is a subject that works well with English, History industries along with an understanding of business and technological
and Classics. developments, these students will be developing products and services
for future generations.
This course develops students’ ability to:
• Research and analyse contexts, meanings, intentions, and This course develops:
technological influences related to the making and valuing of art • Historical knowledge of designers’ work and how and why it has
works in 16 Century Italian artworks. been valued in the past.
• Research and analyse contexts relevant to the artists’ and • New design techniques that will help develop students’
patrons’ intentions and to the expression of meanings in their understanding and progression of the subject, especially by using
own work. industry-based software packages.
• Research and analyse selected approaches and theories related • Students for a future in a range of careers through learning in
to High Renaissance Italian artworks and practice of the time. an independent learning style and taking ownership for a self-
• Critically reflect on, respond to, and evaluate artworks of this directed portfolio of work.
time and the relationship to today’s times and ask why this • The ability to analyse, write and articulate about designers’
information is still relevant today. philosophies, perceptions, influences and techniques.
• Generate, analyse, clarify, and regenerate options in response • An understanding of the impact of social, political, religious and
to selected questions or a proposal within High Renaissance and technological factors on design.
Mannerist artworks.
COURSE OUTLINE
COURSE OUTLINE The year follows a process that includes:
Area 2 – High Renaissance and Mannerism (c.1450 – 1550) • Researching both New Zealand and international designers and
creatives.
METHODS OF ASSESSMENT • Analysing what makes certain designers’ work successful,
Students will be assessed against the following NCEA Level 3 influential and topical and what techniques they have developed
Achievement Standards: in their own work.
3.1 Demonstrate understanding of style in art works • Tackling challenges of products and services in the market place
4 credits External and how students think independently to create solutions for the
3.2 Examine how meanings are communicated through art works particular needs of the client.
4 credits External
3.3 Examine the relationship(s) between art and context Students will then create a portfolio of their own work throughout
4 credits External the year to be exhibited at the end of Form 6.
3.5 Construct an argument based on interpretation of research in art
history 4 credits Internal METHODS OF ASSESSMENT
3.6 Examine the different values placed on art works Students will be assessed against the following NCEA Level 2
4 credits Internal Achievement standards:
3.7 Examine the relationship(s) between a theory and art works 2.1 Demonstrating an understanding of methods and ideas from
4 credits Internal established practice in Design
4 credits Internal
Regular examinations, essays and seminars will provide marks for 2.2 Produce a systematic body of work that shows understanding
term reports and indicate student progress. of art-making conventions and ideas within Design
12 credits External
Able students will also be encouraged to enter NZQA Scholarship
Art History. Regular examinations, essays and seminars will provide marks
for term reports and indicate student progress.
NOTE: You are encouraged to select this option, however this course
will only be offered in 2021, subject to sufficient student numbers. SPECIAL EQUIPMENT AND COSTS
Students are required to purchase a Design pack and workbook.
Art History Workbook $60.00 CONTINUATION OF SUBJECT
Design at NCEA Level 3 is offered and pathways into tertiary education
CONTINUATION OF SUBJECT include institutions such as, AUT, Massey University, Monash and
This subject continues into tertiary level. It provides useful skills and RMIT in Melbourne. A wide range of other industries such as R&D,
content for a range of career paths such as, Law, Political Science, product development and virtual products also require Design.
Architecture, Film and Television, Advertising, and Art History.
REFERENCE PERSON Miss S. Bluett, HOD Art
REFERENCE PERSON Miss S. Bluett, HOD
DIGITAL ART DESIGN - FORM 6: AS LEVEL

DESIGN - FORM 6 : NCEA LEVEL 2
PRE-REQUISITES
PRE-REQUISITES Students must have completed the Form 5 Pre-Q Digital Art or Form 5
Students must have completed the Form 5 Pre-Q Digital, or Pre-Q Pre-Q Fine Arts programme or may be admitted on application to the
Fine Art or Form 5 NCEA Level 1 Art course or may gain entry on HOD with a suitable portfolio of work. A computer at home is useful.
application to the HOD with a suitable portfolio of work.
RESTRICTIONS
RECOMMENDED ACHIEVEMENT LEVELS Students who wish to take AS Digital Art Photography cannot also
A. Students averaging over 65% in Form 5 Art have an appropriate choose AS Digital Art Design. Students can only select ONE AS Level
achievement level to study Form 6 Design. Art subject.
B. Students averaging 50-65% in Form 5 Art may find Form 6
Design difficult. RECOMMENDED ACHIEVEMENT LEVELS
C. Students averaging less than 50% in Form 5 Art are not • Students averaging over 65% in Form 5 Art have an appropriate
recommended to take Form 6 Design. achievement level to study Form 6 Digital Art Design.

• Students averaging 50-65% in Form 5 Art may find Form 6 internationally with huge growth in a range of areas such as, website
Digital Art Design difficult. and App design, animation, advertising and marketing and many
• Students averaging less than 50% in Form 5 Art are not others. During this year, students will learn a much more in-depth
recommended to take Form 6 Digital Art Design. understanding of Design which is more aligned with university and
industry standards. Students will create a portfolio of work of their
COURSE DESCRIPTION / AIMS own chosen topic within Design and also have the opportunity to opt
Design is one of the fastest-growing industries both nationally and for NZQA scholarship design if they wish.
internationally with huge growth in a range of areas such as: website
and App design, animation, advertising and marketing and many This course develops:
others. This subject is an internationally-recognized qualification • Historical knowledge of designers works and how and why it
and therefore can be helpful with entry into tertiary institutes. This has been valued in the past.
course has a commercial application involving a wide range of skills • New design techniques that will help develop student’s
from moving image, motion graphics, film, advertising and animation. understanding and progression of the subject, especially by using
Students should understand different styles, genres and techniques industry-based software packages.
of moving image. They should be able to describe how the direction • Students for a future in a range of design careers through learning
and production of their moving images relate to social, cultural, in an independent learning style and taking ownership for a self-
geographical or historical contexts. Students should also demonstrate directed portfolio of work.
an understanding of their audience and how the finished outcome • The ability to analyse, write and articulate designer’s philosophies,
will be viewed. perceptions, influences and techniques.
• An understanding of the impact of social, political, religious and
COURSE OUTLINE technological factors on design.
The year follows a process that includes:
• Researching of both New Zealand and international designers COURSE OUTLINE
and creatives. The year follows a process that includes:
• Analysing what makes certain designers’ work successful, • Researching of both New Zealand and International Designers
influential and topical and what techniques they have developed and creatives.
in their own work. • Analysing what makes certain designers work successful,
• Tackling challenges of products and services in the market, influential and topical and what techniques they have developed
including showing students how to think independently to create in their own work.
solutions for the particular needs of the client. • Tackling challenges of products and services in the market place.
and how students think independently to create solutions for the
Students will complete 2 areas of study; Component One and particular needs of the client.
Component Two.
Students will then create a portfolio of their own work throughout
METHODS OF ASSESSMENT the year to be exhibited at the end of Form 6.
AS assessment has two components:
• Component One consists of course work during the year which METHODS OF ASSESSMENT
is worth 50% of the final grade. Students will be assessed against the following NCEA Level 3
• Component Two consists of a 10-hour exam which will be sent Achievement Standards:
to the United Kingdom for assessment and is worth 50% of the
final grade. The AS mark makes up 50% of the final A-level mark 3.1 Analyse methods and ideas from established design practice
if students continue through to A2 Level. 4 credits Internal
3.4 Produce a systematic body of work that integrates conventions
Regular examinations, essays and seminars will provide marks for and regenerates ideas within design practice
term reports and indicate student progress. 14 credits External
SPECIAL EQUIPMENT AND COSTS term reports and indicate student progress.
Students are required to purchase a Design pack and workbook and
are expected to print work regularly. SPECIAL EQUIPMENT AND COSTS
Students are required to purchase a Design pack and workbook.
Design is available as a continuation of the AS course for a full A Level CONTINUATION OF SUBJECT
at Form 7. This course also leads into tertiary education institutes This course leads into tertiary education institutes such as, AUT,
such as, AUT, Massey University, Monash and RMIT in Melbourne. Massey University, Monash and RMIT in Melbourne. A wide range
A wide range of other industries such as R&D, product development of other industries such as R&D, product development and virtual
and virtual products also require Digital Art Design. products also require Design.
REFERENCE PERSON Miss S. Bluett, HOD Art REFERENCE PERSON Miss S. Bluett, HOD Art
DESIGN - FORM 7 : NCEA LEVEL 3 DESIGN - FORM 7 : A2
PRE-REQUISITES PRE-REQUISITES
Students must have completed the Form 6 Level 2 NCEA Design Students must have completed the Form 6 AS Design Course and
course or only on application to the HOD with a suitable portfolio passed the AS components before doing the A2 Design course.
of work.
COURSE DESCRIPTION/ AIMS
RECOMMENDED ACHIEVEMENT LEVELS Design is one of the fastest-growing industries both nationally and
A. Students who have achieved Merit or Excellence in Form 6 NCEA internationally with huge growth in a range of areas such as: website
Level 2 Design have an appropriate achievement level to study and app design, animation, advertising and marketing and many
Level 3 Design. others. During this year, students will develop a much more in-depth
B. Students who have Achieved in Form 6 NCEA Level 2 Design understanding of Design which is more aligned with university and
may find Level 3 Design challenging. industry standards. Students will complete the last two components
C. Students who have not Achieved in Form 6 NCEA Level 2 Design of Cambridge Design and will also have the opportunity to opt for
are not recommended to take Level 3 Design. NZQA Scholarship Design if they wish.
COURSE DESCRIPTION / AIMS COURSE OUTLINE

Design is one of the fastest-growing industries both nationally and The year follows a process that includes:

• Researching both New Zealand and International designers and painters.
creatives. • Analysing what makes their work successful, influential and
• Analysing in depth what makes certain designers’ work topical and what techniques they have developed in their own
successful, influential and topical and what techniques they have work.
developed in their own work. • How the students can adopt these skills to extend and improve
• Tackling challenges of products and services in the marketplace their work, and then to go beyond the artists’ techniques to
and how students think independently to create solutions for the develop their own style.
particular needs of the client.
Students will then create a portfolio of their own work throughout
METHODS OF ASSESSMENT the year to be exhibited at the end of Form 6.
Students will be assessed against the following standards:
Component 3 – Coursework Students will be assessed against the following NCEA Level 2
The students will research and develop their own idea for design and Achievement Standards:
show how they have addressed problems and potential solutions to 2.1 Demonstrating an understanding of methods and ideas from
meet the needs of the marketplace. This will consist of an A2-sized established practice in Painting.
practical portfolio of work. 4 credits Internal
This is an externally-assessed project by Cambridge and consists of 2.4 Produce a systematic body of work that shows understanding
a 1000-1500-word essay. of art making conventions and ideas within Painting.
12 credits External
Regular School examinations, essays and seminars will provide marks
for term reports and indicate student progress. Regular School examinations, essays and seminars will provide marks
Students are required to purchase a Design pack and workbook and SPECIAL EQUIPMENT AND COSTS
are responsible for printing work regularly. Students are required to purchase a painting pack and workbook.
CONTINUATION OF SUBJECT CONTINUATION OF SUBJECT

Design is offered at tertiary level with qualifications in Design up to Painting at NCEA Level 3 is offered and there are pathways into tertiary
PhD level. These degrees are offered at many tertiary institutions education with Fine Arts and a range of other industries.
such as AUT, Massey University, Monash and RMIT in Melbourne. A
wide range of other industries such as R&D, product development and REFERENCE PERSON Miss S. Bluett, HOD Art
virtual products would use designers with this sort of qualification.
REFERENCE PERSON Miss S. Bluett, HOD Art PAINTING - FORM 7 : NCEA LEVEL 3
PAINTING - FORM 6 : NCEA LEVEL 2 PRE-REQUISITES

Students must have completed the Form 6 NCEA Level 2 Painting
course or may be able to study this subject only on application to the
PRE-REQUISITES HOD with a suitable portfolio of work.
Students must have completed the Form 5 Pre-Q Digital Art, Pre-Q
Fine Art or NCEA Level 1 Art course, or may be considered upon an RECOMMENDED ACHIEVEMENT LEVELS
application to the HOD with a suitable portfolio of work. A. Students who have achieved Merit or Excellence in Form 6 NCEA
Level 2 Painting have an appropriate achievement level to study
RECOMMENDED ACHIEVEMENT LEVELS Level 3 Painting.
A. Students averaging over 65% in Form 5 Art have an appropriate B. Students who have Achieved in Form 6 NCEA Level 2 Painting
achievement level to study Form 6 Painting. may find Level 3 Painting challenging.
B. Students averaging 50-65% in Form 5 Art may find Form 6 C. Students who have not Achieved in Form 6 NCEA Level 2 Painting
Painting difficult. are not recommended to take Level 3 Painting.
C. Students averaging less than 50% in Form 5 Art are not reco-
mmended to take Form 6 Painting. COURSE DESCRIPTION / AIMS
Painting and the creative arts sector have more to offer now than
COURSE DESCRIPTION / AIMS ever before. With students now able to upload their work on social
Painting and the creative arts sector have more to offer now than media and have their own website of their portfolios, students are able
ever before. With students now able to upload their work on social to reach out to a wider range of industries and have a successful
media and have their own website of their portfolios, students are career within this field. The course work is much more in-depth than
able to reach out to a wider range of industries and have a successful Form 6, with a larger portfolio of work and a higher skill level required.
career within this subject. Creative thinking and the processes learnt The year is based on tertiary-level course work and provides students
in this course will offer students the skills required in business, with the opportunity to work independently and create a body of work
such as advertising and marketing, exhibition design, publishing and that prepares them for the creative industry.
illustrating. Painting is one of the most popular subjects within visual
arts because of its opportunities in a wide range of industries. This course develops:
• Historical knowledge of painting and how and why it has been
This course develops: valued in the past.
• Historical knowledge of painting and how and why it has been • New painting techniques that will help develop students’
understanding and progression of the subject.
valued in the past.
• Students for a future in a range of careers through learning in
• New painting techniques that will help develop students’
an independent learning style and taking ownership for a self-
understanding and progression of the subject.
directed portfolio of work.
• Students for a future in a range of careers through developing
• The ability to analyse, write about and articulate artists’
in an independent learning style and taking ownership for a self-
philosophies, perceptions, and techniques.
• An understanding of the impact of social, political, religious
• The ability to analyse, write about and articulate about artists’
factors and technological factors on painting.
philosophies, perceptions, and techniques.
• An understanding of the impact of social, political, religious and COURSE OUTLINE
technological factors on painting. The year follows a process that includes:
• Researching both New Zealand and international artists and
COURSE OUTLINE painters.
The year follows a process that includes: • Analysing what makes their work successful, influential and

topical and what techniques they have developed in their own SPECIAL EQUIPMENT AND COSTS
work. Students are required to purchase a Painting pack and workbook.
• How students can adopt these skills to extend and improve their
work, and then to go beyond the artists’ techniques to develop CONTINUATION OF SUBJECT
their own style. Painting is offered at tertiary level with degree qualifications in Fine
Arts up to PhD level. These courses are offered at a range of tertiary
Students will then create a portfolio of their own work throughout institutes such as, AUT, Massey University, Whiteciffe, Elam and Ilam.
the year to be exhibited at the end of Form 7.
A wide range of other industries use these qualifications such as, set
METHODS OF ASSESSMENT design, film, television, and freelance artist.
Students will be assessed against the following NCEA Level 3
Achievement Standards: REFERENCE PERSON Miss S. Bluett, HOD Art
3.1 Demonstrating an understanding of methods and ideas from
established practice in Painting.
4 credits Internal PHOTOGRAPHY - FORM 6 : NCEA LEVEL 2
and regenerates ideas within painting practice.
14 credits External PRE-REQUISITES
Regular School examinations, essays and seminars will provide marks Students must have completed the Form 5 Pre-Q Digital Art, Pre-Q Fine
for term reports and indicate student progress. Art or NCEA Level 1 Art course or may gain entry only on application
to the HOD with a suitable portfolio of work.
Students are required to purchase a Painting pack and workbook.
RECOMMENDED ACHIEVEMENT LEVELS
A. Students averaging over 65% in Form 5 Art have an appropriate
achievement level to study Form 6 Photography.
Painting leads into tertiary education with a degree in Fine Arts and
B. Students averaging 50-65% in Form 5 Art may find Form 6
a wide range of other creative industries, such as design, illustration,
Photography difficult.
set design, interior design, film industry, becoming an artist, and
C. Students averaging less than 50% in Form 5 Art are not
in conjunction with a business degree or taking papers in business
recommended to take Form 6 Photography.
and using their work as a viable product.
REFERENCE PERSON Miss S. Bluett, HOD Art COURSE DESCRIPTION / AIMS

Photography is a subject that is used in a range of professions and
industries. In a technologically-savvy generation that uses photography
PAINTING - FORM 7: A2 daily on social media, today’s students are using photography more
now than at any other time in history. The range of pathways that
this subject can lead into is vast and potentially lucrative, and includes
PRE-REQUISITES fields such as journalism, fashion and modelling, property sales and
Students must have completed the Form 6 AS Painting course and interior design to 3D animation, cinematography, film and advertising.
passed the AS components before doing the A2 Painting course.
This course develops:
COURSE DESCRIPTION / AIMS • Historical knowledge of photographers’ work and how and why
Painting is a subject that can be used in many industries such as set it has been valued in the past.
design, television and film, animation and fashion. This course is much • New photographic techniques that will help develop students’
more in-depth than Form 6 Painting and prepares students for tertiary understanding and progression of the subject, especially by using
study in the creative fields. Now in the age of social media, it is easier industry-based software packages.
than ever before to become a freelance artist and/or illustrator for big • Students for a future in a range of careers through learning in
firms when students can create a portfolio of their artworks and upload an independent learning style and taking ownership for a self-
them onto their own website. By sending out a link, students can directed portfolio of work.
build up their own client base and work as a professional freelancer. • The ability to analyse, write about and articulate photographers’
philosophies, perceptions, influences and techniques.
Artists and illustrators are now sort after as many people in the past • Understanding of the impact of social, political, religious and
have not thought it was a viable career path, but now with easy access technological factors on photography.
to social media and a shortage of skilled artists, students have a very
realistic career in the fine arts. This subject would work well with other COURSE OUTLINE
subjects such as Business Studies, Accounting and Media Studies. The year follows a process that includes:
• Researching both New Zealand and international photographers
COURSE OUTLINE and creatives.
The year follows a process that includes: • Analysing what makes certain photographers work successful,
• Researching both New Zealand and international painters and influential and topical and what techniques they have developed
artists. in their own work.
• Analysing what makes certain artists’ work successful, influential • Students taking many photoshoots and using a range of
and topical and what techniques they have developed in their techniques and software to create new styles, techniques and
own work. applying to their own work
• Students completing the Cambridge qualification of the final two
areas of study: Component Three and Component Four. Students will then create a portfolio of students’ own work throughout
Students will be assessed against the following standards: METHODS OF ASSESSMENT
Component 3 – Coursework Achievement Standards:
Students will research and develop their own idea for painting and 2.1 Demonstrate an understanding of methods and ideas from
show skills and theories within their own practice. This will consist established practice in Photography .
of an A2 size practical portfolio of work. 4 credits: Internal
This is an externally-assessed project by Cambridge and consists of 2.4 Produce a systematic body of work that shows understanding
a 1000-1500-word essay. of art making conventions and ideas within Photography.
12 credits External
for term reports and indicate student progress. Regular School examinations, essays and seminars will provide marks

SPECIAL EQUIPMENT AND COSTS SPECIAL EQUIPMENT AND COSTS
Students are required to purchase a Photography pack and workbook. Students are required to purchase a Photography pack and workbook
and are expected to print work regularly.
Photography at NCEA Level 3 is offered and this course opens CONTINUATION OF SUBJECT
pathways into tertiary education as well as a vast range of industries. Photography is available as a continuation of the AS course for a full
A Level at Form 7. This course also leads into tertiary education at
REFERENCE PERSON Miss S. Bluett, HOD Art institutions such as, AUT, Massey University, Monash and RMIT in
Melbourne. A wide range of other industries such as cinematography,
lighting design and film also require Digital Art Photography.
DIGITAL ART PHOTOGRAPHY REFERENCE PERSON Miss S. Bluett, HOD Art

FORM 6: AS LEVEL
PHOTOGRAPHY - FORM 7 : NCEA LEVEL 3
PRE-REQUISITES
Students must have completed the Form 5 Pre-Q Digital Art or Pre-Q
PRE-REQUISITES
Fine Art course and students who completed Pre-Q Digital Art will be
Students must have completed the Form 6 NCEA Level 2 Photography
given preference. Students may gain entry only on application to the
course or may be considered upon application to the HOD with a
HOD with a suitable portfolio of work. A computer at home is useful.
suitable portfolio of work.
Students need to have a DSLR camera for this subject.
RESTRICTIONS
A. Students who have achieved Merit or Excellence in Form 6 NCEA
Students who wish to take AS Digital Art Design cannot also choose
Level 2 Photography have an appropriate achievement level to
AS Digital Art Photography. Students can only select ONE AS Level
study Level 3 Photography.
Art subject.
B. Students who have Achieved in Form 6 NCEA Level 2
Photography may find Level 3 Photography challenging.
C. Students who have not Achieved in Form 6 NCEA Level 2
• Students averaging over 65% in Form 5 Art have an appropriate
Photography are not recommended to take Level 3 Photography.
achievement level to study Form 6 Digital Art Photography.
• Students averaging 50-65% in Form 5 Art may find Form 6
COURSE DESCRIPTION / AIMS
Digital Art Photography difficult.
Photography is a subject that is used in a range of professions and
• Students averaging less than 50% in Form 5 Art are not
industries. The Form 7 Photography course work is much more in-
recommended to take Form 6 Digital Art Photography.
depth than Form 6, with a larger portfolio of work and a higher skill
level. This year is based on a tertiary-level course work and provides
students the opportunity to work independently and create a body
Photography has become one of the most popular subjects both at
of work that prepares them for the creative industry. The range of
school and within the creative industries. This subject can lead into a
pathways that this subject can lead into is vast, from journalism,
wide variety of industries such as film, fashion, property, advertising
fashion and modelling, property sales and interior design to 3D
and marketing, journalism and digital media. An interest in Business
animation, cinematography, film and advertising.
Studies would be beneficial, and especially with the ability to upload
a portfolio online, students can start freelance photography at an
This course develops:
early age.
• Historical knowledge of photographers’ work and how and why
it has been valued in the past.
Students should understand different styles and genres of photography.
• New photographic techniques that will help develop student
They should be able to describe how their final images, composition and
understanding and progression of the subject, especially by using
manipulation relate to social, cultural, geographical or historical contexts.
industry-based software packages.
• Students for a future in a range of careers through learning in
Students should be able to communicate meaning through their
an independent learning style and taking ownership for a self-
images and be able to select the appropriate working style or genre
for different types of photography, depending on the theme or brief.
• The ability to analyse, write and articulate photographers’
Students should also demonstrate an understanding of how their
philosophies, perceptions, influences and techniques.
images will be viewed, depending on the brief.
• An understanding of the impact of social, political, religious and
technological factors on photography.
COURSE OUTLINE
COURSE OUTLINE
• Researching of both New Zealand and international photographers
and creatives.
• Analysing what makes certain photographers work successful,
photographers.
influential and topical and what techniques they have developed
• Analysing what makes their work successful, influential and
in their own work.
topical and what techniques they have developed in their own
work.
Students will complete two areas of study: Component One and
• Understanding how the student can adopt these skills to extend
Component Two.
and improve their work, and then to go beyond the artists’
techniques to develop their own style.
AS assessment has two components:
Students will then create a portfolio of students’ own work throughout
Component One consists of course work during the year which is
worth 50% of the final grade.
Component Two consists of a 10-hour examination which will be
sent to the United Kingdom for assessment and is worth 50% of
the final grade.
Achievement Standards:
The AS mark makes up 50% of the final A-level mark if students
3.1 Analyse methods and ideas from established photography
continue through to A2.
practice 4 credits Internal
and regenerates ideas within photography practice
term reports and indicate student progress.
14 credits External

Students are required to purchase a Photography pack and workbook. BIOLOGY
Photography leads into a tertiary education with a degree in Fine Arts Biology is a dynamic subject that dominates Science coverage in the
and can lead to a career in a wide range of creative industries, such media. It addresses key concepts that everybody should understand,
as journalism, film, cinematography, interior design, fashion, and such as how the human body works and how life evolved. The aim of
becoming a photographer, and in conjunction with a business degree the Biology Department is to instil a desire to understand and question
or taking papers in business and using their work as a viable product. the complexities and workings of the natural world.
REFERENCE PERSON Miss S. Bluett, HOD Art Biology opens the door to careers in academic research, biotechnology,
pharmaceuticals, conservation and environmental monitoring. It is
also commonly a pre-requisite for potential medicine, veterinary and
PHOTOGRAPHY - FORM 7 : A2
nursing applications.
PRE-REQUISITES
Students must have completed the Form 6 AS course and passed the
BIOLOGY - FORM 5: PRE-Q
AS components before doing the A2 Photography course.
COURSE OUTLINE
The Pre-Q is a two-year course and will test all of the topics covered
Photography has become one of the most popular subjects both at
in both the Form 4 and Form 5 Biology Syllabus.
school and within the creative industries. In the millennial age where
social media and photography have become more readily accessible
Form 4: This knowledge will be taught as part of the Science course
and viable as a career path, it can lead into a wide variety of industries
covered by all students in Form 4.
such as cinematography, fashion, property, advertising and marketing.
An interest in Business Studies or Accounting is beneficial, and
The topics covered in Form 4 are:
especially with the ability to upload a portfolio online, students can
1. Cell Membranes and movement of molecules
start freelance photography at an early age. This course is much more
2. Ecology
in-depth than Form 6 Photography and prepares students for tertiary
3. Inheritance
study in the creative fields.
The topics covered in Form 5 are:
COURSE OUTLINE
1. Characteristics and classification of living organisms
2. Organisation of the organism
• Researching both New Zealand and international Photographers
3. Movement in and out of cells
and creatives.
4. Biological molecules
• Analysing in depth what makes certain photographers work
5. Enzymes
successful, influential and topical and what techniques they
6. Plant nutrition
have developed in their own work.
7. Human nutrition
• Students completing two areas of study: Component Three and
8. Transport in plants
Component Four.
9. Transport in animals
10. Diseases and immunity
11. Gas exchange in humans
Students will be assessed against the following components:
12. Respiration
13. Excretion in humans
Component 3 – Coursework
14. Coordination and response
Students will research and develop their own idea for photography
15. Drugs
and photographers’ theories and skills in their own practice. This will
16. Reproduction
consist of an A2 size practical portfolio of work.
17. Inheritance
This is an externally-assessed project by Cambridge and consists of
18. Variation and selection
a 1000-1500-word essay.
19. Organisms and their environment
20. Biotechnology and genetic engineering
21. Human influences on ecosystems
School examinations:
Students are required to purchase a Photography pack and workbook.
A DLSR camera is essential for this course.
• 1 x 3-hour examination - end of Term 4 (Pre-Q)
Photography is available as a continuation of the subject to A2 level
The final examination will consist of:
into tertiary education at institutions such as AUT, Massey University,
• 40 multiple-choice questions – 45 minutes
Monash and RMIT in Melbourne, and a wide range of other industries
• 80 marks of short answer questions – 1 hour 15 minutes
such as cinematography, lighting design and film.
• 40 marks based on experimental skill questions – 1 hour
These will all be sat as part of a 3-hour examination during Term 4.
REFERENCE PERSON Miss S. Bluett, HOD Art
There is no special equipment required for the study of Pre-Q Biology.
There is a write-on practical book that accompanies the course; the
cost of this book is $15.00.
CONTINUATION OF THE SUBJECT

Students who achieve a raw mark of 60% or over in Pre-Q Biology
will be able to follow the Cambridge AS Level course in Form 6.
REFERENCE PERSON Mr C. Paterson, HOD Biology

papers as follows:
Paper 1 Multiple choice questions
BIOLOGY - FORM 6: NCEA LEVEL 2 [1 hour, 40 marks, 31% of Cambridge AS mark]
Paper 2 Structured questions
There are no pre-requisites to study NCEA Level 2 Biology. However, [1 hour 15 min, 60 marks, 46% of Cambridge AS mark]
students who have studied Pre-Q Biology will have an advantage when Paper 31/32 Advanced practical examination
studying NCEA level 2 Biology. [2 hour, 40 marks, 23% of Cambridge AS mark]
40% or above in Pre-Q English or at least 10 credits in Level 1 English SPECIAL EQUIPMENT & COURSE COSTS
is recommended as NCEA Level 2 Biology requires interpretation, Cambridge AS students will need to buy a laboratory manual for
explanation and discussion. It is suggested that students will also $20.00.
have Pre-Q Biology to at least 40% for NCEA Level 2.
CONTINUATION OF THE SUBJECT
COURSE OUTLINE Cambridge AS is the first part of a two-year A Level; most students
91153 Carry out a practical investigation in a biology context, will be expected to continue with the course into Form 7 if they
with supervision 4 credits Internal achieve the requisite achievement level.
91155 Demonstrate understanding of adaptation of plants or
animals to their way of life 3 credits Internal REFERENCE PERSON Mr C. Paterson, HOD Biology
91156 Demonstrate understanding of life processes at the
cellular level 4 credits External
91157 Demonstrate understanding of genetic variation and
change 4 credits External BIOLOGY - FORM 7: NCEA LEVEL 3
91159 Demonstrate understanding of gene expression
4 credits External
91160 Investigate biological material at the microscopic level PRE-REQUISITES AND RESTRICTIONS
3 credits Internal There are no pre-requisites or restrictions for entering the NCEA Level
3 Biology course.
• 12 external credits will be assessed in a 3-hour examination. RECOMMENDED ACHIEVEMENT LEVELS
During the examination, candidates are recommended to • If students did not take NCEA Level 2 or Cambridge AS Biology
spend an hour on each of the 3 assessments being examined. in Form 6 then they will find Form 7 Biology challenging.
• 10 internal credits are offered; these will be assessed during • Grade C or above in Pre-Q English or at least 10 credits in Level
the year. 1 English is recommended as NCEA Level 3 Biology requires
• It is recommended that students look at each of the assess- interpretation, explanation and discussion.
ments in detail on the NCEA website prior to choosing Level 2
Biology. COURSE OUTLINE
91603 Demonstrate understanding of the responses of plants and
SPECIAL EQUIPMENT AND COSTS animals to their external environment
There is no special equipment required for the study of Level 2 Biology. 5 credits External
There is a write-in class workbook (costing $20.00), and an 91605 Demonstrate understanding of evolutionary processes
examination revision workbook (costing $15.00). leading to speciation 4 credits External
91606 Demonstrate understanding of trends in human evolution
CONTINUATION OF THE SUBJECT 4 credits External
The course acts as good preparation for NCEA Level 3 Biology. 91601 Carry out a practical investigation in a biological context,
with guidance 4 credits Internal
REFERENCE PERSON Mr C. Paterson, HOD Biology 91602 Integrate biological knowledge to develop an informed
response to a socio-scientific issue
3 credits Internal
91604 Demonstrate understanding of how an animal maintains a
BIOLOGY - FORM 6: AS stable internal environment 3 credits Internal
PRE-REQUISITES • 13 external credits will be assessed in a 3-hour examination.
• Students who gain a mark of at least 50% in Pre-Q Biology will During the examination candidates are recommended to spend
be guaranteed entry to this course. an hour on each of the 3 assessments being examined.
• Students who have obtained a mark of less than 50% in Pre-Q • 10 internal credits are offered; these will be assessed during
Biology will only be accepted at the discretion of the HOD. the year.
• It is recommended that students look at each of the assessments
RECOMMENDED ACHIEVEMENT LEVELS in detail on the NCEA website prior to choosing Level 3 Biology.
It is recommended that students will also have Pre-Q Chemistry to
at least 50%. SPECIAL REQUIREMENTS AND COSTS
There is no special equipment required for the study of Level 3 Biology.
COURSE OUTLINE There is a write-in class workbook (costing $20.00), and an
Form 6 students entering Cambridge AS course sit the first half of examination revision book (costing $15.00).
the A Level course. The topics covered are:
1. Cell structure CONTINUATION OF THE SUBJECTS
2. Biological molecules Level 3 Biology provides students with the ability to continue the
3. Enzymes subject at a tertiary education level. Courses include:
4. Cell membranes and transport Agriculture, biotechnology, ecology, genetics, neurobiology, horticul-
5. The mitotic cell cycle ture, food science, marine biology, medicine, nursing, conservation
6. Nucleic acids and protein synthesis and the environment.
7. Transport in plants
8. Transport in mammals REFERENCE PERSON Mr C. Paterson, HOD Biology
9. Gas exchange and smoking
10. Infectious disease
11. Immunity
Form 6 students entering Cambridge AS Level Biology sit 3 external

Economics/Consumer Financial Literacy
1. Basic economic problem: scarcity and exercise of choice
BIOLOGY - FORM 7: A2 2. What, How and For Whom
3. Economic systems
PRE-REQUISITES
Market Equilibrium
Students cannot enter A2 (the second half of the A Level) paper
1. Demand
unless they have gained at least a C grade in AS in Form 6. Students
2. Supply
who have obtained a D or E grade in AS may be allowed to attempt
3. Equilibrium
A2 Biology at the discretion of the Head of Biology.
COURSE OUTLINE Financial Literacy Part 1

1. Energy and Respiration 1. Income
2. Photosynthesis 2. Credit
3. Homeostasis 3. Saving
4. Control and Co-ordination 4. Personal budgeting
5. Inherited Change 5. Financial Records and ID Theft
6. Selection and Evolution
7. Biodiversity, Classification and Conservation Business Studies
8. Genetic Technology 1. Why business activity is needed
9. Biodiversity and Conservation 2. How business activity is organised and financed
3. How to start a business
METHODS OF ASSESSMENT 4. Business objectives
Candidates will sit 2 examination papers:
Paper 4 Structured questions Accounting for Sole Traders
[2 hours, 100 marks, 38% of A Level] 1. Financial information
Paper 5 Planning Analysis and Evaluation 2. Accounting equation
[1 hour 15 mins, 30 marks, 12% of A Level] 3. Debits and Credits
4. Transactions and Trial Balance
The A Level comprises of: 5. Income Statement
• AS Paper 1 - 15% 6. Assets and Liabilities
• AS Paper 2 - 23% 7. Trading Statement
• AS Paper 3 - 12% 8. Statement of Financial Position
• A2 Paper 4 - 38% 9. Accounting Cycle
• A2 Paper 5 - 12% 10. Accounting Analysis
SPECIAL EQUIPMENT & COURSE COSTS Financial Literacy Part 2

A2 students are required to purchase a laboratory manual at a cost 1. Consumer Laws
of $25.00. 2. Insurance
CONTINUATION OF SUBJECT Business Marketing

A2 Biology provides students with the ability to continue the subject 1. Market Segments
at a tertiary education level. Courses include: 2. Market Research
Agriculture, biotechnology, ecology, genetics, neurobiology, 3. Marketing Mix - the 4 ‘P’s’
horticulture, food science, marine biology, medicine, nursing,
conservation and the environment. METHODS OF ASSESSMENT
REFERENCE PERSON Mr C. Paterson, HOD Biology None
School examination:
BUSINESS STUDIES ECONOMICS ACCOUNTING 1 x 2-hour examination - end of Term 2
- FORM 4 1 x 2-hour examination - end of Term 4
Class assessment:
This course is an introduction to some of the basic concepts in Common tests and in class tests are held each term
Business, Economics and Accounting. It is not a pre-requisite for
study at Form 5 but will help students interested in Commerce make SPECIAL EQUIPMENT AND COSTS
a more informed decision about subjects to study in Form 5. None
PRE-REQUISITES CONTINUATION OF COURSE

None This course will provide good background and preparation for the
following subjects:
COURSE DESCRIPTION / AIMS - Economics
This course is designed to introduce students to the main concepts - Business Studies
and theory involved in consumer behaviour and decision-making. It - Accounting
also introduces students to some of the main theories in Business
Studies and an introduction to Accounting. REFERENCE PERSON Mr J. Wilson, HOD Economics
COURSE OUTLINE Please note that content in this Handbook is correct at the time
Topics covered in economics include the basic economic problem, of printing. However, some of the Junior Courses may have had
introductory microeconomic analysis including market theory (demand time allocations for delivery changed for 2021. As a result, content
and supply), consumer economics including financial literacy topics advertised in this course may change slightly at the discretion of the
such as insurance, budgeting and consumer rights and obligations in Head of Department.
the market place. Students also complete a unit on Business Studies,
covering some of the main issues such as marketing, business
organisation, business success and failure. There is also a unit on
Business Accounting and a business management simulation.

BUSINESS STUDIES - FORM 5 : Pre-Q BUSINESS STUDIES - FORM 6 : NCEA LEVEL 2
None, although having studied 4EBS (Economics and Business None, although studying Form 5 Business Studies or Economics is
Studies) or 4ABS (Accounting and Business Studies) is considered considered advantageous to students who wish to study this subject,
advantageous to students who wish to study this subject. as well as good English language skills.

The course is a challenging and wide-ranging course which aims Business contributes to the development of an enterprising culture
to develop understanding of how businesses operate within in New Zealand and supports our efforts to improve economic and
dynamic environments and how they respond to changes within the community wellbeing. Studying business creates opportunities for
environment. students to:
• Understand the integral role of business in society and the
Syllabus Aims economy.
The aims of the Pre-Q course are to: • Explore enterprise culture.
• Develop knowledge and understanding of the environments within • Further develop their key competencies such as initiative,
which businesses operate and how they operate. resilience, and resourcefulness, and skills such as problem solving,
• Develop knowledge and understanding of how businesses are co-operation, decision making, negotiation, and communication.
structured and the roles of businesses within sectors of the • Gain knowledge and understanding of good business practice
economy. and of business as a productive activity.
• Develop knowledge and understanding of business objectives and • Acquire greater financial capability.
the effect of major groups upon business objectives.
• Develop knowledge and understanding of how businesses COURSE OUTLINE
are financed and how their relations with other organisations, This course comprises 6 Achievement Standards, covering 2 Internal
consumers, employees, owners and society are regulated. and 3 External forms of assessment.
• Develop knowledge and understanding of how inputs are
transformed into outputs and the forces which help to determine External assessment covers:
and control them. AS90843 Business Internal Operations 4 Credits
AS90844 External Factors of Business 4 Credits
COURSE OUTLINE AS90845 Critical Problem Solving 4 Credits
1. The Business Environment: The Purpose of Business, Classification
of Business and Business Growth Internal assessment covers:
2. Business Organisations: Structure and Type of Business, Business AS90847 Motivational Theory 3 Credits
Objectives and Stakeholder Groups AS90848 Refining Business Activity in the community
3. Economic Influences on Businesses 9 Credits
4. Human Resource Management
5. Marketing METHODS OF ASSESSMENT
6. Operations Management • 3 externally-assessed Achievement Standards and 3 internally-
7. Business Finance assessed Achievement Standards.
8. Government Intervention and Business • 3 School examinations, held at the end of Terms 1, 2 and 3.
• Internal Assessments will occur during Term 2 and Term 4
METHODS OF ASSESSMENT (including the Term 2 examination).
School examination:
• 1 x 1-hour examination - end of Term 1 SPECIAL EQUIPMENT AND COSTS
• 1 x 2-hour examination - end of Term 2 Computers will be used on regular occasions throughout the course.
• 1 x 3-hour examination - end of Term 4 (Pre-Q) Students who do not own a computer will not be disadvantaged as
• The total mark available is 160. the School has a number of computers available for individual use
• Candidates answer 4 compulsory short answer questions (20 when required.
marks per question, weighted at 50% of total available marks).
• Candidates also answer 4 compulsory long answer questions Workbooks ($26.00)
(20 marks per question, weighted at 50% of total available
marks) which requires them to interpret and analyse previously CONTINUATION OF THE SUBJECT AT SCHOOL
unseen data relevant to a business context. NCEA Level 3
Class assessment: REFERENCE PERSON Mr D. Newton, HOD Business Studies

Common and class tests are held each term.
SPECIAL EQUIPMENT AND COSTS BUSINESS STUDIES - FORM 6 : AS

$18 = 3 x workbooks (cost is approximate and subject to change)
CONTINUATION OF SUBJECT AT SCHOOL PRE-REQUISITES

Successful completion of Pre-Q Business Studies provides an excellent None, although studying Form 5 Business Studies is considered
foundation for further study at both Cambridge AS and NCEA Level advantageous to students who wish to study this subject, as well as
2. It is also a very useful foundation for study at both Cambridge A good English language skills. Students who studied NCEA subjects
Level and NCEA Level 3. in Form 5 must have approval from the Associate Headmaster -
Senior School.
REFERENCE PERSON Mr D. Newton, HOD Business Studies
The aim of this course is to enable students to:
• Understand and appreciate the nature and scope of business,
and its role in society.
• Develop critical understanding of organisations, the markets
they serve and the process of value added. This should involve
consideration of the internal workings and management of
organisations and, in particular, the process of decision making
in a dynamic external environment.

• Be aware that business behaviour can be studied from a range and practices.
of stakeholders including customer, manager, creditor, owner/ • Evaluate the impact of changes in the global marketplace on
shareholder and employee. businesses.
• Be aware of the economic, environment, ethical, government, • Evaluate the role of multinational businesses in the global
legal, social and technological issues associated with business economy and analyse their impact on the host country.
activity.
• Develop skills in: COURSE OUTLINE
- Decision making and problem-solving in the light of evaluation. This course comprises 5 Achievement Standards, covering 2 Internal
- The quantification and management of information. and 3 External forms of assessment.
- Effective communication.
Internal Assessment covers:
COURSE OUTLINE AS91382 Develop a marketing plan for a new or existing product
There are five major themes for the course as follows: 6 credits
Theme 1 Business and the environment in which it operates AS91385 Investigate the exporting potential of a New Zealand
Theme 2 Business structure, organisation and control business in a market, with consultation 3 credits
Theme 3 Business activity to achieve its objectives
Theme 4 People in business External Assessment covers:
Theme 5 Regulating and controlling business activity AS91379 Internal factors within a global business 4 credits
AS91380 Strategic response to external global factors 4 credits
METHODS OF ASSESSMENT AS91381 Complex problem(s) solving 4 credits
Candidates must sit two external examination papers:
Paper 1 Short answer questions (4) and essay (choice of 1 from METHODS OF ASSESSMENT
3), maximum marks 20 each, total weighting 20% each • 3 externally-assessed Achievement Standards and 2 internally-
[1 hour, 15 mins] assessed Achievement Standards.
Paper 2 Data response (2 questions) with a maximum mark of 60 • 3 School examinations held at the end of Terms 1, 2 and 3.
and a weighting of 60%. [1 hour, 30 mins] • Assessment of Internal Assessments will occur during Term 1
and 2 (including the Term 2 examination).
Calculator SPECIAL EQUIPMENT AND COSTS
Computers will be used on regular occasions throughout the course.
CONTINUATION OF SUBJECT AT SCHOOL Students who do not own a computer will not be disadvantaged as
At the end of the Cambridge AS course, students can pursue the the School has a number of computers available for individual use
following pathway or combination of pathways: when required.
• The Cambridge Pathway. Form 7 A Level Business Studies. Workbook ($26.00)
• NCEA Pathway: Level 3 Business Studies
Level 3 Accounting NCEA Level 3 and UNIVERSITY ENTRY
Business Studies was added to the list of approved subjects in 2012
REFERENCE PERSON Mr D. Newton, HOD Business Studies for students to use the qualification for University Entrance.
REFERENCE PERSON Mr D. Newton, HOD Business Studies

BUSINESS STUDIES - FORM 7 : NCEA LEVEL 3
BUSINESS STUDIES - FORM 7 : A2
PRE-REQUISITES
None, although studying Form 6 NCEA Level 2 Business Studies is
recommended for students who wish to study this subject as well PRE-REQUISITES
as good English language skills, due to level of written coursework • Students who gain an A to a good C grade in Cambridge AS
expected. Business Studies will be admitted to this course.
• Students who gain a D grade in Cambridge AS Business Studies
COURSE DESCRIPTION / AIMS must consult with the HOD Business Studies to gain entry into
Analyse how and why New Zealand businesses operating in global this course.
markets make operational and strategic decisions in response to • Students who gain an E grade or ungraded result in Cambridge
interacting internal and external factors. AS Business Studies will not be able to enter this course.
Plan, take to market, review, and then refine an innovative, sustainable
business activity; analyse the activity and its success in the market COURSE DESCRIPTION / AIMS
place. The Form 7 course for Business Studies at Auckland Grammar School
follows on from the Cambridge AS course and builds on the topics
COURSE THEMES: studied previously. The Cambridge AS course covers core topics with
Business Functions: extension material offered for A2.
• Evaluate and recognise strategic improvements to a business
plan. Analytical skills become increasingly more important in the A2 course
• Develop a comprehensive marketing strategy and evaluate how and marks are awarded for the candidate’s abilities to discuss, evaluate
it contributes to a business’ global success. and synthesise the core topics developed in Form 6.
• Analyse the importance of quality in business success.
Although the cases used in the examination will be fictitious, the
People in Business: increasing use of business case study examples will try to instil in
• Analyse the human resource process from a strategic perspective. the student the need to discuss a business problem in an integrated
• Analyse the role of cultural intelligence in global markets. manner. Some contemporaneous issues could be:
• How can Apple Mac maintain their market share in the face
Business Management: of such strong competition from PC?.
• Evaluate methods used by business to manage change effectively. • Is the traditional music market doomed with the advent of on-
• Evaluate a business’s need for assistance. line, streaming music services and other downloadable music
• Use investment appraisal methods and evaluate for decision- forms?.
making. • Evaluate the action that the government is taking to improve
• Analyse factors affecting business location. the economy in relation to NZ businesses, given recent events.
• Analyse the role of intellectual property in the global market
place. Students will be encouraged to discuss and formulate ideas of their
own and try to conclude that there are no perfect answers.
Business Environment:
• Evaluate sustainable (social and cultural) business expectations

This approach will be very useful for students to enable them to Optional Work Experience should enable students to overcome some
confront the additional examination assessment mechanisms for the of the uncertainty approaching future job opportunities or vocational
A2 course. training. Students can investigate “first hand,” occupations of
interest, collect information on careers, and assess the suitability of
METHODS OF ASSESSMENT these options. This will also give an insight into what it takes to be
A Case Study for 100 marks will be the only paper for A2. It will in a full-time working environment.
incorporate five questions and one essay to be selected from a choice
of two. METHODS OF ASSESSMENT
The course is internally-assessed through the completion of Unit
SPECIAL EQUIPMENT AND COSTS Standards, class tests and School examinations.
Calculator
REFERENCE PERSON Mr G. Edwards
REFERENCE PERSON Mr D. Newton, HOD Business Studies HOF Vocational & Assisted Learning
CAREER STUDIES/VOCATIONAL STUDIES CAREER STUDIES

FORM 5: NCEA LEVEL 1 FORM 7: NCEA LEVEL 3
(PERSONAL DEVELOPMENT) STUDENT PATHWAYS
Entry to these options is normally based on being part of the full Entry to Form 7 is based on achievement of NCEA Level 2. Numeracy
NCEA Level 1 programme. Students will be placed in either the and Literacy is required, with a high standard of attendance.
Career Studies or Vocational Studies classes by the HOD based on
programme suitability and students’ ability to complete the differing Although this course is open entry, approval is needed from the HOF
activities involved in two programmes. Vocational & Assisted Learning, in consultation with the appropriate
Dean.
The course has been designed to expose each student to a wide range COURSE DESCRIPTION / AIMS
of topics, including life skills and NCEA assessment methods. Most The course content in the Student Pathways Programme is designed to
topics will include a trip into industry to introduce students to relevant research training options as a class, based on the class’s collective
occupations such as Travel & Tourism, Health & Fitness and the interest, trial individual interest courses through the School STAR
Hospitality sector. This course offers approximately 20 NCEA credits Programme and have the opportunity to ‘test-drive’ career options in the
which hold exactly the same value as those offered by other subjects workplace through work experience. The credits on offer also count
and likewise count towards their NCEA Level 1 and 2 Certificates. towards NCEA Levels 2 and 3. This course will assist students in
Some points to be aware of are: making informed career pathway decisions for the end of the year.
• As above, the credits in Career Studies count towards students’
NCEA Level 1 Certificate and allow a head start to achieving the The main difference between this and the Gateway Programme is the
required 80 credits for Level 1, and the further 60 credits required industry courses taken are ‘class-driven’, not individual-learner driven.
for the Level 2 Certificate in the following year. Students will not normally spend one day a week in industry, but
• For some students, this may be a two-year commitment. three or four days a term on class courses with the possibility of ‘Work
Tasters’ as part of students’ career development.
The course is internally-assessed through the completion of Unit COURSE OUTLINE
Standards, class tests and School examinations. This will include career testing and support as well as CV development,
relevant industry required communication and safety training. The
REFERENCE PERSON Mr G. Edwards Student Pathways course comes in two components, Vocational
HOF Vocational & Assisted Learning 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
CAREER STUDIES training and complete a number of work experience hours that
FORM 6: NCEA LEVEL 2 will assist students to gain casual employment.
• Training Courses should enable students to take a closer look
(EMPLOYMENT SKILLS) 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
PRE-REQUISITES a research assignment and present it back to their peers.
Approval to take this course is needed from the HOF Vocational &
Assisted Learning, in consultation with the appropriate Dean. METHODS OF ASSESSMENT
The course is internally-assessed through the completion of Unit
COURSE DESCRIPTION / AIMS Standards, class tests and School examinations.
This course’s content in Employment Skills is designed to recognise
achievement in a broad range of skills identified by employers as being REFERENCE PERSON Mr G. Edwards
important in the workplace. These skills include communication, personal HOF Vocational & Assisted Learning
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.

technique.
• Make and record observations and measurements and then
CAREER STUDIES/VOCATIONAL STUDIES analyse and evaluate this data obtained.
FORM 7: GATEWAY • Plan and carry out investigations whilst evaluating methods and
suggesting possible improvements to the delivery.
Syllabus Aims
PRE-REQUISITES The aims of the Pre-Q examination are to encourage students to value:
Open to ALL levels of academic attainment for students in Form 6 1. Excellence – by aiming high and persevering in the face of
and 7 who: difficulties.
• Have a good attendance record. 2. Innovation and Curiosity – by thinking logically and critically and
• Can keep up-to-date with academic studies while on placement questioning situations.
(GATEWAY is addition to 5 School-based subjects). 3. Participation – through practical sessions and in class discussions.
• Have a desire to explore a particular career path. 4. Sustainability – by understanding the environment and how to
• Have achieved satisfactory English and Mathematics results. care for it.
• Are ready to enter the working world or tertiary study, but want 5. Integrity – by being honest and responsible and acting ethically.
to gain prior experience.
Acceptance is by way of an application and interview process. COURSE OUTLINE
Applications are open for Term 3 only - positions are available for up 1. States of Matter
to 33 placements. 2. Practical Techniques
3. Atomic Structure and Bonding
DESCRIPTION / AIMS 4. The Periodic Table
• The GATEWAY programme provides students with structured 5. Quantitative Chemistry 1
workplace learning, across a range of industries and businesses, 6. Quantitative Chemistry 2
while they continue to study at School. 7. How Far, How Fast?
• It is designed to strengthen the pathway for Senior students to 8. Acids, Bases and Salts
progress from School to the workplace or tertiary study. 9. All about Metals
• It provides pathways towards future training, study, employment 10. Electrolysis
and/or an apprenticeship. 11. Enthalpy
• Students gain confidence and have ongoing enthusiasm for their 12. Organic Chemistry
education. 13. Chemistry of the Environment
• Students learn industry-based skills and gain valuable experience
and knowledge. METHODS OF ASSESSMENT
• It gives students the opportunity to make informed choices about School examinations:
their future direction. • 1 x 1-hour examination - end of Term 1
• The programme helps to develop relationships between students, • 1 x 2-hour examination - end of Term 2
Industry Training Organisations (ITOs), Tertiary Institutes and • 1 x 3-hour examination - end of Term 4 (Pre-Q)
employers. It supports the student in developing a more “tertiary” • The total mark available will be between 150 - 160
type of study arrangement with rigour and accountability, while • Candidates will answer 40 multiple choice questions followed
still in a secondary School environment and with full School by a series of long answer questions that will cover the
support. breadth of the topics studied.
COURSE OUTLINE Class assessment:

• Compulsory Health & Safety Course early in Term 1. Common tests will be held at the completion of each topic, and
• Students will be placed in a work placement, generally for one GrammarNet will be used to administer multiple choice questions.
day per week for 5+ weeks.
• School attendance will continue as normal. SPECIAL EQUIPMENT AND COSTS
• The GATEWAY programme requires that students complete a Safety glasses will be provided for practical lessons. Students will need
minimum of 20 industry-based NCEA credits. to purchase workbooks containing notes and questions to accompany
• Placements will usually commence in Term 1 or 2 with the view the teaching of the course.
to being completed by the end of Term 3 at the latest.
REFERENCE PERSON Mrs K. Osborne, Gateway Coordinator Successful completion of Pre-Q Chemistry provides an excellent base
for further study at both Cambridge AS and NCEA Level 2.
CHEMISTRY - FORM 5: Pre-Q REFERENCE PEOPLE Mr S. Keshwara, HOD Chemistry,

Dr G. Carr, NCEA Chemistry
PRE-REQUISITES
A sound understanding of Form 4 Science and ideally achieving an CHEMISTRY - FORM 6 NCEA: LEVEL 2
average of above 50% in the School examinations. You must be in
Forms 4A to 4N to study Pre-Q Chemistry in 2021. Students in 4O
– 4P, and those in 4M and 4N who achieved less than 50% in Form PRE-REQUISITES
4 Science, and are selected for the full NCEA Level 1 Programme Completed NCEA Level 1 Science (passing the Chemistry external) or
,have the option to study certain Chemistry topics in the NCEA Level specialist Pre-Q Chemistry with a minimum of 40%.
1 Science course.
DESCRIPTION / AIMS
COURSE DESCRIPTION / AIMS The course aims to:
The course has been written to provide students with an all-round • Provide a foundation of knowledge and understanding about
knowledge in Chemistry that will prepare them thoroughly for further chemistry useful to an educated citizen.
study in the subject in Form 6 at either Cambridge AS or NCEA Level • Promote a recognition of chemistry as a distinct scientific
2. Theoretical knowledge and practical sessions will ensure students discipline with an intrinsic interest and worth and an essential
develop their scientific abilities and skills. The course will prepare role to play in society.
students to become confident citizens with a level of understanding • Promote an awareness of chemical aspects of current
of how scientific applications can have both beneficial and detrimental technological problems and their solutions.
effects on the individual, community and the environment.
One double period per week is taken up by practical experimental The overall course seeks to develop:
skills and investigations to: • A broad knowledge of common substances, their sources, uses
• Use scientific apparatus and materials to develop experimental and, where possible, patterns in their behaviour.

• The simple mathematical interpretation of suitable data and the understanding and knowledge to:
understanding of key theories and concepts that account for • Become confident citizens in a technological world, able to
selected chemical and physical properties. take or develop an informed interest in matters of scientific
• The necessary practical skills to handle substances and importance.
manipulate equipment safely and to make, record and process • Recognise the usefulness, and limitations, of scientific method
chemical observations, especially those relating to qualitative and to appreciate its applicability in other disciplines and in
and quantitative analysis. everyday life.
• An awareness of chemistry developments. • Be suitably prepared for employment and/or further studies
• The study and practice of science as cooperative and cumulative beyond Cambridge A Level.
activities, subject to social, economic, technological, ethical and
cultural influences and limitations. 2. Develop abilities and skills that:
• Effective and safe practice. • Are relevant to the study and practice of science.
• An interest in, and care for, the environment. • Are useful in everyday life.
• An interest in chemistry, and an understanding of its relevance • Encourage efficient and safe practices.
to society. • Encourage the presentation of information and ideas.
• Are appropriate for different audiences and purposes.
Experimental skills and investigations developed in this course include • Develop self-motivation and the ability to work in a
the ability to: sustained fashion.
• Plan investigations.
• Use techniques, apparatus and materials. 3. Develop attitudes relevant to science such as:
• Make and record observations, measurements and estimates. • Accuracy and precision
• Interpret and evaluate observations and experimental results. • Objectivity
• Select techniques, apparatus and materials. • Integrity
• Evaluate methods and suggest possible improvements. • A spirit of enquiry
• Initiative
COURSE OUTLINE FOR NCEA LEVEL 2 • Insight
AS91910 Carry out a practical investigation into a substance
present in a consumer product using quantitative 4. Stimulate interest in, and care for, the environment.
analysis 4 credits Internal
AS91911 Carry out an investigation into chemical species 5. Promote an awareness that:
present in a sample using qualitative analysis • The study and practice of science are co-operative and
3 credits Internal cumulative activities and are subject to social, economic,
AS91167 Demonstrate understanding of oxidation-reduction technological, ethical and cultural influences and limitations.
problems 3 credits Internal • The applications of science may be both beneficial and
AS91164 Demonstrate understanding of bonding, structure and detrimental to the individual, the community and the
energy changes 5 credits External environment.
AS91165 Demonstrate understanding of the properties of
selected organic compounds 4 credits External 6. Stimulate learners and create a sustained interest in chemistry
AS91166 Demonstrate understanding of chemical reactivity so that the study of the subject is enjoyable and satisfying.
4 credits External
Total: 23 credits COURSE OUTLINE FOR CAMBRIDGE AS LEVEL
1. Atoms, Molecules and Stoichiometry
METHODS OF ASSESSMENT FOR NCEA LEVEL 2 2. Atomic Structure
Three School examinations will assess student achievement throughout 3. Chemical Bonding
the year. Internal assessments will occur in each of the first three terms. 4. States of Matter
5. Chemical Energetics
NZQA external assessment occurs during Term Four. 6. Electrochemistry
7. Equilibria
SPECIAL EQUIPMENT AND COSTS 8. Reaction Kinetics
Safety glasses are provided. Commercial revision books will be 9. Inorganic Chemistry
available at discounted prices. 10. Organic Chemistry and Analysis
CONTINUATION AT SCHOOL METHODS OF ASSESSMENT FOR CAMBRIDGE AS LEVEL

NCEA Level 3 Chemistry (Form 7) is the natural progression from Paper 1 Multiple choice [1 hour] (40 marks, 31% weighting)
Form 6 Chemistry. Paper 2 Structured questions [1 hour 15 mins] (60 marks, 46%
This course is a pre-requisite for NCEA Level 3 Chemistry. weighting)
Paper 3 Advanced Practical Skills [2 hours] (40 marks, 23%
REFERENCE PEOPLE Mr S. Keshwara, HOD Chemistry weighting)
Dr G. Carr, MIC NCEA Chemistry
Paper 1
Forty multiple choice questions based on the AS core syllabus.
CHEMISTRY - FORM 6: AS Thirty items will be of the direct choice type and ten of the multiple
completion type. All questions will include four responses.
Paper 2
PRE-REQUISITES A variable number of structured questions, all compulsory, based on
A good understanding of Form 5 Chemistry. Entry criteria is as follows: the AS core syllabus. Answered on the question paper.
• Students who gain a mark of at least 60% in Pre-Q Chemistry Paper 3
will be guaranteed entry to this course. This will feature experiments and investigations.
• Students aiming to gain a pass mark in Cambridge AS Chemistry
should have achieved a mark of 70% or better in their Pre-Q In addition, there will be internal monitoring of progress in practical
examination. work through weekly practical sessions and with three practice
• Students who have obtained a mark of less than 60% in Pre-Q Cambridge practical examinations throughout the year.
will only be accepted at the discretion of the HOD.
The syllabus aims are to: Safety glasses are provided. Workbooks with notes will be available
1. Provide, thorough well-designed studies of experimental and at less than cost.
practical chemistry, a worthwhile educational experience for all
students, whether or not they go on to study science beyond CONTINUATION AT SCHOOL
this level and, in particular, to enable them to acquire sufficient Chemistry is offered at Form 7 level (A2 Chemistry). Form 6 Chemistry

(AS Chemistry) provides a strong, basic foundation for Chemistry at the year. Internal assessments will occur during Terms 1 to 3.
Form 7 level (A2 Chemistry), Form 7 Chemistry (A2 Chemistry) is not
generally available to those who have not passed Form 6 Chemistry. NZQA external assessment occurs during Term 4.
REFERENCE PERSON Mr S. Keshwara, HOD Chemistry SPECIAL EQUIPMENT AND COSTS

Safety glasses are provided. Commercial revision books will be
available at discounted prices.
CHEMISTRY - FORM 7: NCEA: LEVEL 3
CONTINUATION IN THIS SUBJECT
Stage 1 University Chemistry is the natural progression from NCEA
PRE-REQUISITES Level 3 Chemistry (Form 7). This course is strongly recommended
A minimum of 14 credits at Achieved level (at least eight credits if planning any further study in Chemistry, Biochemistry, Biology,
from Level 2 externals and at least three credits from NCEA Level Material Sciences, Engineering, Health Sciences, Laboratory
2 internals) must have been obtained at NCEA Level 2 Chemistry. Technician, Teaching or Environmental Science.
Consideration will be given to students who have not gained 14 credits
but have achieved some units at Excellence level. Students who have REFERENCE PEOPLE Mr S. Keshwara, HOD Chemistry
not attempted Chemistry at Form 6 level will not be considered except Dr G. Carr, MIC NCEA Chemistry
under very exceptional circumstances. Students will be accepted if
they have completed Cambridge AS Chemistry and have gained an
E grade or above. CHEMISTRY - FORM 7: A2

The course aims to: PRE-REQUISITES
• Provide a foundation of knowledge and understanding about The Form 6 Cambridge AS Chemistry course is a prerequisite for the
chemistry useful to an educated citizen. Cambridge A2 Form 7 course.
• Promote a recognition of chemistry as a distinct scientific • Students who gain an A to a good D grade (above 55%) in
discipline with an intrinsic interest and worth and an essential Cambridge AS Chemistry will be admitted to this course.
role to play in society. • Students who gain a low D grade in Cambridge AS Chemistry
• Promote an awareness of chemical aspects of current must consult with the HOD Chemistry to gain entry into this
technological problems and their solutions. course.
• Students who gain an E grade or Ungraded result in Cambridge
The overall course seeks to develop: AS Chemistry will not be able to enter this course.
• Scientific attitudes such as open-mindedness, intellectual
honesty, a willingness to suspend judgment and recognition COURSE OUTLINE
of the tentative nature of theories. The Form 6 Cambridge AS Chemistry and Form 7 Cambridge A2
• A broad knowledge of common substances, their sources, Chemistry together constitute the Cambridge A level Qualification.
uses and, where possible, patterns in their behaviour.
• The simple mathematical interpretation of suitable data. The Cambridge A2 course includes the topics listed in Cambridge AS
• The understanding of key theories and concepts that account Chemistry studied in greater depth. In addition, there is the following:
for selected chemical and physical properties. • More Detailed Energetics
• The necessary practical skills to handle substances and manipu- • Rate Equations (zero, first and second order reactions)
late equipment safely and to make, record and process chemical • Further Patterns in the Periodic Table
observations, especially those relating to qualitative and quanti- • Additional Organic Chemistry, particularly as applied to Aromatics
tative analysis. (cyclic molecules)
• An awareness of chemistry developments. • Applications of Chemistry have been incorporated throughout
• The study and practice of science as cooperative and cumulative the syllabus
activities, subject to social, economic, technological, ethical and
cultural influences and limitations effective and safe practice. METHODS OF ASSESSMENT
• An interest in, and care for, the environment. Three papers are sat at the end of the Form 7 year but these are
• An interest in chemistry, and an understanding of its relevance considered as part of the overall Cambridge qualification according to
to society. the following table which includes the Cambridge AS papers.

Experimental skills and investigations developed in this course include WEIGHTINGS %
the ability to: Cambridge AS (Form 6) AS Level A Level
• Plan investigations. Paper 1 - Multiple Choice 31 15.5
• Use techniques, apparatus and materials. [1hr, 40 marks]
• Make and record observations, measurements and estimates. Paper 2 - AS Structured Questions 46 23
• Interpret and evaluate observations and experimental results. [1hr 15min, 60 marks]
• Select techniques, apparatus and materials. Paper 31/32 - Advanced Practical Skills 23 11.5
• Evaluate methods and suggest possible improvements. [2hrs, 40 marks]
Cambridge A2 (Form 7)
COURSE OUTLINE Paper 4 - A2 Structured Questions 38.5
AS91388 Demonstrate understanding of spectroscopic data in [2hr, 100 marks]
chemistry 3 credits Internal Paper 5 - Planning, Analysis and Evaluation 11.5
AS91389 Demonstrate understanding of chemical processes in the [1hr 15min, 30 marks]
world around us 3 credits Internal
AS91393 Demonstrate understanding of oxidation-reduction For most students, the Cambridge AS marks will be carried forward
processes 3 credits Internal from Form 6 to be combined with the Cambridge A2 marks in Form
AS91390 Demonstrate understanding of thermochemical principles 7. Cambridge does allow the AS and A2 to be sat in the same year,
and the properties of particles and substances thus the AS could be retaken in the May/June Examination Series
5 credits External with the A2 examinations at the end of the year. Single AS papers
AS91391 Demonstrate understanding of the properties of organic within the Chemistry syllabus cannot be retaken. AS is 50% and A2
compounds 5 credits External is 50% of the total A Level qualification. While it is possible to retake
AS91392 Demonstrate understanding of equilibrium principles in AS examinations, it is not possible to undertake both the AS and the
aqueous systems 5 credits External A2 courses in the one year.
Total 24 credits
Note: The AS marks can be used as a stand-alone qualification for
METHODS OF ASSESSMENT FOR NCEA LEVEL 3 University Entrance and the AS course can be repeated in the Form
Three School examinations will assess student achievement throughout 7 year, with approval from the HOD.

SPECIAL EQUIPMENT AND COSTS If you would like to learn more about, or discuss in more detail, any of
Safety glasses are provided. Workbooks with notes are available at the Classics courses outlined below, please feel free to see Mrs Hay-
less than cost. Mackenzie (HOD, Classics) in C2.
Chemistry is a prime requirement for many university courses in Pure CLASSICS - FORM 5: Pre-Q
and Applied Sciences such as Chemistry, Biochemistry, Chemical
Engineering, Medicine, Biological Sciences, Food Sciences, etc.
The approach, skills and learning techniques developed by Form 7
Chemistry prove invaluable in many other disciplines. PRE-REQUISITES
None
REFERENCE PERSON Mr S. Keshwara, HOD Chemistry
Students averaging over 60% in Form 4 English examinations or 50% in
Latin have an appropriate achievement level to study Form 5 Classics.
Students who do not fulfil this requirement should apply to the Head of
CLASSICS - OVERVIEW Department to discuss admission to the course on a case-by-case basis.
DESCRIPTION
WHAT IS CLASSICS?
The course is open to ALL students, whether they intend to follow a
Classics may be defined as the study of ancient Greece and Rome,
Cambridge (AS/A Level) or NCEA (Level 2, Level 3) pathway in the Senior
without the study of the classical languages Greek and Latin. Students
School. The course will provide an excellent foundation for students
gain an in-depth knowledge of important aspects of both Greek and
wishing to study EITHER Cambridge AS/A2 Classics or NCEA Levels 2
Roman civilisation, and an understanding of their formative and enduring
and 3 Classics in Forms 6 and 7, but will also be a valuable introduction
influence on the rich cultural tradition of Western Europe. The subject
to the ancient worlds of Greece and Rome for those interested in taking
combines elements of several disciplines: literature, ancient history, art
the subject for one year only. Students will still be able to take up AS/A
history and philosophy. Courses are offered at Form 5 (Pre-Q) and Forms
Level Classics and NCEA Levels 2 and 3, in Forms 6 and 7, without taking
6 and 7 (Cambridge: AS and A2; NCEA Levels 2, and 3). A description
Classics in Form 5, although students interested in taking the subject at
of each course follows.
higher levels are encouraged to take it from Form 5.
WHAT IS THE VALUE OF CLASSICS?
COURSE OUTLINE
Classics is a subject of significant intrinsic merit and also teaches
The Form 5 course will introduce students to the civilisations of both
invaluable analytical and written skills which are crucial in today’s world.
ancient Greece and Rome. The course content may vary from year to
year but will generally include the following areas of study:
Classics introduces us to the high points of Western civilisation and allows
• Myths and Legends, Gods and Heroes, drawn from the literature
us to examine some of the greatest works of the human intellect and
and art of both Greece and Rome
creative genius. We walk in the footsteps of countless generations who
• Conflict, crisis and the quest for personal power in the final years
have learned to navigate the future more confidently by reflecting on the
of the Roman republic (including the role of the Roman legions and
past. Classics teaches students to think analytically and independently. It
the careers of Pompey the Great and the most famous Roman of
also helps students to improve and develop their written skills. No matter
them all - Julius Caesar)
what aspirations you have for the future, no matter what professional
• The contrasting worlds of 5th century BC Athens and Sparta, set
or career path you choose to follow, you will need to be able to think,
against the background of the Persian Wars, 490-479BC (including
speak and write clearly, logically and critically. Classics not only opens
the Battles of Marathon, Thermopylae and Salamis)
our eyes to the outstanding achievements of the ancient world, enriching
• Selected examples of the awe-inspiring artistic and architectural
us personally and taking us to a world beyond our immediate and daily
wonders of the classical world
concerns, but also helps us to develop and hone skills that are crucial
• The life and career of the most famous Greek of them all - Alexander
for both future study and professional life.
the Great
IS CLASSICS FOR YOU?
If you are interested in the humanities, and enjoy subjects like History,
School Examinations:
English, Languages, Music and the Arts, you may like to consider
• 1 x 1-hour examination
Classics. Humanities subjects provide excellent preparation for students
thinking about careers in law, politics, government, diplomacy, academia,
• 1 x 3-hour examination (Pre-Q)
teaching, journalism, publishing, the media and communications, and in
any of the creative professions.
The Form 5 course, in terms of content and focus, is specifically
designed with Auckland Grammar students in mind. Form 5 Classics
If you are thinking of studying Latin at senior levels, then you should
leads seamlessly on to our current Cambridge (AS/A Level) and/or NCEA
definitely think about taking Classics as well. Latin and Classics are an
courses in Forms 6 and 7. The Form Five course will be assessed by a
excellent fit. Latin will enable you to focus on the language and literary
written examination.
aspects of original Latin texts, while Classics will give you the wider
historical, social, political, artistic and literary background, and enable
you to read Greek and Latin texts in translation. Latin students who take
None
Classics as well, will also gain an insight into the civilisation of ancient
Greece which underpins and influences so much of Roman literary and
artistic achievement. Some of our top scholars in recent years have
Upon completion of the Form 5 course, students may opt to take EITHER
studied both Latin and Classics.
Cambridge AS Classics OR NCEA Level 2 Classics (depending on their
individual assessment pathway), if they continue with Classics in Form 6.
If you are thinking of embarking on a mainly scientific or commerce
pathway, with a view to a career in medicine, engineering, technology or
VALUE OF CLASSICS
business, do not underestimate the value of taking at least one, or perhaps
Please read the Classics Overview Statement above (before the
two, subjects at some point in the Senior School that will encourage
description of individual Classics courses).
you to step outside your comfort zone. Classics will introduce you to a
very rich, invigorating and fascinating world beyond the perimeters of a
REFERENCE PERSON Mrs F. Hay-Mackenzie, HOD, Classics
strictly professional or career focussed course. A more holistic approach
to learning at School is likely to be more beneficial to you, both personally
and in your chosen profession, than you may envisage at this point. Many
successful doctors, scientists, engineers, and businessmen among our Old
Boys speak of the significant advantages gained from including a subject
like Classics among their subject choices in their final years at School.

DESCRIPTION
We explore two Greek topics (Attic Old Comedy; Socrates) in the
CLASSICS - FORM 6 : NCEA LEVEL 2 first half of the year and two Roman topics (Augustus; Virgil) in the
second half of the year. Students are introduced chronologically to
important aspects of 5th/4th Century BC Greek history, social life,
PRE-REQUISITES values, entertainment and philosophical thought, through the eyes of
None the great comic playwright Aristophanes, and in an examination of the
life and ideas of the Greek philosopher Socrates, through the writings
RECOMMENDED ACHIEVEMENT LEVELS of his student, Plato. The Roman topics transport us to a crucial period
A. Students averaging over 60% in Form 5 Classics, English or History in Roman history, the last years of the First Century BC and the first
examinations, or over 50% in Latin, have an appropriate few years of the First Century AD. The death of Julius Caesar signals
achievement level to study Form 6 Classics. the death of the republic. With the rise to power of Augustus, we
B. Students averaging 45-60% in Form 5 English may find Form 6 witness the beginnings of empire. The greatest of the Roman poets
Classics difficult. ,Virgil, a contemporary and friend of Augustus, imbues his story of
C. Students averaging under 45% in Form 5 English are not the Trojan hero, Aeneas, father of the Roman people, with universal
recommended to take Form 6 Classics. themes that have resonated deeply with audiences from Virgil’s own
day to our own. The course offers an excellent introduction to high
DESCRIPTION points of both Greek and Roman civilisation and provides a superb
Students will explore a range of topics within the perimeters of the foundation for Cambridge A Level Classics. (See below).
achievement standards set out below. At present, topics include
Homer’s Odyssey, the political and social life of ancient Rome in the COURSE OUTLINE
time of Julius Caesar and the Art of Pompeii and Herculaneum. We The course currently comprises the following 4 topics:
also examine the life and career of the most famous Roman of them 1. Attic Greek comedy: Aristophanes’ Wasps and Frogs
all, Julius Caesar. From time to time specific topics may vary. Students 2. Socrates: The ideas, philosophy, and character of Socrates
will be advised of any topic changes on a timely basis. 3. Augustus: The career and achievements of Rome’s first emperor
4. Virgil’s Aeneid: The epic story of the Trojan hero Aeneas fleeing
COURSE OUTLINE Troy and founding a new nation in Italy
The course currently comprises the following Level 2 achievement
standards: METHODS OF ASSESSMENT
AS91200 Classical Studies 2.1: Examine ideas and values of the Cambridge AS Classics involves two 1½-hour examinations, one
classical world. (External: 4 credits); (Homer’s Odyssey) on the Roman topics (Augustus, Virgil) and one on the Greek topics
AS91201 Classical Studies 2.2: Examine the significance of features (Comedy, Socrates).
of work(s) of art in the classical world. (External: 4 credits); (Art of Each topic has various assessment options - long essay or short essays
Pompeii and Herculaneum) or textual analysis involving short and paragraph answers. Coursework
AS91202 Classical Studies 2.3: Demonstrate understanding of a during the term will involve practice in all these options. There is no
significant event in the classical world. (Internal: 4 credits); (Death formal internal assessment component.
of Julius Caesar)
AS91203 Classical Studies 2.4: Examine socio-political life in the SPECIAL EQUIPMENT AND COSTS
classical world. (External: 6 credits); (Roman social and political life None
in the age of Julius Caesar)
AS91204 Classical Studies 2.5: Demonstrate understanding of the CONTINUATION OF SUBJECT
relationship between aspects of the classical world and other cultures. Those students in the Form 6, upon completion of the Cambridge AS
(Internal: 6 credits); (Comparison of Homer’s Odyssey with modern course, may opt to take Classics at Cambridge A Level.
film interpretation)
VALUE OF CLASSICS
METHODS OF ASSESSMENT Please read the Classics Overview statement above (before the
Form 6 Classics will be assessed through a combination of internally- description of individual Classics courses).
assessed and externally-examined NCEA Level 2 achievement
standards, making a total of 24 credits. REFERENCE PERSON Mrs F. Hay-Mackenzie, HOD Classics
None.
CLASSICS - FORM 7 : NCEA LEVEL 3
Upon completion of the 6th form course, students may opt to take
Level 3 Classics.
PRE-REQUISITES
Form 5 or 6 Classics or Junior Latin are desirable, but not essential.
VALUE OF CLASSICS
Please read the Classics Overview statement above (before the
A. Students averaging over 60% in Form 6 Classics, English or
History examinations have an appropriate achievement level
REFERENCE PERSON Mrs F. Hay-Mackenzie, HOD Classics
to study Level 3 Classics.
B. Students averaging 45-60% in Form 6 Classics, English or
History examinations may find Level 3 Classics difficult.
C. Students averaging below 45% in Form 6 Classics, English
CLASSICS - FORM 6 & 7 : AS or History examinations are not recommended to take Level 3
Classics.
PRE-REQUISITES DESCRIPTION
D grade or higher in any Pre-Q or Cambridge AS Humanities subject Students will explore a range of topics within the perameters of the
e.g. Classics, English, History or a language. Students who do not achievement standards set out below. At present, topics include the
fulfil this requirement must apply to the Head of Department for career and achievements of Rome’s first emperor, Augustus. We focus
admission to the course. on his rise to power and revolutionary transformation of Rome into
an empire, by ruthlessly employing all the means at his disposal: civil
RECOMMENDED ACHIEVEMENT LEVELS war, violence and intimidation, bribery, political office, propaganda -
Students averaging over 60% in Form 5 Pre-Q Classics, Form 5 Pre-Q even his own family and friends. We also study some of the greatest
and/or Form 6 English or History examinations have an appropriate works of Roman architectural and engineering genius, including the
achievement level to study Cambridge AS Classics. Colosseum, the Pont du Gard and the Pantheon; and we meet many
of the major Roman gods and goddesses in Virgil’s epic masterpiece

the Aeneid, which tells the story of the Trojan hero Aeneas who flees 2. The Changing World of Athens - its Friends and Enemies: this topic
from Troy to find a new home in Italy and becomes the father of the focuses on the development of Athens from 510-404 BC as a state,
Roman people. From time to time specific topics may vary. Students and the response of its citizens to the challenges of the period.
will be advised of any topic changes on a timely basis. Students are introduced to the works of the two greatest
ancient Greek historians, Herodotus, often called the Father of
COURSE OUTLINE History, who wrote about the Greco-Persian Wars which took
The course comprises the following Level 3 Achievement Standards: place in the early part of the 5th century BC and Thucydides,
AS91394 Classical Studies 3.1: Analyse ideas and values of the whose masterpiece History of the Peloponnesian War recounts
classical world. (External: 4 credits); (Virgil’s Aeneid). the great conflict between Athens and Sparta and their respective
AS91395 Classical Studies 3.2: Analyse the significance of work(s) allies (431-404BC), in which Thucydides himself fought and
of art in the classical world. (External: 4 credits); (Roman Art and which finally brought Athens to her knees. We also read the
Architecture). comic poet Aristophanes’ Acharnians for his unique take on
AS91396 Classical Studies 3.3: Analyse the impact of a significant the Peloponnesian war.
historical figure on the classical world (External: 6 credits); (Augustus).
AS91397 Classical Studies 3.4: Demonstrate understanding of METHODS OF ASSESSMENT
significant ideology(ies) in the classical world. (Internal: 6 credits); Students will sit two 1½-hour external examinations, one on each
(Political messages through Roman Art and Architecture). of the above papers. In both examinations, two extracts from the
AS91398 Classical Studies 3.5: Demonstrate understanding of the prescribed texts will be provided, together with an unseen extract from
lasting influences of the classical world on other cultures across a primary or secondary author. Candidates will be required, in essay
time. (Internal:6 credits); (Experience of War). form, to analyse and assess all three passages critically and also to
draw on their wider reading from the course to answer the examination
METHODS OF ASSESSMENT question. There is no internal assessment component to this course.
NCEA Level 3 will be assessed through three externally-examined
Achievement Standards and two internally-assessed Achievement SPECIAL EQUIPMENT AND COSTS
Standards, providing a total of 26 credits. The coursework mark None
on School reports is derived from several assessment tasks each
assessment cycle. VALUE OF CLASSICS
SPECIAL EQUIPMENT AND COSTS description of individual Classics courses).
None
VALUE OF CLASSICS
BUSINESS STUDIES ECONOMICS ACCOUNTING
- FORM 4
This course is an introduction to some of the basic concepts in

CLASSICS – FORM 7: A2 Business, Economics and Accounting. It is not a pre-requisite for
study at Form 5, but will help students interested in Commerce make
a more informed decision about subjects to study in Form 5.
PRE-REQUISITES
AS Classics - students who have not taken Cambridge AS Classics PRE-REQUISITES
may not enter for the Cambridge A2 Classics course. None
RECOMMENDED ACHIEVEMENT LEVELS COURSE DESCRIPTION / AIMS
A. Students who gain an A to a good D grade in Cambridge AS This course is designed to introduce students to the main concepts
Classics will be admitted to this course. and theory involved in consumer behaviour and decision-making. It
B. Students who gain a low D grade in Cambridge AS Classics must also introduces students to some of the main theories in Business
consult with the HOD Classics to gain admittance to this course. Studies and an introduction to Accounting.
C. Students who gain an E grade or Ungraded result in Cambridge
AS Classics will likely not be admitted to this course, unless COURSE OUTLINE
by agreement with the HOD Classics. Topics covered in economics include the basic economic problem,
introductory microeconomic analysis including market theory (demand
DESCRIPTION and supply), consumer economics including financial literacy topics
A2 Classics gives students the opportunity to go deeper in discovering such as insurance, budgeting and consumer rights and obligations in
and uncovering the riches of the ancient world through the critical the market place. Students also complete a unit on Business Studies,
analysis and interpretation of its literary texts, studied in their own covering some of the main issues such as marketing, business
contemporary contexts. The course of study progresses naturally from organisation, business success and failure. There is also a unit on
the topics studied in the AS Classics course. The texts studied will Business Accounting and a business management simulation.
range from epic poetry to ancient plays and histories, and students
will be expected to read widely around the topics, in addition to the Economics/Consumer Financial Literacy
primary and secondary set texts. 1. Basic economic problem: scarcity and exercise of choice
2. What, How and For Whom
COURSE OUTLINE 3. Economic systems
The course comprises the following two papers:
1. Gods and Heroes - the Importance of Epic: this topic focuses on Market Equilibrium
the behaviour of gods and heroes in epic poetry, and on the 1. Demand
nature of the epic hero (Homer’s Iliad and Odyssey; Virgil’s 2. Supply
Aeneid). Students critically analyse and draw conclusions from 3. Equilibrium
their reading about the three central heroes, Achilles, Odysseus
and Aeneas. Their exploration will include: the role and world Financial Literacy Part 1
view of each hero within his society; his relationships with the 1. Income
gods and with other significant figures in his world; and how the 2. Credit
depiction of the hero may reflect each poet’s purpose, message 3. Saving
and major themes. Students will be expected to write critically 4. Personal budgeting
about all three poems in the final examination. 5. Financial Records and ID Theft

Business Studies and other sectors.
1. Why business activity is needed • Business marketing and success and failure of businesses.
2. How business activity is organised and financed • The principles and purposes of accounting for individuals and
3. How to start a business businesses and making a financial decision.
4. Business objectives
Successful completion of this course provides an appropriate base
Accounting for Sole Traders for study of Accounting, Business Studies or Economics at NCEA
1. Financial information Level 2 in Form 6.
2. Accounting equation
3. Debits and Credits COURSE OUTLINE
4. Transactions and Trial Balance The proposed course outline for 2021 is designed to cover the
5. Income Statement following NCEA Level 1 Achievement Standards:
6. Assets and Liabilities
7. Trading Statement Economics
8. Statement of Financial Position 90983 Demonstrate understanding of consumer choices, using
9. Accounting Cycle scarcity and/or demand 4 credits External
10. Accounting Analysis 90985 Demonstrate understanding of producer choices using
supply 3 credits External
Financial Literacy Part 2 90988 Demonstrate understanding of the interdependence of
1. Consumer Laws sectors of the New Zealand economy
2. Insurance 3 credits Internal
Business Marketing Business Studies

1. Market Segments 90840 Apply the marketing mix to a new or existing product
2. Market Research 3 credits Internal
3. Marketing Mix - the 4 ‘P’s’ Accounting
90981 Make a financial decision for an individual or group
METHODS OF ASSESSMENT 3 credits Internal
None METHODS OF ASSESSMENT
Students complete a mix of NCEA Level 1 internally-assessed and
School examination: externally-assessed Achievement Standards (as in the Course Outline
1 x 1-hour examination - end of Term 1 above). Students will also be assessed by in-class tests and the School
1 x 2-hour examination - end of Term 2 examinations which take place in Terms 1, 2 and 4.
Class assessment: None
Common tests and in class tests are held each term
CONTINUATION AT SCHOOL
SPECIAL EQUIPMENT AND COSTS Successful completion of this course provides an appropriate base
None for study of Accounting, Business Studies or Economics at NCEA
Level 2 in Form 6.
CONTINUATION OF COURSE
This course will provide good background and preparation for the REFERENCE PERSON Mr J. Wilson, HOF Commerce
following subjects:
- Economics
- Business Studies
- Accounting ECONOMICS - FORM 5: Pre-Q
REFERENCE PERSON Mr J. Wilson, HOD Economics
PRE-REQUISITES
Please note that content in this Handbook is correct at the time None
of printing. However, some of the Junior Courses may have had
time allocations for delivery changed for 2021. As a result, content COURSE DESCRIPTION / AIMS
advertised in this course may change slightly at the discretion of the The course is a wide-ranging economics programme that introduces
Head of Department. students to a variety of theory, topics and issues domestically and
internationally. The course is designed with the NZ economy as a
base, together with international comparisons.
Syllabus Aims
COMMERCE The aims of the Pre-Q course are to:
1. Develop knowledge and understanding of economic theory.
FORM 5: NCEA LEVEL 1 2. Develop an ability to interpret data in a variety of forms.
3. Develop an understanding of the NZ economy in a global context.
4. Develop an ability to apply economic skills and analysis in
PRE-REQUISITES
particular situations.
None, although it is an advantage to have studied Accounting/Business
5. Develop and ability to distinguish between facts and value
Studies (4ABS) or Economics/Business Studies (4EBS) in Form 4 in
judgements in economic issues.
2020. This course is for students in 4O and 4P in 2020 who will
study a full NCEA course at Form 5 in 2021.
COURSE OUTLINE
1. Introductory Concepts
DESCRIPTION / AIMS
2. How Markets Work and Why Markets Fail
This course is designed to introduce students to the concepts and
3. Money, Exchange and Labour
theories covered in the Commerce subjects of Economics, Business
4. The Theory of the Firm
Studies and Accounting. The course aims to give students a basic
5. The Government and Central Authorities
understanding of:
6. Macroeconomic Indicators
• Microeconomics: market theory (demand and supply), scarcity
7. Global Inequality
and exercise of choice in economic decision-making.
8. International Economics
• Macroeconomics: sectors of the economy, money flow, and
interdependence between households, producers, government

METHODS OF ASSESSMENT CONTINUATION OF SUBJECT AT SCHOOL
School examination: Successful completion of this course is an advantage for Level 3
• 1 x 1-hour examination - end of Term 1 Economics.
• 1 x 3-hour examination - end of Term 4 (Pre-Q) REFERENCE PEOPLE Mr J. Wilson, HOD Economics
• The total mark available is 100. Mr R. Gordon, TIC NCEA
• Candidates answer 20 multiple choice questions
(weighted at 20% of total available marks). Candidates
answer one compulsory question, which requires them
to interpret and analyse previously unseen data relevant ECONOMICS - FORM 6 : AS
to a real economic situation (weighted 20% of total
available marks), and three optional questions worth 20
marks each from a choice of six (weighted at 60% of PRE-REQUISITES
total available marks). None. It is an advantage to have studied Economics in Form 5, but
not essential. New students to Economics can, with appropriate
Class assessment: motivation, realistically attempt AS Economics.
Common and class tests are held each term.
SPECIAL EQUIPMENT AND COSTS This course generates marks for the first half of Advanced Level
Nil Economics and is correspondingly weighted at 50% (as well as being
a course in its own right).
Successful completion of Pre-Q Economics provides an excellent The course covers an introduction to Economics, basic economic
base for further study at both Cambridge AS and NCEA Level 2. It concepts and models; an extensive analysis of the market system
is also a very useful foundation for study at both Cambridge A2 and (demand and supply); issues regarding market failure and the role of the
NCEA Level 3. government in attempting to correct market failure; macroeconomic
measurement and problems including inflation, unemployment and
REFERENCE PERSON Mr J. Wilson, HOF Commerce, international trade.
HOD Economics
COURSE OUTLINE
1. The basic economic problem
ECONOMICS - FORM 6 : NCEA LEVEL 2 2. The price system
3. Government Intervention in the price system
4. Measurement in the macro economy
PRE-REQUISITES 5. International trade
None 6. Exchange rate theory
7. Government policy for balance of payments disequilibrium and
DESCRIPTION / AIMS influencing the exchange rate
The content of this course is mainly macroeconomics and covers the
major macroeconomic issues of: employment, inflation, international METHODS OF ASSESSMENT
trade and sustainable economic growth. Students are taught a variety External examination:
of economic models and are introduced to common economic statistics Paper 1 [1 hour] comprising thirty multi-choice questions and Paper
and data relating to these topics. 2 [1 hour 30 minutes] comprising one compulsory data response
question and a choice of one essay (in two parts) from three.
COURSE OUTLINE
The course is divided into equal sections as outlined above. Each School examination:
topic covers the definition, measurement, causes and effects of the • 1 x 1-hour examination - end of Term 1
issue. New Zealand’s recent historical record in each area is studied • 1 x 2-hour examination - end of Term 2
together with projections for the future. • 1 x 2½-hour examination - end of Term 3
NCEA Level 2 Achievement Standards cover: Class assessment:

2.1 Analyse inflation using economic concepts and models Common tests are held each term and multiple choice tests, data
4 credits External response questions and essays are also set regularly throughout the
2.2 Analyse international trade using economic concepts and year.
models 4 credits External
2.3 Analyse economic growth using using economic concepts and SPECIAL EQUIPMENT AND COSTS
models 4 credits External $15.00 revision website subscription (highly recommended)
2.4 Analyse unemployment using economic concepts and models
4 credits Internal
2.5 Analyse statistical data relating to contemporary economic issues CONTINUATION OF SUBJECT AT SCHOOL
4 credits Internal A ‘good’ grade D or better allows for direct entry into A2 Economics.
However, a ‘low’ grade D requires HOD approval and a grade E or U
METHODS OF ASSESSMENT candidate is unable to attempt A2 (but could consider retaking AS).
A total of 12 credits will be assessed by an external three-hour REFERENCE PERSON Mr J. Wilson, HOD Economics
examination and a further 8 credits will be assessed by 2 internally-
assessed assignments.
School examination: ECONOMICS - FORM 7 : NCEA LEVEL 3

• 1 x 1-hour examination - end of Term 1 (internal assessment)
• 1 x 3-hour examination - end of Term 3 PRE-REQUISITES
None. It is an advantage to have studied Economics in Form 5 and/
Class assessment: or Form 6, but not essential. Although the course starts from first
Common tests and in class tests are held each term. principles, new students to Economics must be prepared to work very
hard on basic concepts and terminology as content is recovered from
SPECIAL EQUIPMENT AND COSTS Level 1 and 2 relatively quickly.
Workbook ($20.00).
DESCRIPTION / AIMS
This course covers a variety of topics in microeconomics, public

economics and macroeconomics. A number of economics models this optional three-hour examination, held late in Term 4.
and theories are covered and current economic issues are used to
help explain theory. School examination:
COURSE OUTLINE • 1 x 2-hour examination - end of Term 2
NCEA Level 3 standards cover: • 1 x 3-hour 15-minute examination - end of Term 3
3.1 Demonstrate understanding of the efficiency of market
equilibrium 4 credits External Class assessment:
3.3 Demonstrate understanding of micro-economic concepts Common tests are held each term and multiple choice tests, data
5 credits Internal response questions and essays are also set regularly throughout the
3.4 Demonstrate understanding of government interventions to correct year.
market failure 5 credits Internal
3.5 Demonstrate understanding of macro-economic influences on the SPECIAL EQUIPMENT AND COSTS
New Zealand economy 6 credits External $15.00 revision website subscription (highly recommended).
METHODS OF ASSESSMENT CONTINUATION OF SUBJECT

External examination: This course is an excellent base for undergraduate study in Economics.
Students sit a three-hour external examination assessing four
Achievement Standards worth 14 credits. REFERENCE PERSON Mr J. Wilson, HOD Economics
School examination:
• 1 x 1-hour examination - end of Term 1 (internal assessment) ENGLISH - FORM 4
• 1 x 2-hour examination - end of Term 2 (internal assessment)
COURSE OUTLINE
Class assessment: All Form 4 students will study the same, general course that covers a
Common and class tests are held each term throughout the year. range of skills that build upon the Form 3 programme. The programme
is designed to introduce students to the skills required at the next
SPECIAL EQUIPMENT AND COSTS level, whether it be NCEA Level 1 or Pre-Q.
Workbook (write on) $20.00
Work covered includes:
CONTINUATION OF SUBJECT Literature
The course is a good base for Stage One study in Economics. Poetry, Film and Drama (Shakespeare or Non-Shakespearean) will
be taught, along with the teacher’s choice of Non-Fiction or Novel.
REFERENCE PEOPLE Mr J. Wilson, HOD Economics Elements of style, structure, character, setting and theme will be
Mr R. Gordon, TIC NCEA Economics analysed and students will respond by writing transactional essays.
Language of the Writer’s Craft

ECONOMICS - FORM 7 : A2 Students will study the use and effect of writing techniques, including
narrative point of view, figures of speech, sound devices and methods
of characterisation.
PRE-REQUISITES
• Students who gain an A to a good D grade in AS Economics will be Film
admitted to this course. A genuine interest in Economics as well as Film techniques (camera, lighting, sound and editing) will be revisited,
a willingness and ability to accept the greater workload and difficulty in conjunction with a study of a film as text.
involved is essential. Students with an AS mark of 70% or less
are strongly encouraged to re-sit AS in the May/June session. Writing
• Students who gain a low D grade in AS Economics must consult Students will write in a variety of different creative and transactional
with the HOD Economics to enter this course. styles: narrative, descriptive and discursive/argumentative.
• Students who gain an E grade or Ungraded result in AS Economics
will not be accepted into this course. Static Images
This study will examine the use of visual texts for communication.
DESCRIPTION / AIMS The use of images, colour, contrast, lettering and layout will be
A2 is a relatively demanding economics extension course that incorporated into the design and production of a book dust jacket.
involves a detailed study of micro and macroeconomics. Students
are encouraged to read widely around topics under review and are Speaking
expected to develop excellent written communication skills. Essays Public speaking and reading aloud in a formal setting are part of the
are very important at this level and require comprehensive knowledge programme.
and application of relevant theory and models, together with superior
evaluation and analysis skills. Comprehension
Students will be given the task of reading written, oral and visual
COURSE OUTLINE unfamiliar texts, often tied to the focal topic of the term, and will need
1. Detailed theory of the firm to answer questions that test or enhance their ability to comprehend
2. Labour market theory basic, as well as inferential questions.
3. Government intervention in the price system
4. Advanced macro-economic studies Language
5. Development Economics theory and issues Students will continue their study of basic grammar (parts of speech,
punctuation, syntax, paragraphing, and spelling) from the department
METHODS OF ASSESSMENT grammar booklet that all Form 3 students receive. Replacement copies
External examination: of this are available for $5 from Ms Curry in the book room.
Cambridge International Examination
Assessment is in two papers: Paper 3 [1 hour] comprising 30 very REFERENCE PERSON Miss C Forster, TIC Form 4 English (E4)
technical and detailed multi-choice questions and Paper 4 [2 hours
15 minutes] comprising one compulsory data response question and Please note that content in this Handbook is correct at the time
two 25-mark essays from a choice of 6. of printing. However, some of the Junior Courses may have had
time allocations for delivery changed for 2021. As a result, content
NZQA Level 4 Scholarship advertised in this course may change slightly at the discretion of the
Successful completion of the A2 course is excellent preparation for Head of Department.

is to improve students’ literacy skills so they can manage the demands
ENGLISH - FORM 5: Pre-Q of study in the Senior School in a variety of curriculum areas. The
course provides additional credits towards the literacy requirements
for NCEA Level 1.
5A-5I will study Pre-Q English.
Work covered includes:
COURSE OUTLINE Visual Language:
Students will study one novel, one drama, and one film. These will • Explain how aspects of visual texts work together to create
be tested by essay under examination conditions. Students will also meaning
study the writer’s craft and be tested, under examination conditions,
on their reading comprehension. Writing Accurately:
• Paragraphing
METHODS OF ASSESSMENT • Punctuation and spelling
A range of supplementary course work activities will be undertaken • Sentence structure and control
during these text studies to augment the programme. • Eliminating patterns of error
Paper 1 (compulsory): Reading Comprehension (course work Writing Strategies:

component) • How to write creatively (narrative and descriptive stories)
Paper 2 (compulsory): Novel essay • How to write formally (formal personal correspondence)
Paper 3 (compulsory): Drama essay • Personalised ‘Next Steps’ to develop each students writing skills
Paper 4 (compulsory): Film essay
Improving Reading Comprehension and Fluency:
School examination: • Instruction in Reading Comprehension strategies
• 1 x 1-hour examination - end of Term 1 • Vocabulary Development
• 1 x 2-hour examination - end of Term 2 (includes Paper 1 • Participation in the Education Perfect programme
component – 25% of Pre-Q)
• 1 x 3-hour examination - end of Term 4 (Papers 2, 3, and 4 - METHODS OF ASSESSMENT
75% of Pre-Q) This course is internally assessed through the completion of NCEA
Level 1 Unit and/or Achievement Standards: AS90856, AS90855,
REFERENCE PERSON Miss L. Potocky-Pacay US10792, and US24731 (14 credits).
TIC Form 5 English (E2)
REFERENCE PERSON Ms S. Bayley, HOD Learning Support
ENGLISH - FORM 5: NCEA LEVEL 1

ENGLISH – FORM 6
Students in 5J to 5R will study a full NCEA Level 1 English course.
PRE-REQUISITES
COURSE OUTLINE Form 6 students will be streamed on English ability, based on their
The Form 5 NCEA Level 1 English course is based upon selected Form 5 Pre-Q examination results or NCEA Level 1 results, and will
internally-assessed and externally-assessed Achievement Standards study either Cambridge AS Literature or NCEA Level 2 English.
as follows:
Internal English NCEA Level 1 Entry into Cambridge English is entirely at the discretion of the Head
• 1.4 Creative Writing (3 credits) of Faculty. As a general guide, entry to AS Literature is restricted to
• 1.5 Formal Writing (3 credits) students in 6A to 6I. However, some students in 6A to 6I will have
• 1.6 Speech (3 credits) to take NCEA Level 2 English. This generally applies to:
• Students whose scaled Pre-Q mark is under 45%
External English NCEA Level 1 • Some students whose scaled Pre-Q mark is between 45% and
• Written Text – novel or non-fiction (4 credits) 55% in Pre-Q who are considered by their teachers to have
• Visual Text – film (4 credits) limitations in essay writing that will cause them to struggle
• Unfamiliar Written Texts (4 credits) with the demands of the Cambridge course (which is entirely
examination essay-based)
There will be several Achievement Standards offered during the Most students who gain a mark between 45% and 50% in Pre-Q, and
year, from which students can acquire 21 credits: 9 from internal who have approval to enter Cambridge English, will likely be placed
assessment and 12 from the three-hour external examination. in AS Language and Literature, which is a one-year only course that
does not continue to A2. Some students who get 50%-55% in Pre-Q
Students will also sit School examinations: might also be required to take this course.
• 1 x 2-hour examination - end of Term 2 REFERENCE PERSON Mr J. Pillay, TIC Form 6 English (E1)
REFERENCE PERSON Miss L. Potocky-Pacay ENGLISH - FORM 6: NCEA LEVEL 2

TIC Form 5 English (E2)
There will be six Achievement Standards. Students can acquire
LITERACY 25 credits: 13 from internal assessment and 12 from the external
examination.
FORM 5: NCEA LEVEL 1
Internal standards:
91101 2.4 Produce a selection of crafted and controlled writing
PRE-REQUISITES
(6 credits)
This course is designed for students from 4O-4R in 2020 and it
91102 2.5 Construct and deliver a crafted and controlled oral
provides students who need additional support in reading and writing
text (3 credits)
the opportunity to improve their literacy skills.
91160 2.9 Form developed personal responses to indepen-
dently read texts, supported by evidence (4 credits)
DESCRIPTION / AIMS

The course will provide direct teaching in reading and writing. The aim

External standards:
Students sit a three-hour external exam, comprising 12 credits, ENGLISH - FORM 7: NCEA LEVEL 3
that covers:
91098 2.1 Analyse specified aspects of studied written texts,
with supporting evidence (4 credits) PRE-REQUISITES
91099 2.2 Analyse specified aspects of studied visual or oral The NCEA Level 3 English course is significantly more difficult than
texts, with supporting evidence (4 credits) Level 2 and only students with a very good English skills base should
91100 2.3 Analyse significant aspects of unfamiliar texts through consider opting for it.
close reading with supporting evidence (4 credits)
A minimum of ten reading and writing credits at Level 2 (i.e. not
counting the speech) including one external standard are expected
ENGLISH - FORM 6: AS LITERATURE of students wanting to enter NCEA Level 3 English. For example, the
following would qualify:
• the Level 2 writing internal plus at least one Level 2 external
METHODS OF ASSESSMENT • the Level 2 reading internal plus at least two Level 2 externals
This rigorous literature-only programme is examined externally at the
end of the year as a stand-alone course or as the first half of a two-year METHODS OF ASSESSMENT
course (the second being Cambridge A Level (A2) Literature). Students Six Achievement Standards worth 22 credits are on offer from internal
will present for two external examinations at the end of the year: and external assessment as follows:
Paper 3: Poetry and Prose [2 hours] Internally-assessed Achievement Standards:

Paper 4: Drama [2 hours] 3.5 Create and Deliver an Oral Presentation (3 credits)
3.8 Develop a critical understanding of literature (4 credits)
Each paper contributes 50% and students will study 4 texts: a novel, 3.9 Respond Critically to Visual Texts (3 credits)
poetry and two plays and write a 25-mark, 700-plus word essay on
each. A range of supplementary activities will be undertaken during Externally-assessed Achievement Standards:
these text studies to augment the programme. Students sit a three-hour external examination, comprising twelve
credits, that covers:
3.1 Written Text (poetry, short story, novel, drama or non-fiction
study) Study (4 credits)
ENGLISH 3.2 Film Text Study (4 credits)
FORM 6 : AS LITERATURE AND LANGUAGE 3.3 Respond Critically to Unfamiliar Prose and Poetry Texts (4 credits)
REFERENCE PERSON TBC. See Mr C. Laing, HOD English (E3)

One class only of this stand-alone course is offered to students (subject
to marks gained in Pre-Q) who are NOT going to do English in Form
7 as it does not carry through to A Level. ENGLISH - FORM 7
There is a little less time pressure in this course as two literature
A LEVEL (A2) LITERATURE
texts are studied (instead of four with Cambridge AS Literature).
The language component comprises writing in a variety of creative
(narrative and descriptive) and formal (discursive and persuasive)
This course is an extension of the same rigorous, literature-only
styles.
programme where students present for two external examinations
at the end of the year:
Paper 2: Composition [2 hours] – 2 pieces of writing
Paper 5: Shakespeare and other Pre-20th Century Writers [2 hours]
Paper 9: Poetry, Prose and Drama [2 hours] – 2 literature essays
Paper 6: Modern Writing [2 hours]
ENGLISH - FORM 7 Each paper contributes 50% and students will study four texts –
two for Paper 5 (a Shakespeare play and either poetry, a novel or
a non-Shakespearian play) and two for Paper 6 (poetry, a novel or
a non-Shakespearian play). Students will write 25-mark, 900-word
PRE-REQUISITES
transactional essays on each text and will cite secondary material/
Form 7 students will be streamed according to their English ability,
criticism in the process. A range of supplementary activities will be
based on their Cambridge AS Literature or NCEA Level 2 results and
undertaken during these text studies to augment the programme.
will present for Cambridge A Level (A2) Literature or NCEA Level 3
English. Students may enter the NZQA Scholarship examination and
Those students who had difficulty with AS Literature may opt to
while no specific class will be run for this, tutorials will be run in
study NCEA Level 3.
Terms 3 and 4.
REFERENCE PERSON Miss C. Forster (E4)
Entry to Cambridge A2 Literature is restricted to those students who
have achieved 55% or better in Cambridge AS Literature. A Cambridge
AS Literature C Grade or at least a good D is preferable. Students who
achieve between 50% and 55% will be considered for this course on
a case-by-case basis by the HOD.
ENGLISH LANGUAGE (ESOL) - FORM 4
Assessment will be conducted throughout the year in the internal

PRE-REQUISITES
School examinations at the end of Terms 1, 2 and 3 to provide
Form 3 English Language (ESOL).
students with meaningful feedback on their level of achievement.
The Form 4 English Language (ESOL) programme will continue the
cross-curricular English language support given in Form 3. The focus
of the programme is on developing fluency and accuracy in English.
Grammar is systematically taught together with listening, speaking,
reading and writing genres relevant to curriculum areas.
Please note that content in this Handbook is correct at the time

of printing. However, some of the Junior Courses may have had External English NCEA Level 2
time allocations for delivery changed for 2021. As a result, content A/S 2.1 Analyse written texts 4 credits
advertised in this course may change slightly at the discretion of the A/S 2.2 Analyse visual texts 4 credits
Head of Department.
Two-year Programme
The two-year Form 6 programme is designed for Form 6 students
who may need an extra year to achieve University Entrance Literacy.
ENGLISH LANGUAGE (ESOL) - FORM 5 In the first year, the course focuses on scaffolding the skills needed
for reading, writing, listening and speaking. Suitable unit standards
are offered in these areas, leading to University Entrance Literacy
PRE-REQUISITES credits. In the second year, students may join the Form 7 programme
Students are selected for English Language (ESOL) classes on the to complete Level 2 Literacy Units.
basis of their Form 4 English results and referrals.
COURSE DESCRIPTION / AIMS Students, after consultation, may continue to Form 7 ESOL or enter
The Form 5 English programme aims to further develop fluency in a mainstream Form 7 English class in the following year.
listening, speaking, reading and writing in English. It also gives targeted
support in grammar and language development. REFERENCE PERSON Mrs L. White, HOD ESOL
COURSE OUTLINE
The course will be based on the following NCEA Level 1 English
Achievement Standards: ENGLISH/ENGLISH LANGUAGE (ESOL)
1.1 Show understanding of written texts - External
1.2 Show understanding of visual texts - External
FORM 7: LEVEL 2/3
1.5 Produce formal writing - Internal
1.6 Oral presentation - Internal
PRE-REQUISITES
1.8 Explain significant connections across texts - Internal
Students are selected on the basis of their Form 6 English Language
1.9 Use information literacy skills - Internal
results. This is a continuation of the 2-year Form 6 English Language
1.10 Personal response to independently read texts - Internal
course, although new Form 7 NCEA students can be admitted after
consultation with the HOD ESOL.
There will be flexibility in tailoring programmes for different students.
English Language Unit Standards may be utilised where appropriate.
DESCRIPTION / AIMS
English for Academic Purposes
This class is offered to both International and Permanent Resident
There will be opportunities to gain credits over the year from internally-
ESOL students who need to achieve University Entrance Literacy
assessed standards. Practice for the external standards will be gained
standards and/or require some Level 3 English qualifications taught
in the School examinations.
through ESL methodology. The course also develops English language
skills in academic vocabulary, grammar, reading, writing, listening
and speaking in order to prepare students for tertiary courses. Some
• 1 x 1-hour examination – end of Term 1
Level 2 or 3 English externals may be offered on an individual student
basis. N.B. This course cannot be used as an approved Level 3 NCEA
subject for University Entrance requirements.
COURSE OUTLINE
Students, after consultation, may continue to Form 6 English Language
(ESOL) or enter a mainstream Form 6 English class in the following
Reading
year.
English Level 2 A/S 2.8 * Use information literacy skills (4 credits)
English Level 2 A/S 2.9 * Form developed personal responses
REFERENCE PERSON Mrs L. White, HOD ESOL
(4 credits)
English Level 3 A/S 3.1 * Respond critically to specified aspect(s)
of studied written text(s) (4 credits)
EAP Level 4 22751* Read and process information in English
ENGLISH LANGUAGE (ESOL) for an academic purpose (6 credits)
FORM 6: NCEA ENGLISH LEVEL 2 EL US Level 3 30996 Read and understand complex text in
applied context (5 credits)
EL US Level 3 30997 Read and understand a text on a familiar
PRE-REQUISITES topic (5 credits)
Students are selected for ESOL classes on the basis of their Form 5
English Language results. This course is also available to selected Writing
Cambridge students wishing to gain University Entrance Literacy. EAP Level 4 22749* Write a text under test conditions in
English for an academic purpose
COURSE DESCRIPTION / AIMS (5 credits)
The Form 6 English Language programme will use both Achievement EAP Level 4 22750* Write crafted text using researched
and Unit Standards that earn credits towards NCEA Level 2. The material in English for an academic
course aims to further develop fluency in listening, speaking, reading purpose (6 credits)
and writing in English. Special attention is given to developing skills EL US Level 3 28068 Write a connected text on a familiar
needed for academic study at university level. topic (5 credits)
EL US Level 3 28070 Write a response for a specific purpose
COURSE OUTLINE (5 credits)
One-year Programme English Level 2 A/S 2.4 * Produce crafted and controlled writing
This course will provide ample opportunity for gaining the necessary (6 credits)
credits for University Entrance Literacy: English Level 3 A/S 3.1* Respond critically to specified aspect(s)
of studied written text(s) (4 credits)
Internal English NCEA Level 2 English Level 3 A/S 3.2* Respond critically to specified aspect(s)
A/S 2.4 Produce crafted writing 6 credits of studied visual or oral text(s) (4 credits)
A/S 2.5 Construct and deliver an oral text 3 credits
A/S 2.7 Analyse significant connections across texts 4 credits Speaking
A/S 2.8 Use information literacy skills 4 credits English A/S Level 3 3.5 Construct and deliver an oral text
A/S 2.9 Personal response to independently read texts 4 credits (3 credits)

* University Entrance Literacy Standard (English NCEA Level 2 or 3) The topics studied will enable students not only to talk about aspects
of their own life (personal details, family, description, leisure interests,
IELTS: Practice and formative assessments for the International English housing, schooling and daily routine and talking about one’s town
Language Testing System (IELTS) will form part of the course work. and New Zealand) but also equip them with language necessary for
These skills will be transferable to any academic course of tertiary coping in a French-speaking environment (holidays, travel, shopping,
study. Students who wish to enter this examination, however, must eating and drinking, health and communications). The students will
do so through an official external testing centre such as a language also develop beginner knowledge in French literature, including short
school at a local university. stories.
REFERENCE PERSON Mrs L. White, HOD ESOL METHODS OF ASSESSMENT

There will be three School examinations, each assessing the skills of
listening, reading and writing and a speaking examination in Term 3.
FRENCH - FORM 4
PRE-REQUISITES • 1 x 2-hour examination
Form 3 French • 1 x 3-hour examination (Pre-Q)
DESCRIPTION / AIMS CONTINUATION AT SCHOOL

The course aims to further develop the skills of listening, speaking, All students may continue their study of French as far as NCEA Level
reading and writing in French to enable students to communicate 3 or Cambridge A Level.
with confidence in a variety of everyday situations. At the end of the
course students will have a solid grasp of the vocabulary, grammar SPECIAL EQUIPMENT AND COSTS
and pronunciation of the French language which will enable them to Education Perfect is compulsory for all levels. This incurs a $20.00
sit the Pre-Q examination at the end of the Form 5 year. cost.
Students will also learn about the life and customs of the people of The internationally-recognised DELF examination is an optional
France and other countries of the French-speaking world. assessment for students which is assessed externally. The B1 level
best corresponds to Form 5 students. This incurs a $80 cost and is
COURSE OUTLINE usually sat at the end of August.
Students regularly practise the four language skills, and topics covered
include: travelling to and in France, holidays in France, family life, jobs, REFERENCE PERSON Ms R. Campbell, HOD French
school life, shopping, food and drink, health, cafés and restaurants,
going out and arranging to meet.
FRENCH - FORM 6 : NCEA LEVEL 2 & AS
There are one one-hour and two two-hour examinations, testing the
skills of listening, reading and writing. These examinations contain a PRE-REQUISITES
speaking mark. There are also common tests at regular intervals to AS entry requires a minimum of 70% at Pre-Q
assess progress in the four skills. NCEA Level 2 entry is at HODs discretion
CONTINUATION OF SUBJECT AT SCHOOL RECOMMENDED ACHIEVEMENT LEVELS

French may be studied to NCEA Level 3 and Cambridge A Level. A. Students averaging over 65% in Form 5 French have an
appropriate achievement level to study Form 6 French.
SPECIAL EQUIPMENT AND COSTS B. Students averaging 45-65% in Form 5 French may find
Education Perfect is compulsory for all levels. This incurs a $20.00 Form 6 French difficult.
cost. C. Students averaging under 45% in Form 5 French are not
recommended to take Form 6 French.
The internationally-recognised DELF examination is an optional
assessment for students which is assessed externally. The A2 Level DESCRIPTION / AIMS
best corresponds to Form 4 students. This incurs a $65 cost and is The course aims to build further on the skills of oral and written
usually sat at the end of August. communication by dealing with the more complex structures and
wider vocabulary which will enable students to express their opinions
REFERENCE PERSON Ms R. Campbell, HOD French in French on a wide variety of subjects of interest to young people.
They will be able to develop highly practical skills designed to help
Please note that content in this Handbook is correct at the time them cope with a range of situations they might encounter when
of printing. However, some of the Junior Courses may have had travelling in French speaking countries. Students also develop close
time allocations for delivery changed for 2021. As a result, content reading and paraphrasing skills.
advertised in this course may change slightly at the discretion of the
Head of Department. COURSE OUTLINE
Students will be able to opt for either NCEA Level 2 or the Cambridge
AS examination. A range of topics are covered in both courses,
including, for NCEA Level 2, health and well-being, leisure, latest
trends, talking about future plans, relationships, as well as a study
FRENCH - FORM 5: Pre-Q of a French-speaking community outside metropolitan France. For AS
French topics are changed annually but fall within the broad categories
of relationships, work and leisure, war and peace, medical advances
PRE-REQUISITES
and the environment.
Form 4 French
DESCRIPTION / AIMS
All students will sit one one-hour, one two-hour and one three-hour
The course builds further on the skills of oral and written communication
School examinations testing the skills of listening, reading and writing.
and is highly practical with students learning to use French to enable
them to cope in a variety of everyday situations.
Students who opt for NCEA Level 2 will be able to gain credits in
the five NCEA Achievement Standards internally-assessed over the
COURSE OUTLINE
course of the year: two speaking assessments (a prepared talk and
With the main grammatical structures of French having been dealt
interactions) and two assessments to test students’ ability to write
with in Forms 3 and 4, the Form 5 course is one of consolidation and
French with resources. Achievement Standards in Listening and
reinforcement of the skills learnt during the previous years.
Reading will be externally-assessed at the end of the year.

Students who opt to sit the Cambridge AS examination at the end SPECIAL EQUIPMENT AND COSTS
of the year will sit a Reading and Writing paper and an Essay paper. Education Perfect is compulsory for all levels. This incurs a $20.00
They will also sit a speaking test (consisting of an oral presentation, cost.
a topic (prepared) conversation and a general conversation) as part The internationally-recognised DELF examination is an optional
of this examination. assessment for students which is assessed externally. The B2 level
CONTINUATION OF SUBJECT AT SCHOOL usually sat at the end of August.
French may be studied to NCEA Level 3 and Cambridge A Level.
REFERENCE PERSON Ms R. Campbell, HOD French
Education Perfect is compulsory for all levels. This incurs a $20.00
cost. The internationally-recognised DELF examination is an optional HUMANITIES
assessment for students which is assessed externally. The B1 level FORM 5: NCEA LEVEL 1
usually sat at the end of August.
PRE-REQUISITES
REFERENCE PERSON Ms R. Campbell, HOD French This course is designed for selected students who will be invited to
take part. Entry to the course will be through direct application to
the Associate Headmaster for the Senior School, Mr McNaughton.
FRENCH - FORM 7 : NCEA LEVEL 3 / AS / A2
The Form 5 Humanities programme includes Achievement Standards
PRE-REQUISITES from History and Geography. All Standards earn credits towards
Form 6 French NCEA Level 1, and all meet Literacy and/or Numeracy requirements
for NCEA. The course aims to further develop knowledge and skills
RECOMMENDED ACHIEVEMENT LEVELS useful for History and Geography at Level 2.
A. Students averaging over 60% in Form 6 French have an
appropriate achievement level to study Form 7 French. COURSE OUTLINE
B. Students averaging 45-60% in Form 6 French may find Form 7 The course is likely to have seven Achievement Standards attempted
French difficult. during the year, from which students can acquire 25 credits: 17 from
C. Students averaging under 45% in Form 6 French are not internal assessment and 8 from the three-hour external examinations
recommended to take Form 7 French. in History and Geography.
DESCRIPTIONS / AIMS METHODS OF ASSESSMENT

The course aims to build further on the skills of oral and written Internal:
communication by dealing with more complex structures and wider • GEO AS 91009 1.3 Demonstrate geographic understanding of
vocabulary which will enable students to express their opinions in the sustainable use of an environment (3 credits)
French on a wide variety of subjects of interest to young people. • GEO AS 91012 1.6 Describe aspects of a contemporary New
Students also develop close reading and paraphrasing skills. Zealand geographic issue (3 credits)
• GEO AS 91013 1.7 Describe aspects of a geographic topic at a
COURSE OUTLINE global scale (3 credits)
Students will opt for either NCEA Level 3 French or the Cambridge • HIS AS 91001 1.1 Carry out an investigation of an historical
A2 examination. Please note that as the topics for AS are changed event, or place, of significance to New Zealanders (4 credits)
annually, students having followed the AS course in Form 6 will still • HIS AS 91004 1.4 Demonstrate understanding of different
find plenty to challenge them in the Form 7 A2 course. Students perspectives of people in an historical event of significance to
who have already obtained a good pass in AS may opt for the A2 New Zealanders (4 credits)
course in which an additional element is the study of French literature.
External:
A range of topics are studied including for NCEA Level 3 a region of • GEO AS 91010 1.4 Apply concepts and basic geographic skills
France, getting a job, the creative arts, environmental issues, social to demonstrate understanding of a given environment (4 credits)
cohesion in France and the French-speaking world and media. For AS • HIS AS 91005 1.5 Describe the causes and consequences of an
French topics are changed annually but fall within the broad categories historical event (4 credits)
of relationships, work and leisure, war and peace, medical advances
and the environment. CONTINUATION OF SUBJECT AT SCHOOL
This subject is designed to provide students with the skills and
METHODS OF ASSESSMENT knowledge required for entry to NCEA Level 2 Geography and NCEA
All students will sit one one-hour, one two-hour and one 3-hour School Level 2 History in Form 6.
examination testing the skills of listening, reading and writing.
REFERENCE PEOPLE Mr S. McNaughton, Associate
For students who opt for NCEA Level 3 there will be five NCEA Headmaster - Senior School
Achievement Standards internally-assessed over the course of the Mr M. Paton (G4), HOD Geography
year: two speaking assessments (a prepared talk and interactions) Mr B. John (H2), HOD History
and three assessments to test students’ ability to write French with Mr C. Dunn (H3), HOF Social Sciences,
resources. Director of E-Learning
Mrs L. Gilbert (G6), Geography
Achievement Standards in Listening and Reading will be externally Humanities Specialist Teacher
-assessed at the end of the year.
Students who opt to sit the Cambridge AS examination at the end

of the year will sit a Reading and Writing paper and an Essay paper.
Students doing A2 French will also sit a Literature paper involving the
study of three prescribed works of French literature.
They will also sit a speaking test (consisting of an oral presentation,

a topic (prepared) conversation and a general conversation) as part
of this examination.

2.1, 2.3 and 2.4 will be assessed externally in a 3-hour examination,
GEOGRAPHY - FORM 5: Pre-Q and 2.2, 2.5 and 2.6 will be internally-assessed.

PRE-REQUISITES
No special equipment is required; students may be required to
None. Students have already completed approximately 18 weeks of
contribute to any field trip bus costs.
the Form 5 Pre-Q Geography course while in Form 4. It should be noted
that this work will not be re-taught in Form 5, but will be included in
the final Pre-Q examination.
NCEA Level Three classes are offered at Form 7. Students who do
not study Form 5 or Form 6 Geography can pick up the subject at
Form 7. Cambridge qualifications are also offered at both the Form 6
The Form 5 Pre-Q Geography curriculum is divided into three themes,
Cambridge (AS) and Form 7 Cambridge (A2) Levels.
which are collectively designed to develop an understanding of both
the natural and human environment:
REFERENCE PEOPLE Mr M. Paton, HOD Geography
1. Population and Settlement: Examines why and how populations
Mr G. Maguire, NCEA Coordinator
change and different settlement patterns form.
2. The Natural Environment: Examines a wide variety of processes
shaping the landscape. These include tectonic processes,
weathering, river, glacial and wind processes, coastal processes,
GEOGRAPHY - FORM 6 : AS
climate and vegetation environments.
3. Development: Covers a range of topics from agricultural and
PRE-REQUISITES
industrial systems through to variations in economic development
Form 6 Cambridge AS Geography builds upon the ideas and concepts
between countries.
developed in the Form 5 Pre-Q course, but can be picked up by

students who did not study this course. Students should note that
Geographic skills and various methods of depicting geographical
Form 6 Cambridge (AS) Geography is an academically rigorous course
information (e.g. topographic mapping, graphs, models etc) are
and is a significant step-up from the Form 5 Pre-Q course. Students
also covered in the course.
with a mark lower than 60% in the Pre-Q Examination should consult
with Mr Maguire or Mr Paton. Students should only consider taking
this subject if their marks and work ethic are very sound.
The Department also offers a course in Form 6 NCEA Level 2.
The Form 6 Cambridge AS Geography curriculum is designed to
• Pre-Q Geography in 2021 will be assessed by a single
develop an understanding of both the natural and human environments.
three-hour examination
Students are required to study three themes from the Physical
Geography section and two from the Human Geography section.
No special equipment is required.Students may be required to
Physical Geography themes:
1. Hydrology and Fluvial Geomorphology: Examines the processes
operating in river drainage systems and the various landforms
created. Human interactions and modifications are also explored.
Cambridge courses are offered at Form 6 (AS) and Form 7 (A2) levels.
2. Rocks and Weathering: Looks at the different processes influ-
Students who do not study Form 5 Pre-Q Geography can pick up the
encing, and responsible for, weathering and slope development.
subject at AS level. Students should note that NCEA Geography
The nature of weathering processes in rocks of differing chemical
courses are also offered at Forms 6 and 7.
composition and structure, and in different environments, are
examined.
3. Atmosphere and Weather: Examines the energy flows that drive
Mr G. Maguire, Cambridge / Pre-Q
the earth’s weather and climate systems. Atmospheric moisture,
Coordinator
precipitation, air stability and resulting weather phenomena are
studied. The human impact, for example, global warming,
greenhouse effect and urban heat islands is explored.
GEOGRAPHY - FORM 6: NCEA LEVEL 2
Human Geography themes:
1. Population Change: Looks at the components of population
PRE-REQUISITES change, its management, and the relationships between popu-
Form 6 NCEA Geography extends upon the ideas and concepts lation and resources.
developed in Form 5 Pre-Q NCEA Geography or Level 1 Humanities, 2. Migration: Looks at migration as a component of population
but it can be picked up by students who did not study either of these change – both internal and international.
Form 5 courses. 3. Settlement Dynamics: Examines settlement hierarchies and the
factors that affect them. Urban trends and issues in Lower
DESCRIPTION / AIMS Income Countries and Higher Income Countries are studied.
Geography aims to develop an understanding of the environment as
the home of people. This involves studying the characteristics and METHODS OF ASSESSMENT
processes of both the Natural and Cultural environments of New The Cambridge AS Geography course is assessed by two 90 minute
Zealand and other parts of the world. The course also develops a external examinations (one for the Physical Geography topics and
wide range of thinking, practical, valuing and social skills. one for the Human Geography topics). If a student continues with
Geography at the Cambridge A2 Form 7 level, then the examinations
COURSE OUTLINE sat at Cambridge AS Form 6 will contribute 50% of their final A
Students will study seven achievement standards: Level mark.
2.1 Demonstrate geographic understanding of a large natural
environment (eg. Amazon Basin, South island High Country) SPECIAL EQUIPMENT AND COSTS
2.2 Demonstrate geographic understanding of an urban pattern No special equipment is required. Students may be required to
2.3 Demonstrate geographic understanding of differences in contribute to any field trip bus costs.
development
2.4 Apply geographic concepts and skills to demonstrate geographic CONTINUATION OF SUBJECT AT SCHOOL
understanding of a given environment Geography offers a Cambridge A2 level course in Form 7, which
2.5 Conduct geographic research with guidance enables students to complete Cambridge A Levels in this subject.
2.6 Explain aspects of a contemporary New Zealand geographic issue
2.7 Explain aspects of a geographic topic at a global scale

REFERENCE PEOPLE Mr M. Paton, HOD Geography COURSE DESCRIPTION / AIMS
Mr G. Maguire, Cambridge Coordinator The Cambridge A2 Geography curriculum is designed to develop an
understanding of both the natural and human environments. Students
are required to select two options from the Physical Geography section
GEOGRAPHY - FORM 7 : NCEA LEVEL 3 and two from the Human Geography section.
Physical Geography options:

PRE-REQUISITES 1. Tropical Environments: climates, ecosystems, landforms,
Form 7 NCEA Geography extends upon the ideas and concepts sustainable management
developed in Form 5 and Form 6 NCEA Geography, but can be picked 2. Coastal Environments: wave and marine processes, coastal
up by students who did not study the Form 5 or Form 6 course. landforms, coral reefs, sustainable management
Students should note that Cambridge qualifications are also offered 3. Hazardous Environments: crustal movements, mass movements,
in Form 6 Cambridge AS and Form 7 Cambridge A2 Geography. atmospheric disturbance, sustainable management
4. Arid and Semi Arid Environments: distribution and characteristics,
RECOMMENDED ACHIEVEMENT LEVELS processes producing desert landforms, soils and vegetation,
A. Students averaging over 55% in Form 6 School Geography and/ sustainable management
or English examinations have an appropriate achievement level Human Geography options:
to study Form 7 (NCEA Level 3) Geography. 1. Production, Location and Change: agricultural systems and food
B. Students averaging 45- 55% in Form 6 School Geography and/ production, management of agricultural change, manufacturing
or English examinations may find Form 7 (NCEA Level 3) and related service industry, management of industrial change
Geography difficult, especially if they did not take Geography in 2. Environmental Management sustainable energy supplies,
Forms 5 or 6. management of energy supplies, environmental degradation,
C. Students averaging under 45% in Form 6 School Geography management
and/or English examinations are not recommended to take Form 3. Economic Transition: national development, globalisation,
7 (NCEA Level 3) Geography. regional development, management
4. Global Interdependence: international trade; international tourism
Geography aims to develop an understanding of the environment as METHODS OF ASSESSMENT
the home of people. In Form 7, this involves studying a particular Students sit two examination papers totalling 3 hours - one paper
Natural environment within New Zealand, and an aspect of the Cultural covering the Physical Geography options and one covering the Human
environment of New Zealand and another country. The course also Geography options.
develops a wide range of thinking, practical, valuing and social skills, Combined, these examinations make up 50% of the Cambridge A Level
and has a particular emphasis of the role played by Geography in Geography qualification - the other 50% coming from the Cambridge
planning and decision-making. AS Level examination sat in Form 6.
COURSE OUTLINE SPECIAL EQUIPMENT AND COSTS

NCEA Level 3 Geography at Auckland Grammar School has six No special equipment is required. Students may be required to
achievement standards: contribute to any field trip bus costs.
3.1 Demonstrate understanding of how interacting processes shape
a New Zealand geographic environment CONTINUATION OF SUBJECT AT UNIVERSITY
3.2 Demonstrate understanding of how a cultural process shapes Geography is taught in both Arts and Science Faculties at Auckland
geographic environment(s) University, and as part of the School of Environment. Geography is
3.4 Demonstrate understanding of a given environment(s) through also a valuable conjoint subject with Law, Commerce, Planning or
the selection and application of geographic concepts and skills Valuation Degrees.
3.5 Conduct geographic research with consultation
3.6 Analyse aspects of a contemporary geographic issue REFERENCE PERSON Mr M. Paton, HOD Geography
3.7 Analyse aspects of a geographic topic at a global scale Mr G. Maguire, Cambridge Coordinator
Standards 3.5, 3.6 and 3.7 are internally-assessed, while 3.1, 3.2
and 3.4 are assessed in a three-hour external examination. HUMANITIES
FORM 5: NCEA LEVEL 1
No special equipment is required. Students may be required to
PRE-REQUISITES
This course is designed for selected students who will be invited to
CONTINUATION OF SUBJECT AT UNIVERSITY
take part. Entry to the course will be through direct application to
Geography is taught in both Arts and Science Faculties at Auckland
the Associate Headmaster for the Senior School, Mr McNaughton.
University, as part of the School of Environment. Geography is also a
valuable conjoint subject with Law, Commerce, Planning or Valuation
Degrees.
This course is designed for students who were in 4O and 4P in 2020.
The Form 5 Humanities programme includes Achievement Standards
from History and Geography. All Standards earn credits towards
Mr G. Maguire, NCEA Coordinator
NCEA Level 1, and all meet Literacy and/or Numeracy requirements
for NCEA. The course aims to further develop knowledge and skills
useful for History and Geography at Level 2.
GEOGRAPHY - FORM 7 : A2 COURSE OUTLINE
The course is likely to have seven Achievement Standards attempted
during the year, from which students can acquire 25 credits: 17 from
PRE-REQUISITES
internal assessment and 8 from the three-hour external examinations
Form 7 Cambridge A2 Geography builds upon the ideas and concepts
in History and Geography.
developed in the Form 6 Cambridge AS course.
• Students who gain an A to a good D grade in Cambridge AS
Geography will be admitted to this course.
Internal:
• Students who gain a low D grade in Cambridge AS Geography
• GEO AS 91009 1.3 Demonstrate geographic understanding of
must consult with the HOD Geography to gain entry into this
the sustainable use of an environment (3 credits)
course.
• GEO AS 91012 1.6 Describe aspects of a contemporary New
• Students who gain an E grade or ungraded result in Cambridge
Zealand geographic issue (3 credits)
AS Geography will not be able to enter this course.

• GEO AS 91013 1.7 Describe aspects of a geographic topic at a New Zealand Depth Study: Bastion Point
global scale (3 credits) 1. How did the NZ government gain control over Orakei?
• HIS AS 91001 1.1 Carry out an investigation of an historical 2. “Just another stunt”?: Why did Ngati Whatua members occupy
event, or place, of significance to New Zealanders (4 credits) Bastion Point in 1977-78?
• HIS AS 91004 1.4 Demonstrate understanding of different 3. How did the NZ government justify its actions at Bastion Point
perspectives of people in an historical event of significance to in 1977-78?
New Zealanders (4 credits) 4. What was the significance of the protests at Bastion Point?
External: METHODS OF ASSESSMENT

• GEO AS 91010 1.4 Apply concepts and basic geographic skills School Examinations:
to demonstrate understanding of a given environment (4 credits) • 1 x 1-hour examination
• HIS AS 91005 1.5 Describe the causes and consequences of an • 1 x 2-hour examination
historical event (4 credits) • 1 x 3-hour examination (Pre-Q)
Students may complete one NCEA Level 2 Achievement Standard
CONTINUATION OF SUBJECT AT SCHOOL worth five credits.
This subject is designed to provide students with the skills and
knowledge required for entry to NCEA Level 2 Geography and NCEA Assessment objectives:
Level 2 History in Form 6. 1. Recall, select, organise, and deploy knowledge of syllabus
content.
REFERENCE PEOPLE Mr S. McNaughton, Associate 2. Construct historical explanations using an understanding of:
Headmaster - Senior School a) Cause and consequence, change and continuity, similarity
Mr M. Paton (G4), HOD Geography and difference, significance.
Mr B. John (H2), HOD History b) The perspectives (motives, emotions, intentions and beliefs)
Mr C. Dunn (H3), HOF Social Sciences, of people in the past.
Director of E-Learning c) Historians’ interpretations of events in the past.
Mrs L. Gilbert (G6), Geography 3. Understand, interpret, evaluate and use a range of sources as
Humanities Specialist Teacher evidence, in their historical context.

HISTORY – FORM 5: Pre-Q Nil
PRE-REQUISITES Students will be able to opt for an AS Cambridge Level or an NCEA
There are no pre-requisites for Form 5 Pre-Q History. Students will Level 2 course in Form 6.
have completed the first half of the Pre-Q History course in Form 4.
REFERENCE PERSON Mr B. John, HOD History
The aims of the syllabus are the same for all students. These are set
out below, and are not listed in order of priority: HISTORY – FORM 6 – NCEA LEVEL 2
1. Stimulate interest in and enthusiasm for learning about the
past.
2. Promote the acquisition of knowledge and understanding of PRE-REQUISITES
individuals, people and the key features of societies in the It is an advantage to have studied History in Form 5, but not essential.
past.
3. Ensure that the learners’ knowledge is rooted in an under DESCRIPTION / AIMS
standing of chronology, and the nature, uses and limitations of This course gives students an understanding of some of the major
historical evidence. forces and events that have shaped the western world today. It deals
4. Promote an understanding of key historical concepts: cause mainly with Europeans in the 19th and 20th Centuries. Topics have
and consequence, change and continuity, similarity and differ- been selected for their interest and importance.
ence, significance.
5. Promote an understanding of key historical relationships: past Students taking this course will:
and present, specific and general, patterns and trend. • Become familiar with important historical terms and ideas.
6. Promote an understanding of different perspectives of people • Deepen their critical understanding of issues important to our
in the past, and historians’ different interpretations of evidence nation.
about the past. • Increase their knowledge of human behaviour, and their
7. Provide a sound basis for further study and the pursuit of understanding of different lifestyles and viewpoints.
personal interest. • Observe how individuals and forces can influence the course of
8. Encourage international understanding. events.
9. Encourage the development of historical skills, including inves- • Develop skills that will assist in further education and that will
tigation, analysis, evaluation and communication skills. be useful in life beyond School.
• Develop historical research skills and the ability to communicate
COURSE OUTLINE that research using different formats.
International Relations, 1939-c.2000: Survey Study
1. Why did the Allies win World War Two? While Form 6 History is a natural extension of the work done in Form
2. How far was Stalin to blame for starting and spreading the 5 History, the course is a “stand-alone”, one-year programme which
Cold War? does not presuppose a study of History in other years.
3. “The closest the world has come to nuclear holocaust”: How
effective was the USA’s policy of containment? COURSE OUTLINE
4. How did the USSR maintain control over Eastern Europe? Topics to be studied will be selected from the following options:
5. How far was Mikhail Gorbachev responsible for the end of the 1. Why did the Industrial Revolution happen in Britain?
Cold War? 2. What were the effects of the Industrial Revolution?
3. What were the reasons for and effects of the Scramble for Africa?
New Zealand, 1939-c.2000: Survey Study 4. What were the reasons for and effects of imperialism in New
1. Did NZ gain independence from one empire, only to join another? Zealand?
2. Why did NZ reject the protection of the “nuclear umbrella”? 5. What were the reasons for the rise in popularity of the Nazi Party
3. Why was NZ’s economic prosperity damaged after WW2? in Germany?
4. How far did NZ society become fairer after WW2? 6. What were the effects of the Nazis gaining power in Germany
5. Who was the most significant NZ’er of the 20th Century? in 1933?
7. What were the reasons for American involvement in Vietnam?

8. What were the effects of American involvement in Vietnam? METHODS OF ASSESSMENT
Students will sit two examinations:
METHODS OF ASSESSMENT Paper 1: 1¼-hour examination: 40% of Cambridge AS History.
NCEA assessment is by FOUR Achievement Standards: Source-based questions on a topic selected from a depth study. The
2.2 Examine a historical event, or place, of significance to New examination will test Assessment Objectives 1 and 3 (see above).
Zealanders [Internal] Paper 2: 1¾-hour examination: 60% of Cambridge AS History. Essay
2.3 Examine sources of an historical event of significance to New questions on course content. The examination will test assessment
Zealanders [External] objective course content. The examination will test Assessment
2.4 Interpret different perspectives of people in a historical event Objectives 1and 2.
of significance to New Zealanders [Internal]
2.5 Examine causes and consequences of a significant historical Note: There is no internally-assessed course work in the Cambridge
event [External] syllabus.
Externally-assessed Achievement Standards 2.3 and 2.5 are assessed SPECIAL EQUIPMENT AND COSTS
in one paper at the end of the year. Internally-assessed Achievement None
Standards will be assessed by one common assignment for each
standard. CONTINUATION OF SUBJECT AT SCHOOL
A full A Level History course is available, or students may opt to
SPECIAL EQUIPMENT AND COSTS undertake other AS Level courses in Form 7.
None.
REFERENCE PERSON Mr B. John, HOD History
Courses are offered at Form 7 level. Students who do not opt for
Form 6 History, particularly motivated students who have achieved HISTORY – FORM 7 – NCEA LEVEL 3
sound marks in English, can successfully pick up History in Form 7.
REFERENCE PERSON Mr B. John, HOD History PRE-REQUISITES

It is an advantage to have studied History in Form 5 and/or Form 6.
However, motivated students who have achieved sound marks in
HISTORY - FORM 6/7 : AS English can successfully pick up History as a new subject in Form 7.

PRE-REQUISITES This course is available to all students.
For Cambridge AS, it is an advantage to have studied History in Form
5. However, motivated students who have achieved sound marks in DESCRIPTION / AIMS
English can successfully pick up History as a Cambridge AS subject The Form 7 History course recognises the growing maturity of students
in Form 6. and requires them to explore issues with more historical insight than
at earlier levels. The course:
Furthermore, AS History can be picked up by motivated Form 7 • Will deal with more demanding historical problems.
students who have not studied History before. • Requires students to develop more extended, informed and
convincing arguments.
COURSE DESCRIPTION / AIMS • Offers students the opportunity to work with source materials
The Cambridge AS History syllabus aims to develop: and to acquire an understanding of the historian’s craft.
• An interest in the past and an appreciation of human endeavour. • Demands a higher level of reading, writing, thinking, knowledge
• A greater knowledge and understanding of historical periods or and understanding than at Forms 5 and 6.
themes.
• A greater awareness of historical concepts such as cause and In particular the Form 7 course aims to:
effect, similarity and difference, and change and continuity. • Develop students’ understanding over an extended time period,
• An appreciation of the nature and diversity of historical sources and of their heritage in a longer time frame than previously.
available, and the methods used by historians. • Build on the skills of independent historical enquiry and research
• An exploration of a variety of approaches to different aspects of developed in Forms 5 and 6 through special studies.
history and different interpretations of particular historical issues. • Develop in students a critical approach to historical sources by
• The ability to think independently and make informed judgements exposing them to the varying interpretations and debates
on issues. (historiography) that result from historical study.
• An empathy with people living in different places and at different
times. COURSE OUTLINE
• A firm foundation for further study of History. New Zealand Curriculum at Level 8:
8.1 Understand that the causes, consequences, and explanations of
COURSE OUTLINE historical events that are of significance to New Zealanders are
The topic to be studied will be selected from the following options: complex and how and why they are contested.
• European option: Modern Europe, 1750–1921 8.2 Understand how trends over time reflect social, economic, and
• American option: The history of the USA, 1820–1941 political forces.
• International option: International history, 1870–1945
Major Topics that could be studied:
Assessment Objectives 1. Tudor Stuart England, 1558 – 1667
Candidates will be expected to: 2. New Zealand in the Nineteenth Century
AO1. Recall, select and deploy historical knowledge appropriately 3. The Causes of the US Civil War and Its Consequences
and effectively. 4. The Origins and Effects of the Second World War
AO2. Demonstrate an understanding of the past through explanation, 5. Anti-Semitism and the Holocaust
analysis and a substantiated judgement of key concepts: 6. The Origins and Development of the Cold War
causation, consequence, continuity, change and significance
within an historical context, the relationships between key METHODS OF ASSESSMENT
features and characteristics of the periods studied. NCEA assessment is by FIVE Achievement Standards:
AO3. Analyse, evaluate and interpret a range of appropriate source 3.2 Analyse a historical event, or place, of significance to New
material. Zealanders [Internal]
AO4. Analyse and evaluate how aspects of the past have been 3.3 Analyse evidence relating to an historical event of significance
interpreted and represented. to New Zealanders [External]
3.4 Analyse different perspectives of a contested event of significance
to New Zealanders [Internal]

3.5 Analyse the causes and consequences of a significant historical • International option, Depth study 3: International history,
event [External] 1945–92
3.6 Analyse a significant historical trend and the force(s) that – Theme 1: US–Soviet relations during the Cold War, 1950–91
influenced it [External] – Theme 2: The spread of communism in East and Southeast Asia,
1945–91
All externally-assessed Achievement Standards are assessed by – Theme 3: Decolonisation, the Cold War and the UN in Sub-Saharan
one paper at the end of the year. Internally-assessed Achievement Africa, 1950–92
Standards will be assessed by one common assignment for each – Theme 4: Conflict in the Middle East, 1948–91
standard.
REFERENCE PERSON Mr B. John, HOD History Students’ Cambridge AS marks make up 50% of the Cambridge A
Level grade. The remaining 50% is assessed in two examinations at
the end of the Cambridge A Level course:
Paper 3: 1¼ hour examination: 20% of Cambridge A Level History.
HISTORY - FORM 7 : A2 LEVEL Source-based question on an historian’s approach to the selected
Unit 3 topic. The examination will test Assessment Objectives 1 and
4 (see above).
PRE-REQUISITES Paper 4: 1¾ hour examination. Essay questions on the selected Unit
For Cambridge A Level: 4 content. 30% of Cambridge A Level History. The examination will
• Students who gain an A to a good D grade in Cambridge AS test Assessment Objective 1 and 2 (see above).
History will be admitted to this course.
• Students who gain a low D grade in Cambridge AS History must REFERENCE PERSON Mr B. John, HOD History
consult with the HOD History to enter this course.
• Students who gain an E grade or Ungraded result in Cambridge
AS History will not be able to enter this course.
JAPANESE - FORM 3
DESCRIPTION / AIMS
The aims below are designed to set out the educational purposes of
a course in Cambridge AS and A Level History. They are not listed PRE-REQUISITES
in order of priority. No previous study of the Japanese language is required.
The aims are to develop: COURSE DESCRIPTION

• An interest in the past and an appreciation of human endeavour. The Form 3 Japanese course has three priwncipal aims:
• A greater knowledge and understanding of historical periods or 1. To give a broad general introduction to Japan, and the language
themes. and culture of the Japanese people, as part of a student’s general
• A greater awareness of historical concepts such as cause and education.
effect, similarity and difference, and change and continuity. 2. To lay a solid foundation for continued study of Japanese language.
• An appreciation of the nature and diversity of historical sources 3. To emphasise simple, conversational Japanese useful in contact
available, and the methods used by historians. with Japanese people.
• An exploration of a variety of approaches to different aspects of
history and different interpretations of particular historical issues. In the Form 3 course students will learn to understand simple spoken
• The ability to think independently and make informed judgements Japanese, and to speak in simple sentences in Japanese about a
on issues. variety of topics. Students will learn everyday phrases and expressions
• An empathy with people living in different places at different which will be useful in any contact with Japanese people. Students
times. will learn to read and write in simple Japanese script (Hiragana).
• A firm foundation for further study of History. The Form 3 course lays a very a good foundation of grammar and
vocabulary, mostly from the NCEA Level 1 syllabus.
ASSESSMENT OBJECTIVES
Candidates will be expected to: COURSE OUTLINE
AO1. Recall, select and deploy historical knowledge appropriately Topics studied include:
and effectively. Introductions and greetings, the Japanese writing system, the
AO2. Demonstrate an understanding of the past through explanation, Japanese house, telling the time, sport and leisure, daily life, transport,
analysis and a substantiated judgement of key concepts: Japanese food, the Japanese school system, shopping, describing
causation, consequence, continuity, change and significance what you are doing, describing people, etc.
within an historical context, the relationships between key
features and characteristics of the periods studied. METHODS OF ASSESSMENT
AO3. Analyse, evaluate and interpret a range of appropriate source Three examinations during the year plus two or three speaking tests.
material.
AO4. Analyse and evaluate how aspects of the past have been SPECIAL EQUIPMENT
interpreted and represented. A plastic wallet (obtainable from the School Shop) to hold workbook
and loose papers, and a loose-leaf refill.
COURSE OUTLINE
For Cambridge AS History options, see the entry for Form 6: COURSE COSTS
Cambridge AS. The course is contained in a textbook/workbook, produced at the
School, which contains a comprehensive set of Japanese dialogues
At Cambridge A Level, there are two units. The topic to be studied on everyday themes, grammar notes, vocabulary lists, learning
for Unit 3 will be: exercises, Japanese dictionaries and cultural notes. Much of the work
• Topic 3: The origins and development of the Cold War for the course is done in the workbook so that stationery costs for
the course are kept to a minimum. It is necessary to levy a $45.00
The topic to be studied for Unit 4 will be selected from the following charge for the workbook which will become a valuable, permanent
options: resource for students.
• European option, Depth study 1: European history in the interwar
years, 1919–41 CONTINUATION AT SCHOOL
Those who have made sufficient progress in Form 3 Japanese will be
– Theme 1: Mussolini’s Italy, 1919–41 able to continue with Japanese through to Form Seven.
– Theme 2: Stalin’s Russia, 1924–41 To proceed to Form 4 a student MUST be able to read Hiragana script.
– Theme 3: Hitler’s Germany, 1929–41
– Theme 4: Britain, 1919–39 REFERENCE PERSON Mr T. Cain, HOD Japanese

Please note that content in this Handbook is correct at the time become a valuable, permanent resource for the student. As most work
of printing. However, some of the Junior Courses may have had will be done in these workbooks, other stationery costs will be minimal.
advertised in this course may change slightly at the discretion of the CONTINUATION AT SCHOOL
Head of Department. Japanese is taught through to Form 7 (NCEA Level 3 & Cambridge AS).
REFERENCE PERSON Mr T. Cain, HOD Japanese
JAPANESE - FORM 4 Please note that content in this Handbook is correct at the time
This is an intensive course, which will very quickly develop your advertised in this course may change slightly at the discretion of the
Japanese to a level far beyond that of Form 3 Japanese. It will Head of Department.
introduce a substantial amount of new vocabulary, grammar and kanji.
It will require you to be prepared to work hard throughout the year.
As a reward for this hard work, students’ Japanese should quickly
reach a high level, laying an excellent foundation for further study. JAPANESE - FORM 5: PRE-Q
PRE-REQUISITES
You should have completed the Form 3 Japanese course at Auckland PRE-REQUISITES
Grammar School. This course is an intensive and demanding course which assumes
You MUST be able to read and write Hiragana script. that students have already attained a good level of knowledge and
If you have completed a Form 3 Japanese course at another school skill in Japanese, and are able to fluently read and write HIRAGANA,
you will need to consult the HOD to determine whether you are KATAKANA and about 100 simple KANJI.
sufficiently prepared for the Auckland Grammar course.
Form 4 Japanese course is a comprehensive course which will take This course follows on from the Form 4 Japanese course, and assumes
you close to NCEA Level 1 Japanese by the end of Form 4. students have successfully completed the Form 4 Japanese course.
RECOMMENDED ACHIEVEMENT LEVELS The Form 4 Japanese course covers most of the content taught in
Students who gain: Form 5 at most other schools.
• 55% or more in Form 3 final examination should be able to cope The Form 5 course covers most of the work taught in Form 6 at
with Form 4 Japanese. other NZ schools.
• 45 - 55% in Form 3 final examination will find Form 4 Japanese Students who have not successfully completed Form 4 Japanese
very difficult. MUST get permission from the HOD before enrolling in Form 5
• Less than 45% in F3 final examination – will find Form 4 Japanese Japanese.
extremely difficult and are not recommended to take Form 4
Japanese. RECOMMENDED ACHIEVEMENT LEVELS
Students who gain:
COURSE DESCRIPTION • 60% or more in Form 4 final examination should be able to cope
The broad aims of the course are: with Form 5 Japanese.
1. To give a broad general introduction to Japan and the language • 50 - 60% or more in Form 4 final examination should consult
and culture of the Japanese people, as part of a student’s general with HOD Japanese before enrolling in Form 5 Japanese
education. • Less than 50% Form 4 final examination are not recommended
2. To lay a solid foundation for continued study of Japanese to enrol in Form 5 Japanese.
language.
3. To emphasise everyday conversational Japanese, useful in COURSE DESCRIPTION
contacts with Japanese people. • Three major topics are studied: Family Life, Eating and Drinking,
and Travel in Japan.
The Form 4 course builds on the grammar and vocabulary of the Form
3 course. Students will: The course has two main aims:
• Learn to understand and communicate more complex information. • To further develop the skills needed to function in a modern
• Learn how to function in Japanese society in a limited range of language (reading, writing, listening, and speaking).
everyday situations. • To prepare students for advanced level courses (NCEA or
• Learn more about Japanese geography, history, daily life and Cambridge) in Form 6 and Form 7.
general cultural knowledge.
• Become fluent in the reading and writing of the Hiragana and METHODS OF ASSESSMENT
Katakana script systems. 1. Three examinations testing reading and writing skills.
• Learn more than 100 Kanji characters. 2. Listening tests.
3. Oral testing, including recorded speeches and oral interactions.
By the end of the year, Form 4 year students will have covered much
of the NCEA Level 1 syllabus, giving a very good grounding on which SPECIAL EQUIPMENT
to consolidate in the Form 5 year. Exercise books for notes and coursework. Refill for tests, plastic
wallet to hold loose notes.
COURSE OUTLINE
Topics studied include: COURSE COSTS
Introducing yourself, weather and seasons, shopping, home, family Part of the course is contained in a series of workbooks. It is necessary
and daily life, giving directions, sport and leisure, eating and drinking, to levy a $20.00 charge for the workbooks which will become a
health, school, travel and transport. valuable, permanent resource for the student. As much of the work
will be done in these workbooks, other stationery costs will be minimal.
Three examinations during the year, plus speaking tests each term. CONTINUATION AT THE SCHOOL
The Form 5 course will prepare students for further study at Form
SPECIAL EQUIPMENT 6 level.
A plastic wallet (obtainable from the School Shop) to hold workbook Form 6 Japanese leads to Form 7 Japanese (either NCEA Level 3 or
and loose papers, and a loose-leaf refill. Cambridge AS Japanese).
COURSE COSTS REFERENCE PERSON Mr. T. Cain, HOD Japanese

The course is contained in a textbook and a series of workbooks. It
is necessary to levy a $45.00 charge for the workbooks which will

COURSE COSTS
JAPANESE - FORM 6 Nil
CONTINUATION AT THE SCHOOL

PRE-REQUISITES Form 6 Japanese leads to Form 7 Japanese (either NCEA Level 3 or
This course is an intensive and demanding course which assumes to Cambridge AS Japanese)
that students have already attained a good level of knowledge and
skill in Japanese and are able to fluently read and write HIRAGANA, REFERENCE PERSON Mr. T. Cain, HOD Japanese
KATAKANA and about 150 simple KANJI.
This course follows on from the Form 5 Japanese course, and assumes
students have successfully completed the Form 5 Japanese course. JAPANESE - FORM 7: NCEA LEVEL 3
Form 5 Japanese course covers most of the content taught in Form
6 at most other schools. The Form 6 course covers most of the work PRE-REQUISITES
taught in Form 7 at other NZ schools. This course is an intensive and demanding course which assumes
that students have already attained a good level of knowledge and
Students who have not successfully completed Form 5 Japanese skill in Japanese and are able to fluently read and write HIRAGANA,
MUST get permission from the HOD before enrolling in Form 6 KATAKANA and about 200 simple KANJI.
Japanese.
This course follows on from the Form 6 Japanese course, and assumes
RECOMMENDED ACHIEVEMENT LEVELS students have successfully completed the Form 6 Japanese course.
Students who gain: Students who have not successfully completed Form 6 Japanese
• 60% or more in Form 5 final examination should be able to cope MUST get permission from the HOD before enrolling in Form 7
with Form 6 Japanese. Japanese.
• 50 - 60% or more in Form 5 final examination should consult
with HOD Japanese before enrolling in Form 6 Japanese. RECOMMENDED ACHIEVEMENT LEVELS
• Less than 50% Form 5 final examination are not recommended Students who gain:
to enrol in Form 6 Japanese. • 60% or more in Form 6 final examination should be able to cope
with Form 6 Japanese.
COURSE DESCRIPTION • 50 - 60% or more in Form 6 final examination should consult
The Form 6 course is a single course of study which covers the needs with the HOD before enrolling in Form 6 Japanese.
of students in both NCEA and CAMBRIDGE pathways. While the • Less than 50% Form 6 final examination are not recommended
Content taught is largely similar, Methods Of Assessment will differ to enrol in Form 6 Japanese.
for the two pathways (see below).
• The course is based around the “Getting There in Japanese” COURSE DESCRIPTION
series of textbooks. The NCEA Level 3 course is based around the “Getting There in
• 3 major topics studied are: School Life, Sport and Leisure, Land Japanese” series of textbooks.
and People. The major topics studied are: Land and People, Travel and Tourism,
Working Life, and Communications.
The course has two main aims:
1. To further develop the skills needed to use a modern language The course has two main aims:
(reading, writing, listening, and speaking). 1. To further develop the skills needed to use a modern language
2. To prepare students for advanced level courses (NCEA or (reading, writing, listening, speaking).
Cambridge ) in Form 7. 2. To prepare students for advanced level courses (NCEA Level 3
assessments).
Assessment methods will differ for NCEA students and Cambridge METHODS OF ASSESSMENT
students as follows: NCEA students will prepare for NCEA Level 3 Internal and External
• NCEA students will prepare for NCEA Level 2 Internal and External Assessments
Assessments. All language skills (reading, writing, listening, • All language skills (reading, writing, listening, speaking) will be
speaking) will be formally tested during the year. In Term 2 and formally tested during the year.
Term 3 a number of NCEA Internal Assessments (oral & written) • In Term 2 and Term 3 a number of NCEA Internal Assessments
will be conducted. NCEA students will attempt all NCEA Level (oral & written) will be conducted as follows:
2 assessments in Japanese (internal assessments and external
assessments) Assessments - NCEA Level 3
• Cambridge Students will prepare to advance to the AS Japanese • Three examinations testing reading and writing skills.
course in Form 7. All language skills (reading, writing, listening, • Listening tests.
speaking) will be developed during the year. Reading, writing, & • Oral testing, including recorded speeches and oral interactions.
speaking will be formally tested in examinations. Importantly,
Cambridge students should note the following: The School SPECIAL EQUIPMENT
considers that external assessments provide very useful focus Exercise books for notes and coursework. Refill for tests, plastic
and feedback to students at senior levels. wallet to hold loose notes.
• As there is no Cambridge external examination in Japanese at
Form 6 level, students following the CIE Japanese course, will CONTINUATION AT THE SCHOOL
sit NCEA Japanese external assessments in Term 4. Form 6 Japanese leads to Form 7 Japanese (either NCEA Level 3 or
to Cambridge AS Japanese).
ASSESSMENTS - NCEA PATHWAY
• Three examinations testing reading and writing skills. REFERENCE PERSON Mr. T. Cain, HOD Japanese
• Listening tests.
• Oral testing, including recorded speeches and oral interactions.
ASSESSMENTS - CAMBRIDGE PATHWAY

• Three examinations testing reading and writing skills.
• Oral testing, including speeches and oral interactions
SPECIAL EQUIPMENT
Exercise books for notes and coursework. Refill for tests, plastic
wallet to hold loose notes.

JAPANESE - FORM 7:AS LATIN - FORM 5: NCEA LEVEL 1
Students who wish to study AS Japanese should have completed A background of two years studying the subject is essential for Form
the Form 6 Japanese course at Auckland Grammar School. Those 5. It is important that students’ should already have been introduced
who have not must consult Mr Cain before opting for AS Japanese. to the passive, the subjunctive and participles.
COURSE DESCRIPTION COURSE DESCRIPTION / AIMS

Topics covered include: Everyday activities, personal and social life, It is intended that this course should lead into both Latin and Classics
education, the world around us, and the international world. Students in the Senior School. This course has been tailored for those students
are expected to use language that is considerably more advanced than who have a general interest in Roman History and who wish to develop
that required for NCEA Level 3, and to use that language to discuss their language awareness by learning formal grammar and by building
issues of much greater complexity. up their Latin-based English vocabulary without having to acquire the
listening and speaking skills of a modern language.
An extensive grammar list must be mastered. In addition, about 150
new kanji must be learned to add to approximately 200 learned by COURSE OUTLINE
the end of Form 6. There are four Achievement Standards offered for NCEA Level 1 Latin.
Of these, two are assessed externally and two internally.:
METHODS OF ASSESSMENT • Achievement Standard 1.1 is an unseen translation, and 1.2 is
The course is examined in November in three papers: a comprehension; both these standards have a vocabulary list
• Speaking (Prepared Speech and Conversation) (29%) provided.
• Reading and Writing (50%) • Achievement Standard 1.3 involves the study of Latin poetry,
• Essay (21%) including selected poems of Martial and Catullus.
• Achievement Standard 1.6 involves the completion of a syntax
There will be a practice speaking test [15-20 minutes in duration] course book on the Latin language.
each term, as part of the usual School examinations. • Achievement Standards 1.4 and 1.5 are not offered.
COURSE COSTS METHODS OF ASSESSMENT

There are no course costs or special requirements for this course. Achievement Standards 1.1 and 1.2 will be examined externally.
Achievement Standard 1.3 will be examined in the Term 2 examination.
REFERENCE PERSON Mr T. Cain, HOD Japanese Achievement Standard 1.6 will be examined over four tests during
Terms 2 and 3.
There will also be an internal Pre-Q examination covering all standards
and the study of Caesar’s De Bello Gallico at the end of Term 4.
LATIN - FORM 4
None
PRE-REQUISITES
Form 3 Latin. CONTINUATION OF SUBJECT AT SCHOOL
A full Latin option is available at Form 6 and Form 7. In their fourth
COURSE DESCRIPTION / AIMS year students will sit NCEA Level 2 or 3 Latin. On the basis of our
A complete coverage of Latin accidence (word forms); an introduction enriched NCEA Level 1 course, students will be able to return to NCEA
to the main areas of syntax (sentence patterns). Level 2 or 3 in their fifth year, if they do not take Latin in Form 6.
COURSE OUTLINE REFERENCE PERSON Mr W. Buckingham, HOD Latin
• 4A - 4D (students who studied from the Auckland Grammar
School course books in Form 3) will continue with the Auckland
Grammar School course books. LATIN - FORM 6: NCEA LEVEL 2
• 4E - 4P (students who studied from the “Cambridge Latin
Course”) will continue with the “Cambridge Latin Course”.
PRE-REQUISITES
METHODS OF ASSESSMENT A background of three years studying the subject is essential for Form
• Three formal School examinations per year. 6. It is important that students are already familiar with all tenses,
• Course work marks gained from tests, projects, etc. moods and voices of regular and deponent verbs, all declensions of
regular nouns, pronouns and adjectives, and elementary syntax.
None. COURSE OUTLINE
There are four Achievement Standards offered for NCEA Level 2 Latin.
CONTINUATION OF SUBJECT AT SCHOOL Of these, two are assessed externally and two internally.
The subject is available at every level to Form 7 in at least one option • Achievement Standard 2.1 is an unseen translation, and 2.2 is
line. a comprehension; both these Standards have a vocabulary list
Form 4 Latin provides a firm foundation for Form 5 Classics (and provided.
beyond). • Achievement Standard 2.3 involves the study of Latin prose and
poetry, including Caesar’s De Bello Gallico and Virgil’s Aeneid.
REFERENCE PERSON Mr W. Buckingham, HOD Latin • Achievement Standard 2.6 involves the completion of a syntax
course book on the Latin language.
Please note that content in this Handbook is correct at the time • Achievement Standards 2.4 and 2.5 are not offered.
time allocations for delivery changed for 2021. As a result, content METHODS OF ASSESSMENT
advertised in this course may change slightly at the discretion of the Achievement Standards 2.1 and 2.2 will be examined externally.
Head of Department. Achievement Standard 2.3 will be examined in the Term 3
examination. Achievement Standard 2.6 will be examined over four
tests during Terms 2 and 3.

None

CONTINUATION OF SUBJECT AT SCHOOL CONTINUATION OF SUBJECT AT SCHOOL
This course leads directly on to Form 7 Latin and also provides The course leads on to Form 5 Pre-Q Mathematics and ultimately to
introductory experience for Form 7 Classics. Form 7 Cambridge A2 or NCEA Level 3 courses.
REFERENCE PERSON Mr W. Buckingham, HOD Latin REFERENCE PERSON Mr J. Rehu, Teacher in Charge of
Forms 3 & 4 Mathematics
LATIN - FORM 7 : NCEA LEVEL 3 Please note that content in this Handbook is correct at the time
PRE-REQUISITES advertised in this course may change slightly at the discretion of the
Form 5 and/or Form 6 Latin Head of Department.

There are four Achievement Standards offered for NCEA Level 3 Latin. MATHEMATICS - FORM 5 : PRE-Q ADVANCED
Of these, two are assessed externally and two internally.
• Achievement Standard 3.1 is an unseen translation, and 3.2 is
a comprehension; both these Standards have a vocabulary list PRE-REQUISITES
provided. Forms 3 and 4 Mathematics.
• Achievement Standard 3.3 involves the study of Latin prose and
poetry, including Caesar’s De Bello Gallico and Virgil’s Aeneid. COURSE DESCRIPTION / AIMS
• Achievement Standard 3.6 involves the completion of a The aim of the course is to introduce and develop basic mathematical
comprehensive syntax course book on the Latin language. skills, concepts, and understandings in the Mathematical Processes,
• Achievement Standards 3.4 and 3.5 are not offered. Number, Measurement, Geometry, Algebra and Statistics curriculum
strands. This course will prepare students for the Pre-Q Mathematics
METHODS OF ASSESSMENT Advanced examination.
Achievement Standards 3.1 and 3.2 will be examined externally.
Achievement Standard 3.3 will be examined in the Term 3 The course objectives are that candidates will be expected to:
examination. Achievement Standard 3.6 will be examined over four 1. Apply mathematical skills, concepts, and understandings to
tests during Terms 2 and 3. familiar and unfamiliar problems arising in real and simulated
Most students taking Latin in Form 7 will be expected to present for situations.
the NCEA Level 4 (NZQA Scholarship) Latin examination. 2. Demonstrate the ability to select and use appropriate
mathematical techniques in problem-solving.
SPECIAL EQUIPMENT AND COSTS 3. Demonstrate the ability to reason logically and systematically.
None 4. Demonstrate the ability to communicate mathematical ideas.
At the conclusion of this course of study, a student will be well
CONTINUATION OF SUBJECT prepared to continue his studies in Form 6 Cambridge AS Mathematics.
A creditable performance in NCEA Level 2 Latin or NCEA Level 3 Latin
will allow entry into Latin II at the University of Auckland. COURSE OUTLINE
The outline of the syllabus is as follows:
REFERENCE PERSON Mr W. Buckingham, HOD Latin 1. Number
2. Algebra & Graphs
3. Geometry
4. Mensuration
MATHEMATICS - FORM 4 5. Co-ordinate Geometry
6. Trigonometry
7. Vectors
PRE-REQUISITES 8. Calculus – Introduction
Form 3 Mathematics 9. Probability
10. Statistics
COURSE DESCRIPTION / AIMS Note: A concise scheme of work will be issued in Week 1 of 2021.
The course aims to revise and develop the basics of Form 3 work in
the expectation of getting close to Pre-Q and NCEA Level 1 standard, METHODS OF ASSESSMENT
especially in Algebra, so that the students are well prepared for Students presenting for Pre-Q Mathematics Advanced will be assessed
Mathematics after Pre-Q and NCEA Level 1 (Form 5). This course is on the basis of a single final examination, as follows:
an introduction course to Pre-Q as many of the skills and tools are The final examination is as follows:
essential for progressing to Pre-Q the following year. • Pre-Q Mathematics Advancing [3 hours]
Assessed in Term 4.
COURSE OUTLINE
The Form 4 Mathematics course reinforces and extends Form 3 work SPECIAL EQUIPMENT AND COSTS
in Arithmetic, Algebra and Geometry. New topics include Linear A protractor, compass, ruler and a scientific calculator of about Casio
and Quadratic Relations and Their Graphs, Simultaneous Equations, FX- standard. Casio FX 991ES or FX 115ES are recommended (no
Right-angled Triangle Trigonometry, Transformation Geometry graphical calculators are permitted).
with Enlargement/Similarity, Graphs of Trig Functions, Statistics,
Probability, Symmetry and Constructions. CONTINUATION AT SCHOOL
Successful completion of the course will prepare students well for the
METHODS OF ASSESSMENT courses on offer at Forms 6 and 7, Cambridge and NCEA courses.
1. Common Tests
2. Three School examinations REFERENCE PERSON Mrs A. Das, Teacher in Charge of Form
5 Mathematics
Equipment: A calculator
A ruler and protractor as in Form 3
A compass in Term 4
Costs: Only if entering competitions
Optional cost - the continuation of Maths Buddy. All Form 4 students

are encouraged to continue with their subscription to the E-Learning
tool.

The aim of the course is to introduce and develop basic mathematical
MATHEMATICS - FORM 5: PRE-Q CORE skills, concepts, and understanding in the Mathematical Strands of
Processes, Number, Measurement, Geometry, Algebra and Statistics.
The ultimate aim is to gain NCEA Level 1 and University Entrance
PRE-REQUISITES Numeracy.
Form 3 & 4 Mathematics.
The course objectives are that the candidate will be expected to:
COURSE DESCRIPTION / AIMS 1. Apply mathematical skills, concepts, and understandings in
The aim of the course is to introduce and develop basic mathematical real and simulated problems.
skills, concepts, and understanding in the Mathematical Strands of 2. Demonstrate the ability to select and use appropriate mathematical
Processes, Number, Measurement, Geometry, Algebra and Statistics. techniques in problem solving.
This course will prepare students for the Pre-Q Mathematics Core 3. Demonstrate the ability to reason logically and systematically.
examination. 4. Demonstrate the ability to communicate mathematical ideas.
The course objectives are that the candidate will be expected to: Upon the successful completion of the course of study, students
1. Apply mathematical skills, concepts, and understandings in may study Form 6 NCEA Level 2 Mathematics. However for some
real and simulated problems. students, this is a terminating course and will provide credits towards
2. Demonstrate the ability to select and use appropriate mathematical Numeracy only.
techniques in problem-solving.
3. Demonstrate the ability to reason logically and systematically. COURSE OUTLINE
4. Demonstrate the ability to communicate mathematical ideas. The outline of the syllabus is as follows:
At the successful conclusion of the course of study, a student will 1. Arithmetic - Number
be well prepared to continue his studies in Form 6 NCEA Level 2 Students will be expected to be familiar with methods related
Mathematics. to:
• Ratio, proportion and rates.
COURSE OUTLINE • Primes, factors, multiples, powers and roots.
The outline of the syllabus is as follows: • Integer and fractional powers applied to numbers.
1. Number • Fractions, decimals and percentages.
2. Algebra & Graphs • Rounding with decimal places and significant figures,
3. Geometry degrees of accuracy inc. standard form.
4. Mensuration Standard: NCEA Mathematics Achievement Standard 1.1
5. Co-ordinate Geometry (Internal, 4 Credits).
6. Trigonometry
7. Vectors 2. Algebra I
8. Calculus – Introduction Students will be expected to be familiar with methods related
9. Probability to:
10. Statistics • Factorising and expanding.
• Simplifying algebraic expressions involving exponents.
METHOD OF ASSESSMENT • Substituting values into formulae.
Students presenting for Pre-Q Mathematics Core will be assessed on • Manipulating and simplifying expressions.
the basis of a single final examination, as follows: • Rearranging formulae.
• Pre-Q Mathematics Core [3 hours]
Assessed in Term 4. 3. Algebra II
Students will be expected to be familiar with methods related
Students will also complete 3 internally-assessed NCEA Level 1 to:
standards during the year, worth a total of 10 credits. • Solving linear equations and inequations.
• Solving quadratic equations.
SPECIAL EQUIPMENT • Solving simple equations involving exponents.
A protractor, compasses, ruler and a scientific calculator of about • Solving pairs of simultaneous linear equations with the same
Casio FX- standard. Permissible calculators are: Casio FX991ES & two unknowns.
FX115ES (no graphical calculators are permitted).
4. Measurement (Time, Units, Perimeter, Area & Volume)
CONTINUATION AT SCHOOL Students will be expected to be familiar with methods related
Successful completion of the course will prepare students for all to:
Mathematics courses on offer at NCEA Levels at Forms 6 and 7.. • Perimeter, area and surface area.
• Volume.
REFERENCE PERSON Mrs A. Das, Teacher in Charge of • Time and metric units.
Form 5 Mathematics Standard: NCEA Mathematics Achievement Standard 1.5
(Internal, 3 Credits).
5. Statistics
MATHEMATICS - FORM 5: NCEA LEVEL 1 Students will be expected to be familiar with the statistical
enquiry cycle which involves:
• Investigating data that has been collected from a survey
PRE- REQUISITES situation.
Form 3 & 4 Mathematics. A cohort of students, primarily from 2020’s • Posing an appropriate comparison question using a given
4O and 4P will be selected to study this course in 2021. multivariate data set.
• Selecting and using appropriate data display(s).
RECOMMENDED ACHIEVEMENT LEVELS • Giving summary stats such as the summary values
A. Students with a mark of 45% or more in the Form 4 examination (minimum, maximum, median, quartiles & percentiles).
have an appropriate achievement level to study Form 5 NCEA • Discussing features of distributions comparatively, such
and gain Numeracy. as shape, middle 50%, shift, overlap, spread, unusual or
B. Students with a mark between 25-45% in the Form 4 Examination interesting features and outliers.
may find aspects of Form 5 NCEA challenging. • Communicating findings, such as informal inference and
C. Students with a mark below 25% in the Form 4 Examination supporting evidence, in a conclusion.
may find the Form 5 NCEA difficult. Standard: NCEA Mathematics Achievement Standard 1.10
(Internal, 4 Credits)

achievement level to study Form 6 Cambridge AS Level.
6. Graphs – Linear • Students with a mark between 65-75% in Form 5 Pre-Q
Students will be expected to be familiar with methods related Mathematics Advanced may find aspects of Form 6 Cambridge
to: AS Mathematics difficult.
• Applying linear algebra in solving problems. • Students with a mark below 65% in Form 5 Pre-Q Mathematics
• Developing patterns to problems in context. Advanced will find Form 6 Cambridge AS Maths extremely
Standard: NCEA Mathematics Achievement Standard 1.4 difficult and are recommended to do the NCEA Level 2 Course.
(Internal, 3 Credits)
7. Geometry The aim of the course is to introduce and develop basic mathematical
Students will be expected to be familiar with methods related skills, concepts, and understandings in the Mathematical Processes,
to: Number, Measurement, Geometry, Algebra and Statistics curriculum
• 2D Co-ordinate systems strands. This course will cover all aspects of the Cambridge AS course
• Scale drawings and will serve as an introduction to A2 Pure Mathematics, Statistics
• Bearings or Mechanics courses.
• Locus
• Construction The course objectives are that candidates will be expected to:
• Nets • Apply mathematical skills, concepts, and understandings to
• 2D representation of 3D objects familiar and unfamiliar problems arising in real and simulated
Standard: NCEA Mathematics Achievement Standard 1.8 situations.
(Internal, 3 credits) • Demonstrate the ability to select and use appropriate mathematical
techniques in problem solving.
8. Trigonometry • Demonstrate the ability to reason logically and systematically.
Students will be expected to be familiar with methods related • Demonstrate the ability to communicate mathematical ideas.
to:
• Pythagoras’ Theorem COURSE OUTLINE
• Trigonometric ratios The outline of the syllabus is as follows:
• Similar shapes 1. Algebra (Surds, Indices)
• Measuring appropriately 2. Graphs
Standard: NCEA Mathematics Achievement Standard 1.7 3. Quadratic Equations
(Internal, 3 credits) 4. Functions and Notations
5. Binomial Expansion
METHOD OF ASSESSMENT (20 Credits) 6. Statistics I (Data display and graphs)
Students presenting for NCEA Level 1 Mathematics will be assessed 7. Arrangements (Perms and Combs)
on the basis of internally-assessed Common Assessment Tasks (CATs) 8. Co-ordinate Geometry
in the following Achievement Standards: 9. Calculus I (Differentiation)
Mathematics 1.8 Geometry (3 credits) 10. Trigonometry I (Radians & Circular Measure)
Mathematics 1.1 Number (4 Credits) 11. Trigonometry II (Graphs, Identities and equations)
Mathematics 1.5 Measurement (3 Credits) 12. Probability
Mathematics 1.10 Statistics (4 Credits) 13. Calculus II (Integration)
Mathematics 1.4 Linear Algebra (3 Credits) 14. Random Variables
Mathematics 1.7 Trigonometry (3 Credits) 15. Normal Distribution
16. Sequences and Series
All internally-assessed Achievement Standards will follow the School’s
policy and procedures regarding lateness, misconduct, extensions, METHODS OF ASSESSMENT
missed/delayed assessments and appeals. 1. A common testing programme will exist throughout the year.
2. Students will sit three School examinations:
SPECIAL EQUIPMENT - Term 1 Progress Examination [1 hour]
A protractor, compasses, ruler and a scientific calculator of about - Term 2 Examination [2 hours]
Casio FX-standard. A graphical calculator (Casio fx-9750G PLUS) - Term 3 Final Examination [3 hours]
is permissible and highly recommended. Achievement Standard 3. Students presenting for AS Mathematics will be assessed on the
Workbooks may be required for purchase ($45.00 approximately). basis of two external examinations. The external examinations
are as follows:
CONTINUATION AT SCHOOL Cambridge AS Mathematics Paper P1 9709/1
A successful completion of the course may give students an [1 hour, 45 mins]
opportunity to proceed with Mathematics courses on offer at Forms Pure Mathematics paper sat in late October/early November.
6 NCEA Level 2 at the discretion of the Head of Department. To
be considered for Level 2 Mathmatics, students must complete Cambridge AS Mathematics Paper S1 9709/6
successfully the Term 4 Algebra examination plus any of the other [1 hour, 15 mins]
standards totalling at least 12 credits. Statistics paper sat in late October/early November.
REFERENCE PERSON Mrs A. Das, Teacher in Charge of SPECIAL EQUIPMENT AND COSTS
Form 5 Mathematics A protractor, compass, ruler and a scientific calculator of about Casio
FX- standard (Casio FX 991ES is recommended).
MATHEMATICS - FORM 6 : AS The course will prepare students well for all the Cambridge courses
on offer at Form 7.
PRE-REQUISITES REFERENCE PERSON Mr D. Martin, Teacher in Charge of

Students should have gained: Cambridge AS Mathematics
• A mark of 65% or more in Form 5 Pre-Q Mathematics Advanced
examination; or
• A mark of 80% or more in Form 5 Pre-Q Mathematics Core
examination and at the discretion of the Head of Department.

• Students with a mark of 75% or more in the Form 5 Pre-Q
Mathematics Advanced examination have an appropriate

There are a total of 9 NCEA Level 2 internally-assessed credits.
All internally-assessed Achievement Standards will be assessed as
MATHEMATICS standalone assessment tasks and will follow the School’s policy
FORM 6: NCEA LEVEL 2 - 6 MAT and procedures regarding lateness, misconduct, extensions, missed/
delayed assessments and appeals.
4. Students presenting for NCEA Level 2 Mathematics will be
PRE-REQUISITES assessed on the basis of a three-hour external examination. This
Students should have gained an average of 50% or more in any Form examination will contain 3 booklets, each one examining an
5 Pre-Q Mathematics examinations and a minimum of 10 credits in externally-examined Achievement Standard as follows:
NCEA Level 1. • 2.6 Apply algebraic methods in solving problems (4 Credits)
• 2.7 Apply calculus methods in solving problems (5 Credits)
Students select MAT and will be advised and guided by the • 2.12 Apply probability methods in solving problems
Mathematics Department regarding whether 6MAT or 6MAS is the (4 Credits)
most appropriate course for them to take in 2021. There are a total of 13 NCEA Level 2 externally-assessed credits.
RECOMMENDED ACHIEVEMENT LEVELS SPECIAL EQUIPMENT AND COSTS

• Students averaging 65% or more in Form 5 Pre-Q Mathematics A protractor, compass, ruler and a scientific calculator of about
Core have an appropriate achievement level to study Form 6. Casio FX- standard. A graphical calculator (Casio fx-9750G PLUS)
• Students averaging between 35% & 65% in Form 5 Pre-Q is permissible and highly recommended. Achievement Standard
Mathematics Core may find aspects of Form 6 Maths difficult. Workbooks maybe required for purchase ($45 approximately).
• Students averaging below 35% in Pre-Q Mathematics Core will
find Form 6 Maths extremely difficult and may struggle to get CONTINUATION AT SCHOOL
any credits at NCEA Level 2. Successful completion of this course will prepare students well for
• Students who achieve at least 12 Credits in Form 5 NCEA Level all the NCEA courses on offer at Form 7.
1 Mathematics (with a Term 4 examination on Algebra) have
an appropriate achievement level to study Form 6 Mathematics. REFERENCE PERSON Mr G. McCullough, Teacher in Charge of
However, entry to the course will be at the discretion of the Head Form 6 NCEA Level 2.
of Department.
COURSE DESCRIPTION / AIMS MATHEMATICS with STATISTICS

The aim of this 22-Credit course is to introduce and develop basic
mathematical skills, concepts, and understanding in the Mathematical FORM 6: NCEA LEVEL 2 - 6MAS
Processes, Number, Measurement, Geometry, Algebra and Statistics
curriculum strands.
This course will cover the all aspects of the New Zealand Mathematics PRE-REQUISITES
Curriculum for Form 6 and serve as an introduction to all NCEA Level Students should have gained a minimum of 10 credits in NCEA Level
3 Mathematics Advancing, General and Statistics courses offered in 1 or Pre-Q Core.
Form 7. Students will select 6MAT and will be advised and guided by the
Mathematics Department regarding whether 6MAT or 6 MAS is the
The course objectives are that candidates will be expected to: most appropriate course for them to take in 2021.
1. Apply mathematical skills, concepts, and understandings to
familiar and unfamiliar problems arising in real and simulated RECOMMENDED ACHIEVEMENT LEVELS
situations. A. Students averaging below 35% in Pre-Q Mathematics Core will
2. Demonstrate the ability to select and use appropriate mathematical find Form 6 Maths with Statistics their best option at Level 2.
techniques in problem solving. B. Students who achieve at least 10 Credits in Form 5 NCEA Level
3. Demonstrate the ability to reason logically and systematically. 1 Mathematics have an appropriate achievement level to study
4. Demonstrate the ability to communicate mathematical ideas. this course in Form 6. However, entry to the course will be at
the discretion of the Head of Department.
COURSE OUTLINE
The outline of the syllabus is as follows: COURSE DESCRIPTION / AIMS
1. Algebra The aim of this 19-Credit course is to introduce and develop basic
2. Graphs mathematical skills, concepts, and understanding in the Mathematical
3. Quadratic Equations Processes, Number, Measurement, Geometry, Algebra and Statistics
4. Probability curriculum strands without the usual heavy Algebra component found
5. Statistics in the 6MAT course.
6. Co-ordinate Geometry This course will cover most aspects of the New Zealand Mathematics
7. Calculus Curriculum for Form 6 and serve as an introduction to the NCEA Level
8. Trigonometry 3 Mathematics with Statistics (7MAS) course offered in Form 7.
The course objectives are that students will be expected to:
NB. Order of topics will vary as Achievement Standards are yet to be 1. Apply these skills, concepts, and understandings to familiar and
registered and finalised by NZQA. unfamiliar problems arising in real and simulated situations.
2. Demonstrate the ability to select and use appropriate mathematical
METHODS OF ASSESSMENT techniques in problem-solving.
This 22-Credit Form 6 Mathematics course will be assessed 3. Demonstrate the ability to reason logically and systematically.
by internally-assessed and externally-assessed NCEA Level 2 4. Demonstrate the ability to communicate mathematical ideas.
Achievement Standards.
1. A common testing programme will exist throughout the year. COURSE OUTLINE
2. Students will sit three School examinations. The outline of the syllabus is as follows:
Grades will be determined by: 1. Systems of Equations
• Term 1 Examination [1 hour] 2. Simulations
• Term 2 Examination [2 hours] 3. Networks
• Term 3 Examination [3 hours] 4. Questionnaires
3. Students will be assessed by the following internally-assessed 5. Co-ordinate Geometry
Achievement Standards as Common Asessment Tasks (CATs): 6. Inference
• AS 2.1 Apply co-ordinate geometry methods in solving 7. Graphical Methods
problems (2 Credits)
• AS 2.2 Apply graphical models in solving problems METHODS OF ASSESSMENT
(4 Credits) This 19-Credit Form 6 Mathematics course will be comprised of
• AS 2.4 Apply trigonometric relationships in solving problems entirely internally-assessed NCEA Level 2 Achievement Standards.
(3 Credits) 1. A common testing programme will exist throughout the year.

2. Students will sit three School examinations. Differential Equations, Random Variables, Distributions, Sampling,
Grades will be determined by: Estimation and Hypothesis Testing.
• Term 1 Examination [1 hour]
• Term 2 Examination [2 hours] P3 (Paper 3)/M1 (Paper 4) course. Topics covered are:
• Term 3 Examination [3 hours] Replacement Evidence ONLY. Algebra, Trigonometry, Calculus, Vectors, Complex Numbers,
3. Students will be assessed by the following internally-assessed Numerical Methods, Differential Equations, Forces and Equilibrium,
Achievement Standards as Common Assessment Task (CATs): Kinematics, Newton’s Law of Motion and Energy, Work and Power.
• AS 91256 – 2.1 Apply co-ordinate geometry methods in solving
problems (2 Credits) METHODS OF ASSESSMENT (for both courses)
• AS 91256 – 2.2 Apply graphical models in solving problems 1. Common tests
(4 Credits) 2. Three School examinations in Terms 1, 2 and 3.
• AS 91260 – 2.5 Apply network methods in solving problems 3. Students presenting for Cambridge A2 Mathematics will be
(2 Credits) assessed on the basis of two external examinations:
• AS 91263 – 2.8 Design a questionnaire (3 Credits) P3/S2 course: Pure Mathematics Paper P3 9709/03
• AS 91264 – 2.9 Use statistical methods to make an [1 hour 45 min]
inference (4 Credits) Statistics 2 S2 9709/06
• AS 91268 – 2.13 Investigate a situation involving elements [1 hour 15 min]
of chance using a simulation (2 Credits) P3/M1 course: Pure Mathematics Paper P3 9709/03
• AS 91269 – 2.14 Apply systems of equations in solving problems [1 hour, 45 min]
(2 Credits) Mechanics 1 M1 9709/04
There are a Total of 19 NCEA internally-assessed credits. [1 hour 15 min]
standalone assessment tasks and will follow the School’s policy SPECIAL EQUIPMENT AND COSTS
and procedures regarding lateness, misconduct, extensions, missed/ Scientific calculator of about Casio fx standard (Casio FX 991ES is
delayed assessments and appeals. recommended).
SPECIAL EQUIPMENT AND COSTS REFERENCE PERSON Mr S. King, Teacher in Charge of

A graphical calculator (Casio fx-9750G PLUS) is permissible and Cambridge A2 Mathematics
highly recommended.
Achievement Standard Workbooks maybe required for purchase ($45
approximately). MATHEMATICS – ADVANCING (7MAA)
CONTINUATION AT SCHOOL FORM 7: NCEA LEVEL 3
Successful completion of this course will prepare students well for
the NCEA course 7 Mathematics with Statistics (7MAS) on offer at
Form 7. COURSE DESCRIPTION / AIMS
Students should also consider taking Form 7 Mathematics – Statistics
REFERENCE PERSON Mr S. King, Teacher in Charge of (7STA) when taking this course. This 24-Credit course is intended for
NCEA Statistics. students moving on to university Engineering and Medicine Faculties
next year. The course will provide students with a solid base of
mathematical knowledge for their tertiary mathematics education.
MATHEMATICS - FORM 7: A2 The general aim of this course is to introduce and develop essential
mathematical skills, concepts, and understandings in the Mathematical
PRE-REQUISITES curriculum strands to advance with mathematics the following year
Students must have gained passes in Cambridge AS - Pure at a tertiary institution.
Mathematics 1 and Cambridge AS - Statistics 1.
Students would be expected to do both Form 7 Mathematics
RECOMMENDED ACHIEVEMENT LEVELS Advancing (7MAA) and Form 7 Statistics (7STA) courses.
• Students with A or B grades from Cambridge AS Mathematics
have an appropriate achievement level to continue for a full A PRE-REQUISITES
level qualification doing the Pure Mathematics (P3) and Statistics Form 6 NCEA Mathematics with Achievement Standards 2.4
(S2) course. (Trigonometry), 2.6 (Algebra) & 2.7 (Calculus).
• Students with C or D grades from Cambridge AS Mathematics
may find aspects of Pure Mathematics (P3) and Statistics (S2) RECOMMENDED ACHIEVEMENT LEVELS
course difficult. • Students averaging over 70% in Form 6 Mathematics School
• Students with a D grade from Cambridge AS Mathematics will examinations or Merits in the above Achievement Standards have
find aspects of the Pure Mathematics (P3) and Statistics (S2) an appropriate achievement level to study Form 7 Mathematics
course difficult and are recommended to do the Pure Mathematics - Advancing.
(P3) and may be directed to do the Mechanics (M1) course. • Students averaging 40-70% in Form 6 Mathematics School
• Students with a grade lower than a D will find A2 too difficult examinations or Achieved in Achievement Standards above
and should consider repeating Cambridge AS or opting for another should cope but will find aspects difficult.
subject. • Students averaging less than 40% in Form 6 Mathematics School
examinations may struggle and will be encouraged to do
DESCRIPTION / AIMS Mathematics – General (7MAG) next year.
The aim of the course is to introduce and develop a range of
mathematical skills, particularly mathematics in context, and to COURSE OUTLINE
develop an understanding of mathematical principles in the areas of Main areas of study are the following NCEA Level 3 Mathematics
Number, Measurement, Geometry, Algebra and Statistics curriculum Achievement Standards:
strands. 1. 3.1 Conics (3 Credits)
Course P3 and S2 covers all aspects of the Cambridge A2 course in 2. 3.3 Trigonometry (4 Credits)
Pure Mathematics and Statistics. 3. 3.5 Algebra & Complex Numbers (5 Credits)
Course P3 and M covers all aspects of the Cambridge A2 course in 4. 3.6 Calculus: Differentiation (6 Credits)
Pure Mathematics and Mechanics. 5. 3.7 Calculus: Integration (6 Credits)
COURSE OUTLINE METHODS OF ASSESSMENT

P3 (Paper 3)/S2 course (Paper 6). Topics covered are: 1. Class tests
Algebra, Trigonometry, Calculus, Vectors, Complex Numbers, 2. Two common tests each term

3. Three School examinations in Terms 1, 2 and 3. • 3.8 Investigate time series data
4. Students will also be assessed by the following internally- • 3.9 Investigate bivariate measurement data
assessed NCEA Achievement Standards: • 3.10 Use statistical methods to make a formal inference
• 3.1 Apply the geometry of conic sections in solving problems • 3.15 Apply systems of simultaneous equations in solving
(Term 3) problems
• 3.3 Apply trigonometric methods in solving problems (Term
2) All internally-assessed Achievement Standards will be assessed as
standalone assessment tasks and will follow the School’s policy
All internally-assessed Achievement Standards will be assessed as and procedures regarding lateness, misconduct, extensions, missed/
a standalone assessment task and will follow the School’s policy delayed assessments and appeals.
and procedures regarding lateness, misconduct, extensions, missed/ 4. The following externally-assessed Achievement Standards will
delayed assessments and appeals. be examined in a three-hour external examination:
5. The following externally-assessed NCEA Achievement Standards • 3.13 Apply probability concepts in solving problems
will be examined in a three-hour external examination: • 3.14 Apply probability distributions in solving problems
• 3.5 Apply algebra of complex numbers in solving problems
• 3.6 Apply differentiation methods in solving problems SPECIAL EQUIPMENT AND COSTS
• 3.7 Apply integration methods in solving problems Scientific calculator or graphical calculator (a graphical calculator is
highly recommended).
SPECIAL EQUIPMENT AND COSTS Achievement Standard Workbooks may be required for purchase
A scientific calculator or graphical calculator (a graphical calculator ($45 approximately).
is highly recommended).
REFERENCE PERSON Mr S. King, Teacher in Charge of NCEA
REFERENCE PERSON Mr G. Leeuw, HOD Mathematics Statistics
MATHEMATICS – STATISTICS (7STA) MATHEMATICS – GENERAL (7MAG)

FORM 7: NCEA LEVEL 3 FORM 7 : NCEA LEVEL 3

A student should be taking Form 7 Mathematics – Advancing (7MAA) This 20-Credit course is intended for students moving on to university
to take this course. The course is not heavy in Algebra but will still courses next year that need a background in general mathematics.
give students the ability to achieve an NCEA Level 3 Mathematics The course will provide students with a broad base of mathematical
Subject Endorsement. This 24-Credit course is intended for students knowledge for their tertiary mathematics education in Commerce,
moving on to university Engineering and Medicine Faculties next year. Humanities and Science courses.
The course will provide students with a solid base of mathematics
with statistical skills for their tertiary mathematics education. The general aim of this course is to introduce and develop broad
but basic mathematical skills, concepts, and understandings in the
The general aim of this course is to introduce and develop essential Mathematical Processes, Number, Measurement, Geometry, Algebra
mathematical skills, concepts, and understandings in the Mathematical and Statistics curriculum strands to supplement a tertiary course.
curriculum strands to advance with mathematics the following year at PRE-REQUISITES
a tertiary institution. Students would be expected to do both - Form Form 6 NCEA Mathematics with Achievement Standards 2.6
7 Mathematics Advancing (7MAA) and Form 7 Statistics (7STA) (Algebra), 2.7 (Calculus) & 2.12 (Probability).
courses.
PRE-REQUISITES A. Students averaging over 60% in Form 6 Mathematics School
Form 6 NCEA Mathematics with Achievement Standards 2.6 (Algebra) examinations or Achieved in all of the above Achievement Standards
& 2.12 (Probability). have an appropriate achievement level to study Form 7
Mathematics - General.
RECOMMENDED ACHIEVEMENT LEVELS B. Students averaging 30-60% in Form 6 Mathematics School
• Students averaging over 70% in Form 6 Mathematics School examinations should cope, but may find aspects difficult.
examinations or Merits in the above Achievement Standards have C. Students averaging less than 30% in Form 6 Mathematics School
an appropriate achievement level to study Form 7 Statistics. examinations may struggle taking this subject.
• Students averaging 40-70% in Form 6 Mathematics School
examinations or Achieved in the above Achievement Standards COURSE OUTLINE
should cope but may find aspects difficult. Main areas of study are the following NCEA Level 3 Achievement
• Students averaging less than 40% in Form 6 Mathematics School Standards:
examinations may struggle and will be encouraged to do 1. 3.2 Linear Programming (2 Credits)
Mathematics – General next year. 2. 3.6 Differentiation – Merit Level only (6 Credits)
3. 3.7 Integration – Merit Level only (6 Credits)
COURSE OUTLINE 5. 3.14 Probability Distributions (4 Credits)
Main areas of study are the following NCEA Level 3 Achievement 6. 3.15 Simultaneous Equations (2 Credits)
Standards:
1. 3.2 Linear Programming (2 Credits) METHODS OF ASSESSMENT
2. 3.8 Time Series (4 Credits) 1. Class tests
3. 3.9 Bivariate Data (4 Credits) 2. Common tests each term
4. 3.10 Inference (4 Credits) 3. Three School examinations in Terms 1, 2 and 3
5. 3.13 Probability (4 Credits) 4. Students will also be assessed by the following internally-
6. 3.14 Probability Distributions (4 Credits) assessed Achievement Standards:
7. 3.15 Simultaneous Equations (2 Credits) • 3.2 Apply linear programming methods in solving problems
• 3.15 Apply simultaneous equations in solving problems
METHODS OF ASSESSMENT All internally-assessed Achievement Standards will be assessed as
1. Class and common tests a standalone assessment task and will follow the School’s policy
2. Three School examinations in Terms 1, 2 and 3 and procedures regarding lateness, misconduct, extensions, missed/
3. Students will be assessed by the following internally-assessed delayed assessments and appeals.
Achievements Standards: 5. The following externally-assessed Achievement Standards will
• 3.2 Apply linear programming methods in solving problems be examined in TWO three-hour external examinations:

• 3.6 Apply differentiation methods in solving problems • AS 91582 – 3.10 Use statistical methods to make an
• 3.7 Apply integration methods in solving problems and inference (4 Credits)
• 3.14 Apply probability distributions in solving problems • AS91585 - 3.13 Apply probability concepts in solving
problems (4 Credits)
SPECIAL EQUIPMENT AND COSTS • AS 91587 – 3.15 Apply systems of simultaneous
A scientific calculator or graphical calculator (a graphical calculator equations in solving problems (3 Credits)
is highly recommended).
Achievement Standard Workbooks may be required for purchase There is a total of 18 NCEA Level 3 internally-assessed credits plus
($45 approximately). 4 credits externally assessed.
REFERENCE PERSON Mr G. Leeuw, HOD Mathematics standalone assessment tasks and will follow the School’s policy
and procedures regarding lateness, misconduct, extensions, missed/
delayed assessments and appeals.
MATHEMATICS with STATISTICS (7MAS) SPECIAL EQUIPMENT AND COSTS

A graphical calculator (Casio fx-9750G PLUS) is permissible and
FORM 7: NCEA LEVEL 3 highly recommended.
Achievement Standard Workbooks maybe required for purchase ($45
approximately).
PRE-REQUISITES
Students should have gained a minimum of 10 credits in NCEA Level
REFERENCE PERSON Mr S. King, Teacher in Charge of NCEA
2 with the preference of achieving the Achievement Standards 2.9
Statistics.
(Inference) and 2.14 (Systems of Equations).

A. Students averaging below 35% in NCEA Level 2 Mathematics
examinations will find Form 7 Maths with Statistics their best MEDIA STUDIES
option at Level 3. FORM 7 : NCEA LEVEL 3
B. Students who achieve at least 10 Credits in Form 6 NCEA Level
2 Mathematics with Statistics have an appropriate achievement
level to study this subject in Form 7. However, entry to the PRE-REQUISITES
course will be at the discretion of the Head of Department. Form 7 Media Studies is a course that is suitable as:
C. Students with less than 10 Credits in Form 6 NCEA Level 2 • A complementary subject to students who intend to study
Mathematics with Statistics should consider repeating their study English in Form 7.
in this subject in Form 6 if they are determined to do a • A replacement subject for students who have successfully studied
Mathematics course in 2020. English in Form 6 but are interested focusing on media.
COURSE DESCRIPTION / AIMS Report writing is a major focus of the course, and four of the six
The aim of this 20-Credit course is to introduce and develop basic standards are internally-assessed. This will involve a substantial
mathematical skills, concepts and understanding in the Mathematical course work load. This course is mostly theory-based, with a strong
Processes, Number, Measurement, Geometry, Algebra and Statistics research focus. Media Studies draws on elements of English, History,
curriculum strands without the usual heavy Algebra component found Sociology, and Psychology.
in NCEA Level 3 Mathematics courses of 7MAA and 7MAG.
This course will cover some of the aspects of the New Zealand RECOMMENDED ACHIEVEMENT LEVELS
Mathematics Curriculum for Form 7. A. Students averaging over 55% in Form 6 School English or History
or Classical Studies examinations have an appropriate achieve-
The course objectives are that candidates will be expected to: ment level to study Form 7 (NCEA Level Three) Media Studies.
1. Apply mathematical skills, concepts, and understandings to B. Students averaging 45-55% in Form 6 School English examina-
familiar and unfamiliar problems arising in real and simulated tions may find Form 7 (NCEA Level Three) Media Studies
situations. difficult.
2. Demonstrate the ability to select and use appropriate mathematical C. Students averaging under 45% in English Studies are not
techniques in problem-solving. recommended to take Form 7 (NCEA Level Three) Media Studies.
3. Demonstrate the ability to reason logically and systematically. D. Students who have passed two or more essay-based standards
4. Demonstrate the ability to communicate mathematical ideas. in English or History or Classical Studies are more likely to have
an appropriate achievement level to study Form 7 (NCEA Level
COURSE OUTLINE Three) Media Studies.
The outline of the syllabus is as follows:
1. Systems of Equations DESCRIPTION / AIMS
2. Linear Programming The following three strands are used to structure the learning
3. Time Series objectives for Media Studies:
4. Bivariate Data
5. Inference Media in Society
6. Probability methods (External) Students explore how the media operates within societal contexts and
how they themselves can understand the place of media in society.
METHODS OF ASSESSMENT These societal contexts can include historical, economic, social,
This 20-Credit Form 6 Mathematics course will be comprised of cultural, and political perspectives.
entirely internally-assessed NCEA Level 2 Achievement Standards. Students learn to understand their own relationship with the media
1. A common testing programme will exist throughout the year. in order to act as critical, active, informed and responsible citizens.
2. Students will sit three School examinations.
Grades will be determined by: Reading Media Texts
• Term 1 Examination [1 hour] - to be confirmed Students study, and apply, media language and media texts. The
• Term 2 Examination [2 hours] - to be confirmed analysis of the content of media texts, using appropriate media
• Term 3 Examination [3 hours] (Replacement Evidence ONLY). terminology, gives students the ability to understand how meanings
3. Students will be assessed by the following internally-assessed are created in texts. Students look at groups of texts (genre),
Achievement Standards as Common Assessment Tasks (CATs): structures of texts (narrative), and they learn the skills of close reading
• AS 91574 – 3.2 Apply linear programming methods in so they can respond to the products of others as well as their own.
solving problems (3 Credits)
• AS 91580 – 3.8 Investigate time series data (4 Credits)
• AS 91581 – 3.9 Investigate bivariate measurement data
(4 Credits)

Media Production This is achieved through developing skills in Music Literacy and Aural
Students learn to make media products that can entertain, inform, skills – turning symbol into sound and turning sound into symbol.
and challenge. They explore, develop, and communicate ideas through Flowing from this, knowledge and skills are developed in rhythm,
the development of their skills in the use of media technology. In pitch and melody, tempo, dynamics, texture, harmony, structure
the process, they use language, symbols, and structures to create and timbre.
meaning. In reflecting on their own and others’ products, students There is a mixture of computer-based learning, using specialised
develop their production skills. composition and keyboard training software, written and listening
work and instrument-based, creative tasks.
COURSE OUTLINE
This Media option seeks to give students the tools necessary for a LEARNING A MUSICAL INSTRUMENT IN SCHOOL
career in the media - particularly journalism. It also seeks to develop Learning an instrument is optional, but is necessary if considering
perceptive and critical students who will question the media around Option Music in Form 4 or above. Students who are interested in music
them and become ‘active’ global citizens. Students will learn about: but do not currently play an instrument should seek information on the
industry practices, how meaning is constructed by those who report School website under The Arts and Cultural Activities and then Music
the news, the role that advertising plays in New Zealand, and students at Auckland Grammar School. We recommend talking to a member
will research and create their own publishable feature article. of staff in the Music Department for advice: not every instrument
in available for lessons and making a good choice is important.
NCEA Level Three Media Studies at Auckland Grammar School has METHODS OF ASSESSMENT
six achievement standards: There will be a termly Common Test which will be reported in School
Reports in terms 1, 2 and 4.
Internal Standards:
3.2 Demonstrate understanding of the meaning of a media text STUDY PATHWAYS
through different readings (3 credits) Students who wish to continue their studies at a higher level should
3.3 Demonstrate understanding of the media representation of an seek admission to Form 4 Option Music (available in both Option
aspect of New Zealand culture or society (3 credits) lines) and the Pre-Q Music course in Form 5. Music can be studied
3.7 Demonstrate development in the media (3 credits) as a subject at all year levels on both the NCEA and Cambridge
3.8 Write a media text to meet the requirements of a brief pathways. Study in Music contributes to University Entrance qualifi-
(3 credits) cations and can be continued at tertiary level.
External Standards: REFERENCE PERSON Mr B. Wasson, HOD Music

3.1 Demonstrate understanding of an aspect of a media industry (4
credits) Please note that content in this Handbook is correct at the time
3.4 Demonstrate understanding of a relationship between a media of printing. However, some of the Junior Courses may have had
genre and society (4 credits) time allocations for delivery changed for 2021. As a result, content
SPECIAL EQUIPMENT AND COSTS Head of Department.
No special equipment is required.
CONTINUATION OF SUBJECT AT UNIVERSITY

Tertiary studies in Communication, Broadcasting and the Arts. OPTION MUSIC - FORM 4
REFERENCE PERSON Mr C. Laing, HOD English
Form 4 Music takes an integrated approach to music education as each
learning area enriches and reinforces the others. Performance,
Composition, Aural Skills, Theory and Analysis all combine and overlap
MUSIC to establish and strengthen the knowledge and skills expected of
a fully literate musician. The typical music student is creative,
interested in music, plays an instrument (or is motivated to learn)
GENERAL INTRODUCTION and wishes to challenge themselves to develop their knowledge,
Option Music is available in Forms 4 to 7 at Auckland Grammar School. skills and creativity.
In each option class, the following choices are available: It is a preparatory course for Pre-Q Music in Form 5, although more
Form 4 Music Option Music advanced students can join Pre-Q without first taking Form 4 Option
Form 5 Music Pre-Q Music, subject to approval by the HOD.
Form 6 Music AS Level, NCEA Level 2 and NCEA Level 3
Form 7 Music AS Level, A2 Level and NCEA Level 3 Although Music can be a demanding academic subject, it is highly
recommended as a way of balancing a potentially stressful academic
workload. A high level of achievement can be reached comparatively
easily when students who already play a musical instrument study
GENERAL MUSIC - FORM 3 Music as a academic subject.
LEARNING AN INSTRUMENT
DESCRIPTION / AIMS If you are interested in Music but do not play an instrument, or have
Music is taught to all students in Form 3, through a teaching not had the opportunity to learn with a specialist teacher, it is often
programme delivered in 40-minute lessons. Classes 3I to 3P receive possible to arrange lessons through the Itinerant Music Scheme at
two lessons per week. Classes 3A to 3H receive the equivalent of 1.5 Grammar. Please note we cannot teach piano. Lessons are subject to
lessons per week: one lesson per week throughout the entire year availability but we always try to provide lessons for Option Music
and two lessons per week for a portion of the year. students, wherever possible.
The Form 3 course aims to develop two broad capabilities: PRIZEGIVING AWARD
• To develop the ability to discern detail in music The R.H. RADFORD MEMORIAL PRIZE is awarded in Prizegiving to
• To think about and understand how music works the student with the highest aggregate in F4 Music.
Students will: PRE-REQUISITES AND RESTRICTIONS

• Learn the language of music This course involves performing and composing as well as developing
• Develop musical ideas theoretical skills, aural skills and general knowledge of music. Students
• Communicate and interpret meaning in music wishing to take this course should ideally be currently and actively
• Understand music in context engaged in learning and playing an instrument or singing. Students

who are motivated and commit to learning an instrument, but A. Listening
who do not currently play, will be considered. • Aural awareness, perception and discrimination in Western
High achievement and attitude grades in Form 3 Core Music are also music of the baroque, classical, Romantic and 20th Century
expected. periods including Jazz and Blues.
Advanced musicians will be extended through more demanding • Detailed knowledge and understanding of the Features of
Theory, Harmony and Aural as well as through exposure to a wide Music and Compositional Devices.
variety of music, styles and context. • Detailed knowledge and understanding of two contrasting
Exceptions must be approved by the HOD Music. Set Works.
COURSE DESCRIPTION / AIMS B. Theory and Aural

To inspire and develop literate, knowledgeable, skilled and creative • Sound technical knowledge of conventions of notation,
musicians. keys, scales, cadences, intervals, rhythm, time signatures,
including compound time and grouping of notes and rests and
COURSE OUTLINE harmony.
Students will: • The understanding and ability to listen to and transcribe (write
• Develop technical and expressive control through performance. out melodic, rhythmic and Harmonic dictation.
• Develop stylistic, interpretative and technical skills through
• composition. C. Analysis
• Study a broad range of music from different eras, contexts and • Analyse and compare two works from different periods,
• traditions. examining structure, harmony and development of materials
• Study two contrasting works in-depth. as well as theme, style, and historical and technological
• Develop their knowledge of notation and music theory. context.
• Turn sounds into symbols by learning to transcribe rhythm, pitch
• and harmony. D. Performing
• Learn to identify and utilise a variety of musical features and • Technical competence on one or more instruments/singing
devices. • Interpretative understanding of the music performed.
METHODS OF ASSESSMENT E. Composing

In-class assessment and through School term examinations. • Discrimination and imagination in original composition.
• Notation, using staff notation and other suitable systems.
Students must begin or continue to have instrumental or vocal lessons. METHODS OF ASSESSMENT
Hire of musical instrument if applicable. School Examinations:
Purchase of tutor books as required by your instrumental teacher. • 1 x 1-hour examination
CONTINUATION OF SUBJECT AT SCHOOL • 1 x 3-hour examination (Pre-Q)
This course prepares students for the Form 5 Pre-Q Music. Music can
be studied as a subject at all year levels on both the NCEA and SPECIAL EQUIPMENT AND COSTS
Cambridge pathways. Study in Music contributes to University • Students must continue to have instrumental or vocal lessons.
Entrance qualifications and can be continued at tertiary level. This can frequently be arranged through in-school lessons,
depending on availability.
REFERENCE PERSON Mr B. Wasson, HOD Music • Possible hire of musical instrument (if necessary).
• Purchase of tutor books as required by your instrument teacher.
of printing. However, some of the Junior Courses may have had CONTINUATION OF SUBJECT AT SCHOOL
time allocations for delivery changed for 2021. As a result, content This course prepares students for the Form 6 Music option at AS or
advertised in this course may change slightly at the discretion of the NCEA Level 2 level.
Head of Department. Music is available as an option choice to Form 7 and is an approved
subject for University Entrance.
REFERENCE PERSON Mr B. Wasson, HOD Music

MUSIC - FORM 5: Pre-Q
PRE-REQUISITES MUSIC - FORM 6 : NCEA LEVEL 2

• This course involves performing and composing as well as
developing theoretical skills, aural skills and general knowledge
of music. PRE-REQUISITES
• Students wishing to take this course should be currently and • At least 60% in Pre-Q Music, or
actively engaged in learning and playing an instrument or • Grade 5 Music Performance and Theory
singing. The actual standard of performance is not specified as • Students must have been taking lessons on an instrument or voice
the intention is to encourage students with an interest in music for at least three years with good progress evident.
to study it further.
• Students who wish to take this course without having first RECOMMENDED ACHIEVEMENT LEVELS
completed the Form 4 Option Music course must demonstrate • Students who have passed Form 5 Music Option have an
an appropriate level of musical knowledge and performance appropriate achievement level to study Form 6 NCEA Level 2
ability. Please talk to Mr Wasson for advice or to arrange an Music.
informal audition. • Students who hold Grade 5 Practical and Theory certificates have
an appropriate achievement level to study Form 6 NCEA Level
Exceptions must be approved by the HOD Music. 2 Music.
• Students who have not completed Form 5 Music may find Form
COURSE DESCRIPTION / AIMS 6 NCEA Level 2 Music demanding.
This course takes an integrated approach to music education, as each • Students who have not had lessons on an instrument or voice
learning areas enriches and reinforces the others. Performance, for three years are not recommended to take Form 6 NCEA
Aural Skills, Theory, Analysis, Composition and Music History all Level 2 Music.
combine and overlap to establish and strengthen the knowledge
and skills expected of a fully literate musician. We expect these DESCRIPTION / AIMS
students to be capable of achieving highly should they go on to take Students will become literate in Music as they:
A2 Music or Excellence in NCEA Level 2 Music standards. • Learn the language of music.

• Develop musical ideas. • Deepen their understanding of music in its wider cultural context.
• Communicate and interpret meaning in music. • Develop creative and interpretative skills through the disciplines
• Understand music in context. of composing and performing. Communicate their understanding
of Music, supporting judgments by argument based on evidence.
COURSE OUTLINE
Students select standards from the categories below, totalling a ASSESSMENT OBJECTIVES
minimum of 24 credits: Candidates will demonstrate:
• An ability to listen attentively and responsively.
Making Music is designed for the performer or composer who wishes • Understanding of the processes at work in music.
to specialise: • An ability to communicate knowledge, understanding and musical
AS91270 Perform two substantial pieces of music as a featured insight with clarity.
soloist (6 Credits, internally-assessed) • Technical and interpretative competence in performing.
AS91274 Perform a substantial piece of music as a featured soloist • Musical invention in composing.
on a second instrument (3 Credits, internally-assessed)
AS91272 Demonstrate ensemble skills by performing a substantial METHODS OF ASSESSMENT
piece of music as a member of a group (4 Credits, 1. Listening (Music of the Western Tradition): 2-hour external
internally-assessed) examination
AS91271 Compose two substantial pieces of music (6 Credits, 2. Practical Musicianship Coursework, internal assessment, two of:
internally-assessed) Element 1: Solo Performance
AS91275 Demonstrate aural understanding through written Element 2: Any two of:
representation (4 Credits, externally-assessed) • Second instrument
• Improvising
Music Studies provides for students who have a strong interest • Group performance, or
in understanding music, research and analysis skills, musical • Accompanying
knowledge, and advanced listening and notation skills: Element 3: Composing within an established tradition (graded
AS91276 Demonstrate knowledge of conventions in a range of exercises taken in class)
music scores (4 Credits, externally-assessed) Element 4: Composition: TWO contrasting compositions
AS91277 Demonstrate understanding of two substantial contrasting
music works (6 Credits, externally-assessed) SPECIAL EQUIPMENT AND COSTS
AS91273 Devise an instrumentation for an ensemble (4 Credits, • Students must continue to have instrumental or vocal lessons.
internally-assessed) • Hire of musical instrument if applicable.
AS91278 Investigate an aspect of New Zealand music (4 Credits, • Purchase of tutor books as required by your teacher.
internally-assessed)
AS27703 Demonstrate and apply knowledge of sound control and CONTINUATION OF SUBJECT AT SCHOOL
enhancement processes required for a performance This course prepares students for A2 Music in Form 7.
context (4 Credits, internally-assessed, Level 2 Unit
Standard) REFERENCE PERSON Mr B. Wasson, HOD Music
AS26687 Candidates must also demonstrate the concepts required
to achieve the Level 1 standard 26687:Demonstrate
and apply knowledge of sound technology for performance
context MUSIC - FORM 7 : NCEA LEVEL 3
Students must continue to have instrumental or vocal lessons. PRE-REQUISITES
Hire of musical instrument if applicable. • NCEA Level 2 Music, or
Purchase of tutor books as required by your teacher. • Grade 7 Music Performance and Theory
• (Exceptions must be approved by the HOD Music)
CONTINUATION OF SUBJECT AT SCHOOL • Students must have been taking lessons on an instrument or
This course prepares students for the Form 7 Music option. voice for at least four years with good progress evident.
REFERENCE PERSON Mr B. Wasson, HOD Music COURSE OUTLINE

Students select standards from the categories below, totalling a
minimum of 24 credits:
MUSIC - FORMS 6 & 7 : AS MUSIC Making Music is designed for the performer or composer who wishes
to specialise:
AS91416 Perform two programmes of music as a featured soloist.
PRE-REQUISITES (8 Credits, internally-assessed)
• At least 60% in Pre-Q Music, or AS91417 Perform a programme of music as a featured soloist on
• Grade 5 Music Performance and Theory a second instrument (4 Credits, internally-assessed)
AS91418 Demonstrate ensemble skills by performing two
RECOMMENDED ACHIEVEMENT LEVELS substantial pieces of music as a member of a group (4
• Exceptional students may take AS and A Level in one year with Credits, internally-assessed)
the advance approval of the HOD Music. AS91419 Communicate musical intention by composing three
• Students who have passed Form 5 Option Music have an original pieces of music (8 Credits, internally-assessed).
appropriate achievement level to study AS Music. AS91420 Integrate aural skills into written representation (4 Credits,
• Students who hold Grade 5 Music Performance and Theory externally-assessed)
certificates have an appropriate achievement level to study AS
Music. Music Studies provides for students who have a strong interest
• Students who have not completed Form 5 Music may find AS in understanding music, research and analysis skills, musical
Music demanding. knowledge, and advanced listening and notation skills:
• Students who do not play an instrument or sing at Grade 5 level AS91421 Demonstrate understanding of harmonic and tonal
or higher are not recommended to take AS Music. conventions in a range of music scores (4 Credits,
externally-assessed)
DESCRIPTION / AIMS AS91422 Analyse a substantial music work (4 Credits, externally-
Students will: assessed)
• Foster a discriminating aural appreciation of, and an informed AS91423 Examine the influence of context on a substantial music
critical response to, music of the western tradition from at least work (4 Credits, internally-assessed)
two representative genres and periods. AS91424 Create two arrangements for an ensemble (4 Credits,
internally-assessed)

AS91425 Research a music topic (6 Credits, internally-assessed)
AS28007 Select and apply a range of processes to enhance sound
in a performance context (6 Credits, internally-assessed, PHYSICAL EDUCATION
Level 3 Unit Standard) FORM 5: NCEA LEVEL 1
• Students must continue to have instrumental or vocal lessons. PRE-REQUISITES
• Hire of musical instrument if applicable. None
• Purchase of tutor books as required by your teacher.
CONTINUATION OF SUBJECT A. Selected students (primarily currently in 4O and 4P) will be
This course prepares students for tertiary study in Music. required to select this course if they wish to do Form 5 Physical
Education.
REFERENCE PERSON Mr B. Wasson, HOD Music B. 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.
MUSIC - FORM 7 : A2 MUSIC
DESCRIPTION / AIMS
• Develop an understanding of how to manage risk and demonstrate
PRE-REQUISITES responsible behaviour in outdoor education activities.
• A, B or C grade in AS Music with Components 1 and 2 • Investigate how health and well-being relate to and are influenced
through being active.
RECOMMENDED ACHIEVEMENT LEVELS • Develop knowledge of movement and skills related to a variety
• Students who have gained an A, B or C grade in AS Music have of physical activities and outdoor education activities.
an appropriate achievement level to study A2 Music. • Demonstrate self-management strategies to help develop good
• Students who struggle with two of composition, performance personal values and character behaviours.
and essay writing may find A2 Music demanding. • Participate in a variety of physical activities and understand how
• Students who have not completed AS Music Components 1 and factors affect participation.
2 are ineligible to enter the A2 Music course. • Demonstrate performance in physical activities.
• Develop key interpersonal skills that are required to become a
DESCRIPTION / AIMS good leader.
Students will:
• Deepen their understanding of music in its wider cultural context. COURSE OUTLINE
• Develop creative and interpretative skills through the disciplines of The Form 5 Physical Education course contributes 18 credits towards
composing and performing. NCEA Level 1 and is covered over five Achievement Standards:
• Communicate their understanding of music, supporting judgments 1.1 Participate in a variety of physical activities and explain
by argument based on evidence. factors that influence own participation – 5 credits
1.3 Demonstrate quality of movement in the performance of a
ASSESSMENT OBJECTIVES physical activity - 3 credits
Candidates will demonstrate: 1.5 Demonstrate interpersonal skills in groups and explain how these
• An ability to listen attentively and responsively. impact others – 4 credits
• An understanding of the processes at work in music. 1.7 Demonstrate, and show understanding of, responsible behaviour
• An ability to communicate knowledge, understanding and musical for safety during outdoor education activities – 3 credits
insight with clarity. 1.9 Demonstrate self-management strategies and describe the effects
• Technical and interpretative competence in performing. on participation in physical activity – 3 credits
• Musical invention in composing.
METHODS OF ASSESSMENT Form 5 Physical Education will be assessed using internally-assessed
Component 3: Performing (12 -20 minutes): Externally-assessed. NCEA Level 1 Achievement Standards. Coursework assessment
Component 4: Composing: External assessment. includes:
A single composition between about 8 and 12 minutes or group of • School examinations and tests
related pieces. Externally-assessed. • Practical grades and assignments
Component 5: Investigation and Report: Large essay of about 2500
words. Externally-assessed. SPECIAL EQUIPMENT AND COSTS
Physical Education uniform
SPECIAL EQUIPMENT AND COSTS $30.00 Rock Climbing Fee
Students must continue to have instrumental or vocal lessons.
Hire of musical instrument if applicable. CONTINUATION OF SUBJECT AT SCHOOL
Purchase of tutor books as required by your teacher. Form 6 NCEA Level 2 and Form 7 NCEA Level 3 is offered.
CONTINUATION OF SUBJECT REFERENCE PERSON Mr J. Hantz, HOD Physical Education

This course prepares students for tertiary study in Music.
REFERENCE PERSON Mr B. Wasson, HOD Music PHYSICAL EDUCATION - FORM 5: PRE-Q
PRE-REQUISITES
None

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.
DESCRIPTION AND 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 EDUCATION
physical activities. FORM 6: NCEA LEVEL 2
• Knowledge of how biophysical principles affect performance.
• Knowledge, skills and understanding of a range of relevant
physical activities. PRE-REQUISITES
• An understanding of effective and safe performance. Nil. Biology students have a distinct advantage.
• An understanding of the role and significance of physical activity
in society and factors that affect participation level. COURSE DESCRIPTION / AIMS
• Demonstrating a variety of interpersonal skills to help a group or • Monitor personal performance in regular exercise and relate this
team function successfully. to concepts of fitness and health.
• An enjoyment of physical activity. • From observation, examine how principles of anatomy and
• An excellent foundation for advanced study – NCEA Level 2 and biomechanics relate to physical activity.
3 and Cambridge AS and A Level. • Describe principles and methods of training and apply these to
participation in physical activity.
COURSE OUTLINE • Through physical activity, describe and apply principles of skill
Unit 1: Anatomy, Biomechanics and Physiology learning and sport psychology.
The skeletal muscular system • Demonstrate performance in physical activities.
Circulatory, respiratory and energy systems • Investigate the sociological significance of a sporting event,
Biomechanical principles of stability and balance, force physical activity or festival.
summation and production of forces • Demonstrate knowledge of safety issues and apply safety
Using Newton’s laws management procedures in a physical activity.
Unit 2: Factors Affecting Participation and the Role and Significance COURSE OUTLINE
of Physical Activity The Form 6 Physical Education course contributes 23 credits towards
Barriers and enablers to physical activity involvement NCEA Level 2 and is covered in four modules. Each module is assessed
Socio-cultural factors and their effect on participation levels against several Achievement Standards:
The role and significance physical activity has on people’s
lives Module 1
Theory into Practice
Unit 3: Health, Fitness and Training AS 2.2 Demonstrate understanding of how biophysical principles
Components of fitness and methods and principles of training relate to the learning of physical skills (5 credits)
Design and implement a fitness training programme AS 2.4 Perform a physical activity in an applied setting (4 credits)
Health, diet and energy sources
Module 2
Unit 4: Skill Learning and Sports Psychology Understanding Fitness and the Biophysical Aspects of Training
Skill classification, skill learning, types of practice and the AS 2.3 Demonstrate understanding of the application of biophysical
importance of feedback to training for physical activity (4 credits)
Goal setting, mental preparation and motivation
Module 3
METHODS OF ASSESSMENT International Sporting Events and Outdoor Education
School Examinations: AS 2.5 Demonstrate understanding of the significance for self,
• 1 x 1-hour examination others and society of a sporting event, physical activity, or
• 1 x 2-hour examination festival (4 credits)
• 1 x 2-hour examination (Pre-Q) AS 2.7 Demonstrate understanding of the application of risk
management strategies to a challenging outdoor activity
Component 1 (3 credits)
End-of-year Written Examination – 50% weighting
Module 4
Component 2 Personal and Social Responsibility and Leadership
Practical - 30% weighting 2.8 Consistently demonstrate social responsibility through
Physical performance across 3 physical activities applying a social responsibility model in physical activity (3
credits)
Component 3
Course Work Assignment – 20% METHODS OF ASSESSMENT
An ability to analyse their own sporting movement, apply Biophysical Form 6 Physical Education will be assessed using internally assessed
knowledge to suggest ways to improve their performance and design NCEA Level 2 Achievement Standards. Course work assessment
their own training programme to help improve their performance. includes:
• Term examinations and tests
SPECIAL EQUIPMENT AND COSTS • Practicals, assignments and outdoor education activities
Physical Education (PE) Uniform
CONTINUATION OF SUBJECT Physical Education uniform, Outdoor Education Activities $240.00,
Physical Education is available as a continuation at NCEA Levels 2 Course book.
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 CONTINUATION OF SUBJECT AT SCHOOL
Sport, Education, Recreation and Health Science industries. Form 7 NCEA Level 3 is offered. Form 7 Cambridge AS is offered.
REFERENCE PERSON Mr J. Hantz, HOD Physical Education REFERENCE PERSON Mr J. Roberts,

MIC Level 2 Physical Education

more advanced study.
PHYSICAL EDUCATION COURSE OUTLINE
FORM 7: NCEA LEVEL 3 The syllabus has the following key features:
Component 1 is a written paper to be assessed externally in a 2½

PRE-REQUISITES hour examination. It will consist of three sections:
Students must have studied Level 2 Physical Education to study at Section A Applied Anatomy and Physiology
Level 3. Any exceptions to this must be from approval by the HOD. Section B Acquiring, Developing and Performing Movement
Skills
RECOMMENDED ACHIEVEMENT LEVELS Section C Contemporary Studies in Physical Education and
A. Students averaging 15 or more credits in NCEA Level 2 Physical Sport
Education have an appropriate level to study NCEA Level 3
Physical Education. Component 2 is a course work component, in which candidates
B. Students averaging 10-15 credits in NCEA Level 2 Physical will follow a minimum of two activities from the activity profiles
Education will find NCEA Level 3 Physical Education difficult. offered. This will be internally-assessed and externally-moderated
C. Students averaging less than 10 credits in NCEA Level 2 Physical by Cambridge. The two areas studied will be weight training and a
Education are not recommended to take NCEA Level 3 Physical practical of student’s choice. Candidates enter for both Components
Education. 1 and 2.
COURSE DESCRIPTION / AIMS METHODS OF ASSESSMENT

The Form 7 Physical Education course contributes 18 credits towards Component 1, written (2½ hrs, 70% weighting)
Level 3 NCEA. Component 2, course work (30% weighting)
COURSE OUTLINE SPECIAL EQUIPMENT AND COSTS

AS 3.2 Analyse a physical skill performed by self or other (Golf, Physical Education equipment, course-numbered t-shirt essential for
tennis or discrete skill of your choice) (3 credits) identification.
AS 3.3 Evaluate the effectiveness of a performance improvement
programme (4 credits) CONTINUATION OF SUBJECT
AS 3.4 Demonstrate quality performance of a physical activity in Physical Education is available as a continuation of the AS course for
an applied setting (Duathlon/Mountain Biking) (4 credits) a full A Level in Form 7. This is an in-depth course that would suit
AS 3.5 Students will examine a current physical activity event, a student who wishes to further his education in the sport industry,
trend or issue impacting on New Zealand society (4 credits) exercise science or as a Physical Education teacher or coach.
AS 3.7 Analyse issues in safety management for outdoor activity
to devise safety management strategies (3 credits) REFERENCE PERSON Mr J. Roberts,
MIC Cambridge Physical Education
NCEA Level 3 will be assessed using five Achievement Standards, all
of which are internally-assessed.
PHYSICAL EDUCATION
Physical Education uniform. Cost – $45.00
FORM 7: A2
Mountain Biking, Term 2 - $220.00
PRE-REQUISITES
Students must have studied Cambridge AS Physical Education to be
Can be a prerequisite for various sports-oriented courses at universities
eligible to study at the A2 Level.
and polytechnics.
REFERENCE PERSON Mr C. Lowe,
• Students who gain an A to a good D Grade in Cambridge AS PE
MIC Level 3 Physical Education
will be admitted to this course.
• Students who gain a low D Grade in Cambridge AS PE must
consult with the HOD of PE to enter this course.
• Students who gain an E Grade or Ungraded result in AS PE will
PHYSICAL EDUCATION not be able to enter this course.
FORM 6 AND FORM 7: AS
DESCRIPTION / AIMS
An Advanced Level course based on the syllabus should:
PRE-REQUISITES • Provide a knowledge and understanding of the conceptual basis,
Human Biology studied at any level would be an advantage but is structure and function of representative selection of physical
not a pre-requisite. education activities.
• Develop understanding and problem-solving skills (interpretation
RECOMMENDED ACHIEVEMENT LEVELS and evaluation).
This course is academically challenging and is only available to those • Develop planning and practical skills for effective performance.
students who are following the Cambridge pathway. • Develop an understanding of the scientific, socio-cultural and
environmental factors which influence physical education.
DESCRIPTION / AIMS • Provide an experience, which is valuable, both as a means of
An Advanced Subsidiary (AS) Level course based on the syllabus personal development and as a foundation for employment or
should: more advanced study.
• Provide a knowledge and understanding of the conceptual basis, • Develop the capacity to think critically about the relationships
structure and function of representative selection of physical between the different factors influencing performance.
education activities. • Develop a capacity to explain global trends in Physical Education
• Develop understanding and problem-solving skills (interpretation and sport.
and evaluation).
• Develop planning and practical skills for effective performance. COURSE OUTLINE
• Develop an understanding of the scientific, socio-cultural and The syllabus has the following key features:
environmental factors which influence physical education.
• Provide an experience, which is valuable, both as a means of • Component 1 is a written paper to be assessed externally in a
personal development and as a foundation for employment or 2½-hour examination. It will consist of three sections:

Section A Exercise and Sport Physiology and Mechanics of Sport the electromagnetic spectrum, sound and hearing.
Energy Synthesis and Recovery Topic 5 Electricity and Magnetism: Simple phenomena of magnetism,
Principles of Training electric charge, current, electromotive force, potential
Components of Fitness difference, resistance, electrical energy, circuit diagrams,
Section B Psychology of Sport Performance series and parallel circuits, action and use of components,
Personality, Attitude and Motivation digital electronics, dangers of electricity, electromagnetic
Group Dynamics of Sport Performance induction, AC generators, transformers, magnetic effects
Leadership of a current, force on a current carrying conductor, DC
Mental Preparation for Sport Performance motors.
Competition Effects on Sport Performance Topic 6 Atomic Physics: Radioactivity, characteristics of radioactive
Section C The Olympic Games: A Global Perspective emissions, radioactive decay, half-life, safety precautions,
As a Social Force the nuclear model of the atom.
The Ancient Games
Role of the IOC METHODS OF ASSESSMENT
Politics School Examinations:
The Nurturing of Talent in Pursuit of Global • 1 x 1-hour examination
Excellence • 1 x 2-hour examination
Economics and Commercialism • 1 x 3-hour examination (Pre-Q)
Amateurism, Dysfunctional Aspects,
Discrimination, Spectacular Aspects and the Future Internal Assessment:
Regular formative assessment of both theoretical and practical work
• Component 2 is a course work component, in which candidates throughout the course.
will follow a minimum of two activities from the activity profiles Students sit School examinations 1 x 1-hour in Term 1 , 1 x 2-hour
offered. This will be internally-assessed and externally-moderated in Term 2 and a final summative 1 x 3-hour examination at the end of
by Cambridge. The two areas of study will be the student’s choice the course. The structure of the examinations will include a multiple-
and will be assessed in a competitive environment. Students will choice paper, short answer theoretical questions and alternative to
also be assessed on their verbal ability to evaluate and appreciate practical data analysis and experimental design questions.
performance through observation and synopsis of knowledge on
one of their chosen physical activities. External Assessment:
The Pre-Q course does not have an external examination. All
METHODS OF ASSESSMENT examinations are set, marked an dmoderated by the team of Physics
• Component 1, written (2½ hrs, 70% weighting) teachers in the School.
• Component 2, coursework (30% weighting)
SPECIAL EQUIPMENT AND COSTS Theory and question workbooks at $20.00 for the year.
Physical Education equipment, course-numbered t-shirt essential for
identification. Student workbook $15.00.
CONTINUATION OF SUBJECT The study of Physics continues into Forms 6 and 7. Form 5 Pre-Q
This is an in-depth course that would suit a student who wishes Physics is a pre-requisite for the study of Physics in Form 6 and 7 at
to further his education in the sport industry, exercise science, School. Physics is also a pre-requisite for the study of many courses
biomedicine or as a Physical Education teacher or coach. at university, technical institutes and a range of careers.
REFERENCE PERSON Mr J. Hantz, HOD Physical Education REFERENCE PERSON Mr G. Jennings, HOD Physics
PHYSICS - FORM 5 : PRE-Q PHYSICS PHYSICS - FORM 6 : NCEA LEVEL 2
A background in Form 4 Science is assumed. Ability in Mathematics Form 5 Science or Physics. An ability in Mathematics is an advantage,
is an advantage. and students should be taking Form 6 Mathematics.
COURSE DESCRIPTION / AIMS RECOMMENDED ACHIEVEMENT LEVELS

Physics is the branch of science concerned with the nature and A. Students who have achieved over 55% in the Form 5 School
properties of matter and energy. The subject matter of Physics includes Physics examination, together with over 55% in Form 5 School
motion, mechanics, heat, light and other electromagnetic radiation, Mathematics examination, have demonstrated an appropriate
sound, electricity, magnetism, and the structure of atoms. It is the achievement level to study Form 6 Physics.
basis for most of the modern advances in technology, electronics, B. Students who have achieved 45-55% in the Form 5 School
computers, etc. Physics examination, or 45-55% in Form 5 Mathematics
Candidates who successfully study Physics in Form 5 can continue examination will find Form 6 NCEA Level 2 Physics very
to study Physics through Cambridge Assessment International at AS difficult. (these students will not attempt Cambridge Assessment
& A Level or through NCEA Level 2 and Level 3 Physics. examinations).
C. Students who have achieved less than 45% in the Form 5 School
COURSE OUTLINE Physics examination, or less than 45% in Form 5 School
Topic 1 General Physics: Measurement, base units and S.I. units, Mathematics examination, are strongly advised not to take Form
experimental techniques, graph plotting, scalars, vectors. 6 Physics.
Topic 2 Motion and Force: Kinematics, suvat equations, velocity,
acceleration, mass, weight, density, effects of force, COURSE DESCRIPTION / AIMS
centripetal force, conditions for equilibrium, moments, centre Physics is the branch of science concerned with the nature and
of mass, momentum, energy, energy resources, efficiency, properties of matter and energy. The subject matter of Physics
work, power, pressure. includes mechanics, heat, light and other radiation, sound, electricity,
Topic 3 Thermal Physics: States of matter, particle models, magnetism, and the structure of atoms. It is the basis for most of the
evaporation, gas pressure changes, gas laws, thermal modern advances in technology, electronics, computers, etc.
expansion, temperature measurement, thermal capacity,
melting and boiling, transfer of heat, conduction, convec- COURSE OUTLINE
tion and radiation. Part 1: Experimental methods, kinematics, vectors, force, moments,
Topic 4 Properties of Waves: General wave properties, light, re- momentum, energy, free fall, projectiles, atomic models,
fraction of light, converging lenses, dispersion of light, radioactivity, nuclear reactions, nuclear fission and fusion

Part 2: Circular motion and gravitation, propagation of light, wave • Current of electricity • DC circuits
properties, reflection, images, refraction, waves, interference • Particle and nuclear physics
Part 3: Electric charge, electric field, DC electricity, resistor circuits,
magnetic fields, electromagnetic induction, METHODS OF ASSESSMENT
Internal Assessment:
METHODS OF ASSESSMENT Students will sit 1 x 1-hour, 1 x 2-hour, and 1 x 3-hour examinations.
School Assessment: Approximately twenty experiments are performed, written up and
Students will sit 1 x 1-hour, 1 x 2-hour, and 1 x 3-hour School marked during each year. Practical examinations are undertaken
examinations. Approximately twenty experiments are performed, each term and contribute towards the examination mark awarded
written up and marked during each year. Problem assignments are each term. Formative assessments are sat in each part of the course.
set and marked.
External Assessment:
External Assessment: Students are prepared for the Cambridge Advanced Subsidiary (AS)
NCEA Level 2 Achievement Standards that students will be prepared examination (Syllabus 9702 AS).
for include: The Cambridge AS format is:
Physics 2.1 Carry out a practical physics investigation that
leads to a non-linear mathematical relationship. Paper 1 [1-hour 15 min] 40 x Multiple-choice questions, 31% of
Internally-assessed, 4 credits Cambridge AS course mark
Physics 2.3 Demonstrate understanding of waves Paper 2 [1-hour 15 min] Structured questions, 46% of Cambridge
Externally-assessed, 4 credits AS course mark
Physics 2.4 Demonstrate understanding of mechanics Paper 3 [2 hours] Advanced practical skills, 23% of Cambridge AS
Externally-assessed, 6 credits course mark
Physics 2.5 Demonstrate understanding of atomic and
nuclear physics SPECIAL EQUIPMENT AND COSTS
Internally-assessed (Term 1 AGS examination), Hard covered lab book required. Theory and question workbook costs
3 credits $20.00 for the year.
Physics 2.6 Demonstrate understanding of electricity and
electromagnetism CONTINUATION AT SCHOOL
Externally-assessed, 6 credits Continues onto Form 7 Cambridge A2 Physics, which is a pre-requisite
for many courses at universities, technical institutes and many careers.
SPECIAL EQUIPMENT AND COSTS REFERENCE PERSON Mr G. Jennings, HOD Physics

Hard covered laboratory book and graph paper required. Theory and
question workbooks cost $20 for the year. Subscription to Education
Perfect costs $20 (at 2020 prices). PHYSICS - FORM 7: NCEA LEVEL 3
Physics continues onto Form 7 NCEA Level 3 Physics, which is a PRE-REQUISITES
pre-requisite for many courses at universities, technical institutes Form 6 Physics and Mathematics
and many careers.
REFERENCE PERSON Mr G. Jennings, HOD Physics A. Students who have achieved over 55% in Form 6 Physics
(NCEA or Cambridge AS) School examinations have an
appropriate achievement level to study Form 7 Physics.
PHYSICS - FORM 6 : AS B. Students who have achieved 45-55% in Form 6 Physics (NCEA
or Cambridge AS) School examinations will find Form 7
Physics difficult.
PRE-REQUISITES C. Students who have achieved less than 45% in the Form 6
Form 5 Pre-Q Physics. An ability in Mathematics is an advantage, and Physics School examinations are not recommended to take
students should be taking Form 6 Mathematics. Form 7 Physics.
RECOMMENDED ACHIEVEMENT LEVELS COURSE DESCRIPTION / AIMS

Students who wish to do Cambridge Assessment AS Physics should Physics is the branch of science concerned with the nature and
have scored in excess of 60% in School examinations and gained a properties of matter and energy. The subject matter of Physics
60% or better in the Pre-Q examinations. includes mechanics, heat, light and other radiation, sound, electricity,
magnetism, and the structure of atoms. It is the basis for most of the
COURSE DESCRIPTION / AIMS modern advances in technology, electronics, computers, etc.
Physics is the branch of science concerned with the nature and
properties of matter and energy. The subject matter of Physics COURSE OUTLINE
includes mechanics, heat, light and other radiation, sound, electricity, Part 1: Experimental methods, kinematics, force, circular motion,
magnetism, and the structure of atoms. It is the basis for most of the rotational kinematics, Modern physics (photoelectric effect, atomic
modern advances in technology, electronics, computers, etc. spectra, nuclear reactions)
Part 2: Simple harmonic motion, progressive and standing waves,
COURSE OUTLINE interference, Doppler Effect, magnetism
This is the last year of the current Cambridge syllabus. There is a need Part 3: Kirchhoff’s laws, capacitance, magnetic induction,
to cover some additional topic material in the new 2022 syllabus for alternating current, reactance, impedance
students continuing through to A2-level assessment in 2022.
The subject content of the Cambridge course is divided into two METHODS OF ASSESSMENT
segments, AS and A2. Examinations are set at the end of each School Assessment:
segment (with marks from AS being carried forward to the A2 There are 1 x 1-hour, 1 x 2-hour, and 1 x 3-hour School examinations.
course if studied). The topics studied during the AS Physics course Approximately twenty experiments are performed and written up
are listed below: during each year. Problem assignments are set and marked.
Candidates for Cambridge AS Level Physics study the following topics: External Assessment:
• Physical quantities and units • Measurement techniques NCEA Level 3 Achievement Standards that students will be prepared
• Kinematics • Dynamics for include:
• Forces, density and pressure • Work, energy and power Physics 3.1 Carry out a practical investigation with guidance
• Deformation of solids • Waves that leads to a mathematical relationship
• Superposition • Electric fields Internally-assessed Credits: 4
Physics 3.3 Demonstrate understanding of wave systems

Externally-assessed Credits: 4 SPECIAL EQUIPMENT AND COSTS
Physics 3.4 Demonstrate understanding of mechanical systems Hard-covered laboratory book required. Theory and question work-
Externally-assessed Credits: 6 books costs $20.00 for the year.
Physics 3.5 Demonstrate understanding of modern Physics
Internally-assessed (Term 1 AGS examination) REFERENCE PERSON Mr G. Jennings, HOD Physics
Credits: 3
Physics 3.6 Demonstrate understanding of electrical systems
Externally-assessed Credits: 6 SCIENCE - FORM 4
Hard-covered lab book and graph paper required. Theory and question PRE-REQUISITES
workbook costs $25 for the year. Subscription to Education Perfect Form 3 Science. The Form 4 course is for all students in all Form 4
costs $20 (at 2020 prices). classes.
REFERENCE PERSON Mr G. Jennings, HOD Physics COURSE OUTLINE
Form 4 Science prepares students to study all individual Science
courses in Form 5. There are twelve topics covered during the year.
PHYSICS - FORM 7 : A2 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:
PRE-REQUISITES
Form 6 Physics (Cambridge AS) and Mathematics The Physical World: Mechanics, Electricity, Waves,
The Material World: Chemical Structure and Bonding,
RECOMMENDED ACHIEVEMENT LEVELS Chemical Reactions, Organic Chemistry
Students who wish to sit Cambridge A2 examinations must pass The Living World: Cell Membranes and Movement, Ecology,
at Cambridge AS Level in Form 6, with an A to C Grade. It may Inheritance
be possible to be accepted onto the Cambridge A2 course with a D Planet Earth and Beyond: Astronomy, Earth Science
or E Grade from Cambridge AS but all such students must repeat The Nature of Science: Introduction to Safe Laboratory Practices
Cambridge AS in the May/June Examination Series of 2020 to try to
gain a better Cambridge AS grade. Students who fail the Cambridge METHODS OF ASSESSMENT
AS course and still need Physics for their career choice, may be There is a one-hour examination in Term 1 that tests content from
accepted into NCEA Level 3. 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
COURSE DESCRIPTION / AIMS includes previously studied key Science skills and concepts. The two-
Physics is the branch of science concerned with the nature and hour examination in Term 4 focuses on the topic material studied in
properties of matter and energy. The subject matter of Physics Terms 3 and 4, but will include skills reinforced throughout the year.
includes mechanics, heat, light and other radiation, sound, electricity,
magnetism, and the structure of atoms. It is the basis for most of the A Coursework Mark component in Terms 2 and 4 is derived from
modern advances in technology, electronics, computers, etc. marks gained in topic tests, book marks, assignments and projects.
COURSE OUTLINE All students begin the study of Pre Q Science courses in Form 4. They
The subject content of the Cambridge course is divided into two parts, are taught key concepts that are not covered in Form 5 schemes of
Cambridge AS and Cambridge A2. Examinations are set at the end work. Students are required to keep the Pre-Q study guides issued in
of each part with marks from Cambridge AS being carried forward to Form 4 to assist with revision in Form 5.
account for 50% of the Cambridge A2 course. Cambridge A2 topics
in addition to those studied at Cambridge AS level are listed below: CONTINUATION OF SUBJECT AT SCHOOL
Science continues in Form 5 with a choice of five options:
• Motion in a circle • Gravitational fields 1. NCEA Level 1 Science (a single option) - Forms 5O - 5P
• Ideal gases • Temperature 2. Pre-Q Triple Science - Forms 5A - 5D (a double option where
• Thermal properties of materials • Oscillations students study all three Pre-Q Sciences. This option is challenging
• Communication • Capacitance and is offered to academically able students keen on Science)
• Electronics • Magnetic fields 3. Pre-Q Biology- 5A - 5N
• Electromagnetic induction • Alternating currents 4. Pre-Q Chemistry - 5A - 5N
5. Pre-Q Physics - 5A - 5N
METHODS OF ASSESSMENT Details of these courses and their prerequisites can be found in the
Internal Assessment: Science - Form 5 section of the Course Handbook or the corresponding
Students will sit 1 x 1-hour, 1 x 2-hour, and 1 x 3-hour School sections for Biology, Chemistry and Physics.
examinations. Approximately twenty experiments are performed,
written up and marked during each year. Practical design and data Special Equipment and Costs
analysis examinations are undertaken each term and contribute $20.00 for Education Perfect
towards the examination mark awarded each term. Formative
assessments are sat in each part of the course. REFERENCE PEOPLE Ms B. McGowan, Head of Faculty Science
Mr F. Wilson, Master in Charge of Form
External Assessment 3 Science
Students are prepared for the Cambridge Advanced Level examination Mr J. Knightly, Master in Charge Form
(Syllabus 9702 A2). 4 Science
The Cambridge A2 examination format is: Please note that content in this Handbook is correct at the time
Paper 4 [2 hours] Cambridge A2 structured questions (38.5% of of printing. However, some of the Junior Courses may have had
Cambridge A Level course mark) time allocations for delivery changed for 2021. As a result, content
Paper 5 [1 hour 15 mins] Practical skills, planning, analysis and advertised in this course may change slightly at the discretion of the
evaluation (11.5% of Cambridge A Level course mark) Head of Department.
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.

Continuation of Subject:
NCEA Level 1 Science leads onto all four NCEA Level 2 Sciences.
SCIENCE - FORM 5 Students must have passed the externally-assessed standards if they
wish to continue studying Science in Form 6.
PRE-REQUISITES
REFERENCE PERSON Ms B. McGowan, Head of Faculty Science
Form 3 Science and Form 4 Science
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
SCIENCE - FORM 5: PRE-Q
already been introduced and these ideas are further developed during TRIPLE SCIENCE
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. This course covers all three Pre-Q Sciences – Biology, Chemistry and
Physics across two Option Lines. Due to the demanding nature of this
The Science courses offered at this level include: course, it will only be offered to students in 4A to 4D. Students sit
1. NCEA Level 1 Science (a single option) - Forms 5O - 5P separate School examinations in Terms 1, 2 and 4 to gain separate
2. Pre-Q Triple Science (BIO, CHEM and PHYSICS as a double grades in each subject (Biology, Chemistry and Physics).
option) - Forms 5A - 5D. This option is challenging and is offered
to academically able students keen on Science. Students gaining marks of at least 60% in the specialist Science
3. Pre-Q Biology (a single option) - 5A - 5N subjects get automatic entry to a Cambridge AS course in that subject
4. Pre-Q Chemistry (a single option) - 5A - 5N ,assuming they have met the criteria of a minimum of 65% in each
5. Pre-Q Physics (a single option) - 5A - 5N of four subjects in Pre-Q.
• 4A - 4D can take Triple Science (SCQ and SCZ - two Sciences COURSE OUTLINE
(BIO/CHE/PHY across two option lines) or up to three Science Biology Topics:
subjects (BIO/CHE/PHY). Refer to the Pre-Q Biology section in Course Handbook for full details.
• 4E - 4I can take up to three Science subjects (BIO/CHE/PHY),
although it is recommended that students select a maximum of Chemistry Topics:
two Sciences. Refer to the Pre-Q Chemistry section in this handbook for full details.
• 4J - 4N can take up to two Science subjects (BIO/CHE/PHY).
• 4O/4P will take NCEA Level 1 Science (SCI). Physics Topics:
Refer to the Pre-Q Physics section in this handbook for full details
Details of the specialist Biology, Chemistry and Physics courses can
be found in the relevant specialist Science sections of the Course METHODS OF ASSESSMENT
Handbook. Internal Assessment:
Internal assessment for Triple Science follows the separate Science
STUDY OF SCIENCE SUBJECTS BEYOND FORM 5 formats for Biology, Chemistry and Physics with three examination
1. Students gaining pass grades in Pre-Q specialist Science courses sessions in Terms 1, 2 and 4.
(Biology, Chemistry, Physics) can continue Science by opting in
Form 6 to study: The examination format for each of the Sciences can be found in the
a) NCEA Level 2 in any of the specialist Science disciplines or relevant Pre-Q section of the Course Handbook.
b) Specialist Cambridge AS Science courses (Biology, Chemistry,
Physics) as long as they gain a minimum of 65% in each of 4 REFERENCE PERSON Ms B. McGowan, Head of Faculty Science
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). EARTH & SPACE SCIENCE - FORM 6:
NCEA LEVEL 2
SCIENCE - FORM 5: NCEA LEVEL 1 PRE-REQUISITES

Form 6 Earth and Space Science is a course that is suitable as:
• A complementary subject for students who have studied
This is a compulsory subject for students in the NCEA Level 1 course. Geography in Form 5 and intend to study Geography in Form 6.
• A complementary subject for students who have studied one or
Students taking this course will take a range of NCEA Level 1 Biology, more Science subjects (Biology, Chemistry or Physics ) in Form
Chemistry and Physics Achievement Standards to allow them access 5 and intend to study a Science subject in Form 6.
to any of the NCEA Level 2 courses in Biology, Chemistry, Earth and • Students who are interested in studying Environmental or Earth
Space Science or Physics. Sciences at university
Course outline: Up to 19 credits offered throughout the year via RECOMMENDED ACHIEVEMENT LEVELS
internally-assessed and externally-assessed Achievement Standards. • Students averaging over 55% in Form 5 School Geography and/
or Form 5 Science examinations (Biology, Chemistry or Physics)
AS90944 Demonstrate understanding of aspects of Acids and have an appropriate achievement level to study Level 2 NCEA
Bases 4 credits External Earth and Space Science.
AS90930 Carry out a practical chemistry investigation, with • Students averaging 45- 55% in Form 5 Geography and/or Form
direction 4 credits Internal 5 Science examinations (Biology, Chemistry or Physics) may
AS90940 Demonstrate understanding of aspects of mechanics find NCEA Level 2 Earth and Space Science difficult.
4 credits External
AS90935 Carry out a practical physics investigation that leads to COURSE DESCRIPTION / AIMS
a linear mathematical relationship, with direction Earth and Space Science has three main dimensions:
4 credits Internal 1. ESS connects systems:
AS90926 Report on a biological issue 3 credits Internal ESS explores the interconnections between the geology, ocean,
atmosphere, and life systems of the Earth. The flows and stores
Special Equipment and Course Costs of energy and matter in the cycles of water, carbon, rock, and
$20.00 for Education Perfect other materials are studied to understand how they continuously
$18.00 for Workbooks shape, influence, and sustain Earth and its inhabitants. ESS

also explores the cyclical interactions between the Earth system Form 7 (NCEA Level 3) Earth and Space Science difficult.
and the Sun and Moon.
2. ESS explores how New Zealand has been shaped by its location: Earth and Space Science (ESS) has three main dimensions:
New Zealand straddles the boundary between two major tectonic
plates. ESS scientists, and students who study ESS, investigate 1. ESS connects systems:
how this precarious location has impacted (and continues to ESS explores the interconnections between the land, ocean,
impact) on New Zealand’s geology and landforms, sometimes in atmosphere, and life of our planet. These include the cycles of
dramatic ways. water, carbon, rock, and other materials that continuously shape,
ESS investigates the major ocean currents that flow past New influence, and sustain Earth and its inhabitants.
Zealand and the impact these and other factors have on our ESS also explores the cyclical interactions between the Earth
weather and climate. system and the Sun and Moon.
3. ESS explores the solar system and beyond: 2. ESS explores how New Zealand has been shaped by its location:
Planet Earth is dynamically linked with the solar system and the New Zealand straddles the boundary between two major tectonic
wider universe. ESS investigates the structure and composition plates. ESS scientists, and students who study ESS, investigate
of these systems and develops understanding of the vast how this precarious location has impacted (and continues to
distances and times involved. impact) on New Zealand’s geology and landforms, sometimes in
dramatic ways.
Research, practical investigation and report-writing is a major focus ESS investigates the major ocean currents that flow past
of the course, and three of the five standards are internally-assessed. New Zealand and the impact these and other factors have on
our weather and climate.
COURSE OUTLINE
The NCEA Level 2 Earth and Space Science course assesses five 3. ESS explores the solar system and beyond:
Achievement Standards: Planet Earth is dynamically linked with the solar system and
AS91187 2.1 Carry out a practical Earth and Space Science the wider universe. ESS investigates the structure and compo-
investigation 4 credits Internal sition of these systems and develops understanding of the
AS91189 2.3 Investigate geological processes in a New Zealand vast distances and times involved.
locality 4 credits Internal
AS91191 2.5 Demonstrate understanding of the causes of Research, practical investigation and report-writing is a major focus
extreme Earth events in New Zealand of the course, and three of the five standards are internally-assessed.
4 credits External
AS91192 2.6 Demonstrate understanding of stars and planetary COURSE OUTLINE
systems 4 credits External The NCEA Level 3 Earth and Space Science course assesses five
AS91193 2.7 Demonstrate understanding of physical principles Achievement Standards:
related to the Earth System AS91410 3.1 Carry out an independent practical Earth and Space
4 credits External Science investigation 4 credits Internal
AS91412 3.3 Investigate the evidence related to dating
METHODS OF ASSESSMENT geological event(s) 4 credits Internal
Achievement Standards 2.1 and 2.3 are internally-assessed, while AS91413 3.4 Demonstrate understanding of processes in the
2.5, 2.6 and 2.7 are assessed in a three-hour external examination. ocean system 4 credits External
AS91414 3.5 Demonstrate understanding of processes in the
SPECIAL EQUIPMENT AND COSTS atmosphere system 4 credits External
$25.00 for a course workbook. AS91415 3.6 Investigate an aspect of astronomy
$20.00 for Education Perfect. 4 credits Internal
Field work will form part of a teaching programme, but its nature may METHODS OF ASSESSMENT
vary between classes depending on the topics being taught. Achievement Standards 3.1, 3.2, and 3.6 are internally-assessed,
while 3.4 and 3.5 are assessed in a three-hour external examination.
Earth Science is offered as an NCEA Level 3 Subject. SPECIAL EQUIPMENT AND COSTS
$25.00 for a course workbook.
REFERENCE PERSON Ms B. McGowan, HOF Science $20.00 for Education Perfect.
Field work will form part of a teaching programme, but its nature may
EARTH & SPACE SCIENCE - FORM 7: vary between classes depending on the topics being taught.
NCEA LEVEL 3 CONTINUATION OF SUBJECT AT UNIVERSITY

Earth Science is taught by Science Faculties, usually as part of
Environmental Science. It is also a useful foundation for the study
PRE-REQUISITES of Geography in Arts Faculties.
Form 7 Earth and Space Science is a course that is suitable as:
• A complementary subject for students who have studied. REFERENCE PERSON Ms B. McGowan, HOF Science
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 a Science subject 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.

• Students averaging over 55% in Form 6 School Geography
and/ or Form 6 Science examinations (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 examinations (Biology, Chemistry or Physics) may find

SOCIAL SCIENCES - FORM 4 time allocations for delivery changed for 2021. As a result, content
GEOGRAPHY & HISTORY advertised in this course may change slightly at the discretion of the
Head of Department.
PRE REQUISITES
None
SPANISH - FORM 4
DESCRIPTION / AIMS
Social Studies is about how people in different cultures, times, and
places, think, feel, and act, how they organise their way of life, PRE-REQUISITES
interact with others, and initiate or respond to change. Four broad Form 3 Spanish
aims may be identified:
1. To develop knowledge in the world and nation within which we DESCRIPTION / AIMS
live. The course aims to develop the skills of listening, speaking, reading
2. To promote thinking and understanding of how and why different and writing Spanish to enable the student to communicate with
cultures and individuals make, or have made, decisions to meet confidence in a variety of everyday situations. At the end of the
their needs. course students will have a solid grasp of the vocabulary, grammar
3. To develop academic and social skills. and pronunciation of the Spanish language, which will enable them
4. To create an ongoing interest in Geography and History. to progress with Spanish in Form 5. Students will also learn about
The Form 4 Social Studies Course introduces the senior subjects of the life and customs of the people of Spain and other countries of
Geography and History. Students get a taste of both subjects, study the Spanish-speaking world.
topics that have value in their own right and fulfil the requirements of
the NZ National Curriculum. Where possible this will involve classes COURSE OUTLINE
being taught Geography and History by specialist teachers. Covering Students regularly practise the four language skills. Topics covered
some Pre-Q content in Form 4 also allows those students who continue include: asking for and giving more detailed personal information,
in these subjects more in-depth learning in Form 5. describing people and things, school, holidays, work and talking about
activities in the past, present, and future.
COURSE OUTLINE
Geography: METHOD OF ASSESSMENT
1. Plate tectonics, volcanoes and earthquakes, their effects and how There are 1 x 1-hour and 2 x 2-hour examinations, testing the skills
man can prepare and cope with the consequences. of listening, reading and writing. The final examination in Term 4
2. Population change, the population explosion, youthful and ageing contains a speaking mark derived from tests undertaken in Terms 2
populations and their consequences. and 3. There are also common tests at regular intervals to assess
3. Population control. migration, push and pull factors, consequences progress in the four skills.
for origin and destination areas.
4. Coastal processes, attempts to manage these by man. SPECIAL EQUIPMENT AND COSTS
5. Geographic, particularly mapping, skills. Students are encouraged to buy a dictionary for use at home. We
6. Geography is taught with reference to case studies, some global, also sign all students up for the Education Perfect learning languages
many New Zealand based. website.
History: CONTINUATION OF SUBJECT AT SCHOOL

New Zealand, c.1900-1939: Survey Study All students do Pre-Q in Form 5 and in Forms 6 and 7 students can
1. Still “the Britain of the South Seas”?: How far did NZ’s place follow either the NCEA or Cambridge pathway.
in the world change between 1900 and 1945?
2. How far did NZ society become fairer?: 1900-1945? REFERENCE PERSON Ms M. McNeill, HOD Spanish
3. How did the NZ economy develop?: c.1900-1945
The First World War, 1914-1918: Depth Study of printing. However, some of the Junior Courses may have had
1. Did one bullet cause the First World War? time allocations for delivery changed for 2021. As a result, content
2. Why wasn’t the war “over by Christmas” 1914? advertised in this course may change slightly at the discretion of the
3. “Lions led by donkeys?” Why did the war on the Western Head of Department.
Front become a war of attrition?
4. Why wasn’t the war won at Gallipoli—or on other fronts?.
5. Did America win the First World War?
SPANISH - FORM 5: Pre-Q
International Relations, 1919-1939: Survey Study
1. “The diktat”: How fair were the peace treaties of 1919–23?
2. To what extent did the League of Nations succeed? PRE-REQUISITES
3. Was it Hitler’s foreign policy that caused the Second World Students who have made good progress in Form 4 Spanish are
War? recommended to undertake Pre-Q Spanish.
METHODS OF ASSESSMENT DESCRIPTION / AIMS

Every Form 4 student will complete a common test and or an The course for Pre-Q Spanish aims to build further on the skills of
examination at the end of every unit of work. In addition, individual oral and written communication with students learning to use Spanish
teachers carry out book checks and tests for their classes. to enable them to cope in a variety of common everyday situations.
Examinations have Geography and History papers, with a combination
of Pre-Q-style and more straightforward short answer questions. COURSE OUTLINE
While the level of mastery will depend on the particular student, the
SPECIAL EQUIPMENT AND COSTS Pre-Q course is based on five topic areas:
Standard stationery equipment. 1. Everyday activities
2. Personal and social life
CONTINUATION OF SUBJECT AT SCHOOL 3. The world around us
Social Studies does not continue beyond Form Four, but it leads into 4. The world of work
Form Five Pre-Q Geography and History and NCEA L1 Humanities 5. The international world
REFERENCE PERSON Mr C. Oates, HOD Social Studies

• 1 x 1-hour examination - end of Term 1 SPANISH - FORM 6: AS
• There are four papers in total and each one is worth PRE-REQUISITES
25%: Completion of Pre-Q Spanish or on agreement with HOD.
Part 1 - Listening
Part 2 - Reading DESCRIPTION / AIMS
Part 3 - Speaking AS Level aims to build further on the skills of oral and written
Part 4 - Writing and Grammar communication by dealing with the more complex structures and wider
vocabulary which will enable students to express their opinions in
SPECIAL EQUIPMENT AND COSTS Spanish on a wide variety of subjects of interest to young people.
Students are encouraged to buy a dictionary for use at home. We
also sign all students up for the Education Perfect learning languages COURSE OUTLINE
website. Topics will include:
The Life of Young People Today, Human Relationships, Health,
CONTINUATION AT SCHOOL Communication, Travel and Tourism, Culture, Environmental Issues,
Students may continue Spanish to Cambridge AS Level or NCEA Education, Equal Opportunities, Work and Leisure Activities,
Level 2. Immigration, Law and Order, Town and Country Life, Current Affairs
REFERENCE PERSON Ms M. McNeill, HOD Spanish METHODS OF ASSESSMENT

There will be three School examinations. These will assess the skills
of reading and writing.
AS Level
SPANISH - FORM 6 : NCEA LEVEL 2 This 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:
PRE-REQUISITES
Paper 1 – Speaking (30%).
Pre-Q Spanish
Paper 2 – Reading and writing (50%)
Paper 3 – Essay (20%)
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
Students are encouraged to buy a dictionary for use at home. We also
vocabulary, which will enable students to express their opinions in
sign all students up for the Education Perfect learning languages
Spanish on a wide variety of subjects of interest to young people.
website.
Students also develop individual reading skills.
COURSE OUTLINE
Students may continue Spanish to A2 level
Topics covered will include:
The Individual, Family and Home, School and Education, Social Life and
REFERENCE PERSON Ms M. McNeill, HOD Spanish
Customs, City and Town, Sport and Recreation, Travel and Holidays,
Issues of Current Interest, History and Geography.
There will be three School examinations each assessing the skills of SPANISH - FORM 7: NCEA LEVEL 3
listening, reading and writing.
At the end of the year, students will sit examinations to gain NCEA
credits in the externally-assessed Achievement Standards: PRE-REQUISITES
2.1 Demonstrate understanding of a variety of spoken Spanish texts Form 6 Spanish
on familiar matters (5 credits)
2.4 Demonstrate understanding of a variety of written/visual Spanish RECOMMENDED ACHIEVEMENT LEVELS
text(s) on familiar matters (5 credits) Students averaging over 60% in Form 6 Spanish and/or Pre-Q Spanish
School examinations are recommended for Form 7 Spanish.
Students will also have assessments during the year to gain credits
in the internally-assessed Achievement Standards: DESCRIPTION / AIMS
2.2 Give a spoken presentation in Spanish that communicates NCEA Level 3 aims to build further on the skills of oral and written
information, ideas and opinions (4 credits) communication by dealing with the more complex structures and
2.3 Interact using spoken Spanish to share and justify information, wider vocabulary which will enable students to express their opinions
ideas and opinions in different situations (5 credits) in Spanish on a wide variety of subjects of interest to young people.
2.5 Write a variety of text types in Spanish for genuine contexts (5
credits) COURSE OUTLINE
Topics will include:
SPECIAL EQUIPMENT AND COSTS The Life of Young People Today, Human Relationships, Health,
Students are encouraged to buy a dictionary for use at home. We Communication, Travel and Tourism, Culture, Environmental Issues,
also sign all students up for the Education Perfect learning languages Education, Equal Opportunities, Work and Leisure Activities, Immigra-
website. tion, Town and Country Life, Current Affairs.
CONTINUATION AT SCHOOL METHODS OF ASSESSMENT

Students may continue Spanish to NCEA Level 3 There will be three School examinations. These will assess the skills
of listening, reading and writing.
At the end of the year students will sit examinations to gain NCEA
credits in the externally-assessed Achievement Standards:
3.1 Demonstrate understanding of a variety of extended spoken
Spanish texts (5 credits)
3.4 Demonstrate understanding of a variety of extended written and/
or visual Spanish texts (5 credits)
Students will also have assessments during the year to gain credits

in the internally-assessed Achievement Standards: Please note that content in this Handbook is correct at the time
3.2 Give a clear spoken presentation in Spanish that communicates a of printing. However, some of the Junior Courses may have had
critical response to stimulus material (3 credits) time allocations for delivery changed for 2021. As a result, content
3.3 Interact clearly using spoken Spanish to explore and justify varied advertised in this course may change slightly at the discretion of the
ideas and perspectives in different situations (6 credits) Head of Department.
3.5 Write a variety of text types in clear Spanish to explore and justify
varied ideas and perspectives (5 credits)
TE REO MĀORI – FORM 5: NCEA LEVEL 1
sign all students up for the Education Perfect learning languages PRE-REQUISITES
website. Form 4 Te Reo Māori or by consultation with the HOD Te Reo Māori.
REFERENCE PERSON Ms M. McNeill, HOD Spanish 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
SPANISH - FORM 7: A2 LEVEL increasingly gain confidence in using a range of language strategies
in Te Reo Māori.
PRE-REQUISITES
COURSE OUTLINE
Good pass at AS level. Minimum ‘C’ pass or a strong ‘D’ will be
The following topics will be taught in Form 5:
allowed at the discretion of the HOD.
• Kei te Kāinga (At Home)
• Kei te Kura (At School)
COURSE OUTLINE
• Kei te Marae (At the Marae)
The A2 course aims to build on and extend the topic knowledge
• Te Ao Taiohi (Youth Life)
and grammatical knowledge acquired at Cambridge AS level. It also
• Hākinakina (Sports)
introduces the students to Spanish literary texts. Three literary texts
from Spain or Latin America will be studied in this course.
Students will be assessed in the three School examinations (Terms 1,
2 and 4) in four NCEA Level 1 Achievement Standards:
The Cambridge examination is in November. The speaking assessment
is internally-assessed and will take place near the start of Term 4.
1.1 Whakarongo kia mōhio ki te reo o tōna ao (Listening)
There are four papers in total:
[6 credits, Internal]
Paper 1 Speaking (20%).
1.2 Kōrero kia whakamahi i te reo o tōna ao (Speaking)
Paper 2 Reading and writing (35%)
Paper 3 Essay (15%)
1.3 Pānui kia mōhio ki te reo o tōna ao (Reading)
Paper 4 Literature (30%)
[6 credits, External]
1.4 Tuhi i te reo o tōna ao (Writing)
sign all students up for the Education Perfect learning languages
website.
NCEA Te Reo Māori Level 2
REFERENCE PERSON Mr N. Lobb, HOD Te Reo Māori
TE REO MĀORI - FORM 4 TE REO MĀORI – FORM 6: NCEA LEVEL 2
PRE-REQUISITES
PRE-REQUISITES
Form 3 Te Reo Māori or by consultation with the HOD Te Reo Māori.
Successful completion of the Form 5 Te Reo Māori course or by
consultation with the HOD Te Reo Māori.
DESCRIPTION/AIMS
The focus of this course is to further develop the language skills of
Whakarongo (Listening), Kōrero (Speaking), Tuhituhi (Writing) and
The Form 6 Te Reo Māori course aims to expand students’ ability to
Pānui (Reading) in Te Reo Māori. Also, students will continue their
understand, speak, read and write in Te Reo Māori. Students will take part
development and understanding of Tikanga Māori.
in general conversation with speakers of Te Reo Māori, understand
most of what is said, and contribute relevant comments. Students
COURSE OUTLINE
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
• Te Haerenga ki te Tāone (Going to Town)
of authentic Te Reo Māori materials and write expressively for a range
• Mahi Hākinakina (Sports and Leisure Activities)
of purposes.
• Ngā Mahi a te Rā (Daily Routines)
• Tōku Akoranga (My Class)
COURSE OUTLINE
• Te Hararei (Planning a Holiday)
• Manaakitanga (Hospitality)
• Hītori a iwi (Iwi History)
• Manaakitanga (Hospitality)
• Ōku Wawata (My Aspirations)
There is a one-hour examination and two two-hour examinations,
• Purākau (Ancient Myths and Legends)
assessing reading and writing. Students will also complete regular
• Tangihanga (Funeral)
vocabulary tests, end of unit tests as well as listening comprehension
• Matariki (Pleiades – Open Cluster of Stars)
tests and speaking assessments.
Students will be assessed in the three School examinations (Terms 1,
NCEA Level 1 Te Reo Māori
2 and 3) and in four NCEA Level 2 Achievement Standards:
2.1 Whakarongo kia mōhio ki te reo o te ao torotoro (Listening)

2.2. Kōrero kia whakamahi i te reo o te ao torotoro (Speaking) of knowledge. A very important aspect of the course is to provide
[6 credits, Internal] students with a clear understanding of mechanical construction and
2.3 Pānui kia mōhio ki te reo o te ao torotoro (Reading) software engineering. There is a clear emphasis on Mathematics and
[6 credits, External] the course is divided into three units of work:
2.4 Tuhi i te reo o te ao torotoro (Writing) • Structures/Bridge Building (National Competition)
[6 credits, External] • Computer Aided Design and Programming
CONTINUATION OF SUBJECT AT SCHOOL • Mechanical Systems, Sustainable and Emerging Technologies
NCEA Te Reo Māori Level 3 Students will each receive a printed workbook to cover course content,
typical examination questions and relevant revision material.
Students’ work will be assessed on their end-of-term examination
TE REO MĀORI – FORM 7: NCEA LEVEL 3 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
PRE-REQUISITES manufacturing techniques. Assessment for the portfolio component
Successful completion of the Form 6 Te Reo Māori course or by will focus on the process of designing, modelling and testing.
consultation with the HOD Te Reo Māori.
COURSE DESCRIPTION / AIMS Students are expected to bring basic graphics equipment to lessons
The Form 7 Te Reo Māori course aims to further expand students’ and will be required to contribute towards materials costs. It is
ability to use the language accurately and fluently to inform, persuade anticipated that these will be no more than $50.00, but will vary
and entertain in all situations. Students will communicate about depending upon the size and complexity of the projects undertaken.
certainty and uncertainty, possibility and probability, and develop
arguments and points of view, with reasons. They will also learn to CONTINUATION OF SUBJECT AT SCHOOL
use language features such as idiomatic expressions and metaphor. This course leads onto Pre-Q Advanced Engineering or Pre-Q Core
Trades and Construction.
COURSE OUTLINE
The following topics will be taught in Form 7: REFERENCE PEOPLE Ms A. Johnson, TIC Junior Technology
• Haka and Waiata Mr M. Crook, HOD Technology
• Ngā Poropiti Māori
• Te Ao Torangapu Please note that content in this Handbook is correct at the time
• Te Whakarauora Reo of printing. However, some of the Junior Courses may have had
METHODS OF ASSESSMENT advertised in this course may change slightly at the discretion of the
Students will be assessed in the three School examinations (Terms Head of Department.
1, 2 and 3) and in four NCEA Level 3 Achievement Standards:
3.1 Whakarongo kia mōhio ki te reo Māori o te ao whānui
(Listening) [4 credits, Internal] GRAPHICS – FORM 4
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) PRE-REQUISITES
[6 credits, External] Students will be able to demonstrate successful completion of the
3.4 Tuhi i te reo Māori o te ao whānui (Writing) Form 3 Core Technology Course.
REFERENCE PERSON Mr N. Lobb, HOD Te Reo Māori The course is suitable for those students who are interested in a
possible career in Architecture, Graphic Design and Industrial Design.
The course is a foundation year to Pre-Q Graphics and will provide
TECHNOLOGY DEPARTMENT SUBJECTS 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 as follows:
• To develop graphic communication skills including freehand
ENGINEERING SYSTEMS AND DESIGN sketching and presentation techniques.
• To develop formal graphics skills including instrumental drawing
– FORM 4 and geometric construction.
• To promote students’ problem-solving skills by developing their
knowledge and understanding of a design process.
PRE-REQUISITES
• To develop students’ ability to model solutions – usually in card
Students will be able to demonstrate successful completion of the
and other compliant materials.
Form 3 Core Technology Course.
• To nurture creative and thoughtful problem-solvers.
Consideration for course admission will be based on both attainment
• To provide experience of using Computer-Aided Design and
and attitude and effort grades.
Manufacture techniques.
COURSE OUTLINE
This course aims to develop students’ problem-solving capability
During Form 4, this subject is driven by skills and associated design
through focused projects that lead onto Pre-Q Advanced Engineering
knowledge. These include the ability to problem-solve, construct
and Pre-Q Core, Trades and Construction. This course builds on the
graphical solutions to problems, to model and visually communicate
Resistant Materials, Computing/Programming and Graphics strands
solutions. The course is broken down into focused, skill-based tasks
followed in the Form 3 Core Technology course.
and teacher-directed projects that enable students to apply and
demonstrate their understanding of the skills acquired, by developing
COURSE OUTLINE
a solution to a design brief.
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
Students’ work will be assessed on their end-of-term examination and
creative design.
a portfolio of design work. The examination will focus on practical
design skills and theoretical knowledge of design including the design
Each project will be underpinned by a folio of supporting work
process, history, social and ethical considerations, sustainability,
demonstrating the student’s process of thought and application
materials, their properties and manufacturing processes. Assessment

for the portfolio component will include the completion of class-based skills in advanced machine operations using the centre lathe (cold
exercises and design brief-driven projects. riveting), milling machine, pillar drill and heat treatments. Stu-
dents will produce a simple clamping device using screw threads.
SPECIAL EQUIPMENT AND COSTS • Focusing on traditional design and communication skills as well
Students will require an A3 folio to keep project work in, as well as the use of Computer-Aided Design and Manufacture using
as basic technical drawing equipment (compass, 2H, 2B and HB industry standard software such as 2D Design or Solidworks
pencils, selection of colouring pencils and 30cm ruler). Students and CAM machines such as Laser cutters and 3D printers. As a
will be required to contribute towards take-home materials costs. It course work project, students will produce a working prototype
is anticipated that these will be no more than $20.00, but will vary made from compliant materials. Discovering the working charac-
depending upon the size and complexity of the projects undertaken. teristics and properties of thermoplastics and thermoset plastics
Graphics Packs will be available for students to purchase at the start and typical applications, as well as the use of composites and
of the year. on-going material research.
• Learning how advances in technology impact upon the evolution
# A3 Drawing Board and set squares are strongly advised. of design. Students will learn how to demonstrate an under-
standing of the need of designers to consider physical, cultural
CONTINUATION OF SUBJECT AT SCHOOL and aesthetic needs. Students will discover how product and
This course leads onto Pre-Q Advanced and Pre-Q Core Graphics graphic designers and engineers shape aspects of the man-made
environment and show appreciation of the economic implications
REFERENCE PEOPLE Ms A. Johnson, TIC Junior Technology of design decision-making.
Mr M. Crook, HOD Technology
Please note that content in this Handbook is correct at the time School Examinations:
of printing. However, some of the Junior Courses may have had • 1 x 1-hour examination
time allocations for delivery changed for 2021. As a result, content • 1 x 2-hour examination
advertised in this course may change slightly at the discretion of the • 1 x 3-hour examination (Pre-Q - 70%)
Head of Department.
Students will be assessed by examination (70%) and three focused
practical tasks throughout the year (30%).
DESIGN & TECHNOLOGY SPECIAL EQUIPMENT AND COSTS

Students will be required to cover take-home material costs. It is
FORM 5: ENGINEERING Pre-Q (ADVANCED) anticipated that this will be around $60.00, depending upon the
projects undertaken.
PRE-REQUISITES
Motivated students who are interested in problem-solving are encour-
Cambridge AS and A2 Engineering Product Design, or NCEA Level 2
aged to select this course. Priority will be given to students who have
and Level 3 Industrial Design, depending upon pathway.
successfully completed the Form 4 Engineering or Graphics courses.
REFERENCE PERSON Mr K. Jacobs, TIC Cambridge Technology
• To develop students’ creative thinking through the solving of
realistic design briefs.
• To focus on a body of knowledge to enable practical problem-
solving.
• Enable students to relate their work to personal interests.
DESIGN AND TECHNOLOGY, GRAPHICS FORM 5:
• To encourage technological awareness and impacts upon envi- PRE-Q CORE and PRE-Q ADVANCED.
ronment and society.
• Stimulate value judgements on designs including aesthetic, func-
tional, technical, economic and moral judgements. PRE-REQUISITES
• Develop making/modelling skills to develop a working proto- Students will be able to demonstrate successful completion of the
type/ solution (including the use of Computer-Aided Design and Form 4 Graphics or Engineering Courses.
Manufacture).
COURSE OUTLINE • To develop students’ creative thinking through the solving of
The course will be based around knowledge-based teaching and learn- realistic design briefs.
ing to enable success in the examinations and course work projects. A • To focus on a body of knowledge to enable practical problem-
number of minor projects will focus on the development of particular solving.
skills and knowledge, enabling success later in the year and the course • Enable students to relate their work to personal interests.
is a solid foundation to Cambridge AS Level Product Design. • To encourage technological awareness to include design and its
impacts upon the environment and society.
Students will gain experience in all areas of Product Design from iden- • Stimulate value judgements on designs including aesthetic,
tifying design problems, investigating a problem, creating concepts, technical, economic and moral judgements.
as well as realising those concepts in fully working prototypes. • Develop making/modelling skills including the use of Computer-
Aided Design and Manufacture.
Project and topics include:
• Learning about the physical characteristics, working properties COURSE OUTLINE
and typical applications of hardwood, softwood and man-made Students will gain experience in all areas of Graphic Design from iden-
boards. Students will prepare, mark and set out using datums tifying design problems, investigating a problem, creating concepts,
to shape and form straight and curved profiles using a range of as well as realising those concepts in fully working prototypes.
hand and machine tools. Students will produce and assemble
a small item of furniture, which will be joined using a range of Project and topics include:
frame and carcass construction techniques, with an appropriate • Students will be given a design brief. They will select and use
variety of finishes. Students will also learn about the use of formal and free-hand drawing techniques appropriate to the
temporary and permanent fixings including screws, adhesives, subject including: assembled, exploded and cut-away, ortho-
nails, domino’s and dowels, describe the process of laminating graphic drawing in first and third angle projection, dimensioning,
and explain its significance in terms of strength and form. isometrics, including circles and arcs, perspective, using one and
• Students will learn how to work with and describe physical two point. Students will have an introduction on how to apply
characteristics, working properties and typical applications of correct drawing techniques. They will then learn how to use
ferrous, non-ferrous metals and alloys. Students will develop CAD and CAM by using appropriate software programs, such as

Sketchup, as well as 2D design and use CAM (the laser cutter) METHODS OF ASSESSMENT
to make small prototypes of their chosen design. Students will be assessed by an end-of-year examination (60%) and
• Accepted techniques of rendering will be covered and these will a major design-based project (40%). The project will be based on a
then be applied to enhance the visual appeal of presentation self-determined design problem and will result in the production of a
drawings. design model that will be developed into a prototype in Form 7. The
• Students will learn how to go about answering a design brief. design brief will be negotiated by the student and teacher to ensure
They will produce prototype CAD and physical model to give suitability.
them a better understanding of the challenges that this brings.
They will have to choose suitable materials and finishes in order SPECIAL EQUIPMENT AND COSTS
to create a successful solution. Students will be required to cover take-home material costs. It is
• Students will learn how advances in technology impact upon anticipated that these will range between $50 and $120 depending
the evolution of design. Students will learn how to demonstrate upon the project undertaken.
an understanding of the need of designers to consider physical,
cultural and aesthetic needs. Students will also discover how CONTINUATION OF SUBJECT AT SCHOOL
product and graphic designers and engineers shape aspects of the Cambridge A2 Level Design and Technology Product Design.
man-made environment and show appreciation of the economic
implications of design decision-making. REFERENCE PERSON Mr M. Crook, HOD Technology
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 GRAPHIC PRODUCTS AND ARCHITECTURE
negotiated by the student and teacher to ensure suitability, but will
be developed from a teacher-given context. The examination consists
- FORM 6: AS
of two papers – a Common Core paper (testing graphical ability) and
a Communication paper (testing the problem-solving and designing).
PRE-REQUISITE
Motivated and creative students who have demonstrated successful
completion of Form 5 Pre-Q Graphics, attaining a mark of at least 60%.
• All students will require an A3 folio to keep project work in, as
well as the basic Graphics Kit (approximate cost $40.00). Graph-
ics kits will be available to purchase at the start of the year.
• Develop and sustain students’ own innovation, creativity and
• # A3 Drawing Board and set squares are strongly advised.
design and technology capability to recognise constraints and
to produce high-quality products.
• Develop an awareness of the significance of design and technol-
Cambridge AS/A Level Graphic Products and Architecture or NCEA
ogy upon society.
Industrial Design, depending upon pathway.
• Apply essential knowledge, understanding and skills of design
production processes to a range of technological activities and
REFERENCE PEOPLE Mr K. Jacobs, TIC Cambridge Technology
develop an understanding of industrial practices.
• Use ICT (including CAD/CAM) as appropriate to enhance stu-
dents’ design and technology capability.
• Develop critical evaluation skills in technical, aesthetic, economic,
environmental, social and cultural contexts.
DESIGN & TECHNOLOGY, ENGINEERING • Develop as discerning consumers able to make informed choices.
PRODUCT DESIGN - FORM 6: AS • Develop positive attitudes of co-operation and citizenship and
being able to work collaboratively.
• Critically analyse products and their impacts.
PRE-REQUISITES
Motivated and creative students who have demonstrated successful COURSE OUTLINE
completion of Form 5 Pre-Q Graphics, or Pre-Q Engineering, attaining • The course will be based around knowledge-based teaching and
a mark of at least 60%. learning to enable success in a major project. A number of minor
projects will focus on the development of particular skills and
COURSE DESCRIPTION / AIMS knowledge, enabling success later in the year, both in the major
• Develop and sustain students’ own innovation, creativity and project and examination.
design and technology capability, to recognise constraints and • Students will gain experience of all areas of product develop-
to produce high-quality products. ment from identifying and writing a brief through to research,
• Develop an awareness of the significance of design and technol- analysis, ideation and modelling skills to include Computer Aided
ogy upon society. Design (CAD).
production processes to a range of technological activities and METHODS OF ASSESSMENT
develop an understanding of industrial practices. Students will be assessed by an end-of-year examination (60%) and
• Use ICT (including CAD/CAM) as appropriate, to enhance stu- a major design-based project (40%). The project will be based on a
dents’ design and technology capability. self-determined design problem and will result in the production of a
• Develop critical evaluation skills in technical, aesthetic, economic, design model that will be developed into a prototype in Form 7. The
environmental, social and cultural contexts. design brief will be negotiated by the student and teacher to ensure
• Develop as discerning consumers able to make informed choices suitability.
• Develop positive attitudes of co-operation and citizenship and
being able to work collaboratively. SPECIAL EQUIPMENT AND COSTS
• Critically analyse products and their impacts. All students will require an A3 folio to keep project work in, as well as
a basic Graphics Kit (approximate cost $35) or similar. The Graphics
COURSE OUTLINE Kits will be available to purchase at the start of the year.
• The course will be based around knowledge-based teaching and
learning to enable success in the major project. A number of CONTINUATION OF SUBJECT AT SCHOOL
minor projects will focus on the development of particular skills Cambridge A2 Level Design and Technology Graphics Products.
and knowledge, enabling success later in the year both in the
major project and examination. REFERENCE PEOPLE Mr K. Jacobs, TIC Cambridge Technology
• Students will gain experience of all areas of product develop- Mr M. Crook, HOD Technology
ment from identifying and writing a brief through to research,
analysis, ideation and modelling skills to include Computer-Aided
Design (CAD).

is largely controlled by the student.
INDUSTRIAL DESIGN FORM 6: NCEA LEVEL 2 CONTINUATION OF SUBJECT AT SCHOOL
This course leads onto NCEA Level 3 Industrial Design
PRE-REQUISITES
REFERENCE PERSON Mr M. Crook, HOD Technology
Motivated and creative students who have demonstrated success-
ful completion of Form 5 Pre-Q Graphics, or Engineering, attaining a
mark of at least 50%.

TRADES AND CONSTRUCTION -
The NCEA Level 2 course further develops the skills acquired at Pre-Q FORM 6 LEVEL 2 (UNIT STANDARDS)
Graphics or Engineering by tackling more complex design briefs. Stu-
dents will continue to develop their problem-solving, practical, graphic
communication and presentation skills, with elements of teaching and PRE-REQUISITES
learning taking place via both practical and conceptual design projects. Students must have successfully completed the Pre-Q Engineering
Students will be given the opportunity to evidence their work using a or Trades and Construction course achieving a minimum of 50%, or
variety of tools including Computer-Aided Design and Manufacture. have been approved by the HOD Technology.
The Level 2 course is predominantly product-focussed, progressing
to spatial design at Level 3. COURSE DESCRIPTION / AIMS
The purpose of this qualification is to provide the wider construc-
The course aims to further develop the students’: tion trades sector with work-ready people who are able to enter the
• Creative thinking using a design process. construction industry and who have developed essential transferable
• Practical manufacturing skills using a variety of media (resistant skills and underpinning knowledge applicable to a wide range of
and compliant materials). construction-related trades. Students who participate in the Trades
• Creative and practical problem-solving. and Construction programme can go on to consider a range of roles
• Research and synthesis skills. in the construction industry, such as seeking an Apprenticeship in
• Technological knowledge focusing on Materials and Manufactur- carpentry, brick and block laying, painting and decorating, flooring,
ing Technologies. joinery, plumbing and gas fitting, frame and truss and aluminium
• Knowledge of Technology and Technologists and their impact joinery. The programme also provides a good base for students’ who
on society. would like to enter other related areas of the construction industry
• Understanding of sustainability and design’s impact on the en- such as architecture, quantity surveying and estimating.
vironment and society.
• Ability to use ICT to both solve problems and present design COURSE OUTLINE
concepts using Computer-Aided Design. The course builds on the foundation skills and knowledge gained in
• Exploration of modelling, both as a means of presenting and solv- 5th form Trades and Construction to refine student skills and develop
ing design problems. This includes both Computer-Aided Design understanding about best practice and manufacturing techniques.
and physical model-making. Largely practical in nature, based around construction projects such
• Range of graphics skills to communicate design ideas. as furniture making and other hands on activities. Students will aim
to achieve their National Certificate in Building, Construction, and
COURSE OUTLINE Allied Trades Skills at the completion of the course.
This course uses practical and graphics skills and knowledge to solve a
variety of real-life design problems in a number of design briefs. These METHODS OF ASSESSMENT
briefs are often negotiated and finalised by the student and should be Students work towards the National Certificate in Building, Construc-
“client” based. There are three main focuses for study for the year: tion, and Allied Trades Skills Level 2. They will complete a range of
• A practical product manufacturing brief designed to focus on industry NCEA standards that will be assessed through coursework
using resistant materials and advanced machining procedures and unit standards such as:
to produce a product to a given specification.
• A conceptual product design project that will focus on develop- Credits
ing aesthetic and technical awareness through sketching, formal
drawing and modelling of design concepts, as well as the impact US24354 Demonstrate knowledge of and apply 4
of design on people and the environment. safe working practices
• A written report that explores the process and purpose of using US24353 Demonstrate knowledge of and 6
technological modelling within the design process. create sketches and drawings
METHODS OF ASSESSMENT US24350 Identify, select, maintain and use 6

Students will be given the opportunity to gain up to 19 credits to- portable power tools
wards NCEA Level 2. Students will be assessed against the following US12927 Identify, select, use and maintain 6
Achievement Standards, with final assessment being based 100% hand tools
on course work.
External Achievement Standards: SPECIAL EQUIPMENT AND COSTS

91337 Use visual communication techniques to generate design • There will be a compulsory material cost of $120.00. At the
ideas (3 credits). completion of each project, students will be able to take their
91358 Demonstrate understanding of how technological modelling projects home.
supports risk management (4 credits). • Students will also be encouraged to purchase a set of chisels,
tenon saw, set of drill bits and drivers, claw hammer and a square
Internal Achievement Standards: for the start of course.
91344 Implement advanced procedures using resistant materials
to make a specified product with special features (6 CONTINUATION OF SUBJECT
credits) Form 7 Trades and Construction
91342 Develop a product design through graphics practice (6 credits)
REFERENCE PEOPLE Mr M. Crook, HOD Technology
All students will require an A3 folio to keep project work in, as well
as the basic Graphics Kit (approximate cost $35.00) or similar. The
Graphics Kits will be available to purchase at the start of the year.
Students will be required to cover take-home material costs. The
materials costs will vary depending upon the project undertaken and

being able to work collaboratively.
DESIGN AND TECHNOLOGY PRODUCT DESIGN
- FORM 7: A2 COURSE OUTLINE
The course will be based around knowledge-based teaching and learn-
ing to enable success in a major project. A number of minor projects
PRE-REQUISITES will focus on the development of particular skills and knowledge,
Students must achieve at least a C grade in Cambridge AS Product enabling success later in the year, both in the major project and ex-
Design or a high D Grade by negotiation with HOD Technology. amination. Students will gain experience of all areas of graphics from
freehand sketching and rendering to further develop design concepts,
COURSE DESCRIPTION / AIMS through to geometric construction, CAD modelling, rapid prototyping,
The course aims to: engineering drawings and producing refined models and mock-ups.
• Develop and sustain students’ own innovation, creativity and
design and technology capability, to recognise constraints and METHODS OF ASSESSMENT
to produce high-quality products. Students will be assessed by an end-of year-examination (60%) and a
• Develop an awareness of the significance of design and technol- major design-based project (40%). The project will be based on a self-
ogy upon society. determined design problem and will result in the production of a design
• Apply essential knowledge, understanding and skills of design model and accompanying presentation. The major project will likely
production processes to a range of technological activities and be a continuation of the project undertaken at Cambridge AS Level.
develop an understanding of industrial practices.
• Use ICT as appropriate, to enhance students’ design and tech- SPECIAL EQUIPMENT AND COSTS
nology capability. All students will require an A3 folio to keep project work in as well as
• Develop critical evaluation skills in technical, functional, aesthetic, the basic Graphics Kit (approximate cost $35.00) or similar. Graphics
economic, environmental, social and cultural contexts. Kits will be available to purchase at the start of the year.
• Develop as discerning consumers able to make informed choices.
• Develop positive attitudes of co-operation and citizenship and REFERENCE PEOPLE Mr K. Jacobs, TIC Cambridge Technology
work collaboratively. Mr M. Crook, HOD Technology
COURSE OUTLINE
The course will be based around knowledge-based teaching and learn- INDUSTRIAL DESIGN - FORM 7: NCEA LEVEL 3
ing 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 PRE-REQUISITES
examination. Students will gain experience of all areas of product Students must be able to demonstrate successful completion of Form
design including: design development, design communication, CAD 6 NCEA Level 2 Industrial Design course and will have attained a
modelling, rapid prototyping (3D Printing), engineering drawings and minimum of 12 credits.
producing models and mock-ups.
METHODS OF ASSESSMENT The NCEA Level 3 course further develops the skills acquired at
Students will be assessed by an end-of-year examination (60%) and NCEA Level 2. NCEA Level 3 Industrial Design is recognised as a
a major design-based project (40%). The project will be based on a University Entrance Course, so the credits earned by participating
self-determined design problem and will result in the production of a students will go towards their further studies. Students are required
fully working prototype. The major project will likely be a continuation to demonstrate their understanding of design process, in addition
of the project undertaken at Cambridge AS Level. to skills in presentation, modelling and drawing through an in-depth
conceptual design project.
Students will be required to cover take-home material costs. It is Key aims include:
anticipated that these will range between $40.00 and $80.00, de- • Developing a range of graphics skills to communicate design
pending upon the project undertaken. ideas.
• Producing creative problem-solvers.
REFERENCE PERSON Mr M. Crook, HOD Technology • 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
GRAPHIC PRODUCTS AND ARCHITECTURE and solving design problems. This will see students develop
FORM 7: A2 skills in Computer-Aided Design to communicate design ideas.
The course aims to further develop the students’:

PRE-REQUISITES • Creative thinking using a design process.
Students must achieve at least a C grade in Cambridge AS Graphics • Practical, modelling skills using compliant materials.
or a high D Grade by negotiation with HOD Technology. • Creative and practical problem-solving.
• Research and synthesis skills.
COURSE DESCRIPTION / AIMS • Technological knowledge, focusing on Materials and Manufactur-
The course aims to: ing Technologies.
• Develop and sustain students’ own innovation, creativity and • Knowledge of Technology and Technologists, and their design
design and technology capability, to recognise constraints and philosophies.
to produce high quality products. • Ability to use ICT to both solve problems and present design
• Develop an awareness of the significance of design and technol- concepts using Computer-Aided Design and Manufacture (3D
ogy upon society. Printing).
production processes to a range of technological activities and COURSE OUTLINE
develop an understanding of industrial practices. This course uses design and visual communication skills and knowl-
• Use ICT as appropriate, to enhance students’ design and tech- edge to resolve a user-centred design problem within a specified
nology capability. context. The focus for study in Form 7 is spatial design.
• Develop critical evaluation skills in technical, functional, aesthetic, The course looks at a variety of techniques that students can use to
economic, environmental, social and cultural contexts. aid their designing and creative thinking, culminating in much more
• Develop as discerning consumers able to make informed choices. in-depth projects than previously produced.
• Develop positive attitudes of co-operation and citizenship and 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 Computer-Aided
Design and Manufacture (CAD and CAM) including computer model-
ling, laser cutting and 3D printing.
Students work towards the National Certificate in Building, Construc-
tion, and Allied Trades Skills Level 2. They will complete a range of
industry NCEA standards that will be assessed through coursework
and unit standards such as:
External Achievement Standards

91627 Initiate design ideas through exploration (4 credits)
Internal Achievement Standards:

91629 Resolve a spatial design through graphics practice (6 credits)
91622 Implement complex procedures to make a specified prod-
uct using a computer numerical controlled (CNC) Machine
(4 credits)
91628 Develop a visual presentation that exhibits a design out-come
to an audience (6 credits)
TRADES AND CONSTRUCTION -

FORM 7 LEVEL 3, UNIT STANDARDS
PRE-REQUISITES
Students must have successfully completed NCEA 2 Level Trades
and Construction achieving a minimum of 14 credits.

The purpose of this qualification is to provide the wider construc-
tion 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, aluminium joinery. The programme also provides a good base for
students who would like to enter other related areas of the construc-
tion 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 is largely practical in nature, based around construction
projects such as furniture making, painting and decorating 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.
Students work towards the industry NCEA Level 3 standards, that
will be assessed through course work and examinations. Standards
assessed include:
Credits
US29677 Follow safe work place practices, 2
and contribute to a health and safety
culture
US12935 Construct a spaced residential timber 8
deck up to one metre high
US24357 Receive instructions and 4
communicate information in relation
US22607 Read and interpret plans, working 3
drawings and specifications

• There will be a compulsory material cost of $150.00.
• 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 the course.

CORE MINOR SUBJECTS
GENERAL MUSIC - FORM 3 No formal assessment.

DESCRIPTION / AIMS Students are required to keep a folder containing class notes and
handouts.
Music is taught to all students in Form 3, through a teaching
programme delivered in 40-minute lessons. Classes 3I to 3P receive
REFERENCE PERSON Mr S. Blackwell, HOD Health Education
two lessons per week. Classes 3A to 3H receive the equivalent of 1.5
lessons per week: one lesson per week throughout the entire year
and two lessons per week for a portion of the year.
The Form 3 course aims to develop two broad capabilities:
• To develop the ability to discern detail in music
Head of Department.
• To think about and understand how music works
Students will: HEALTH - FORM 4

• Learn the language of music
• Develop musical ideas
• Communicate and interpret meaning in music DESCRIPTION / AIMS
• Understand music in context The Health Education curriculum will enable students to gain
knowledge, skills, attitudes and values to:
This is achieved through developing skills in Music Literacy and Aural • enjoy a healthy lifestyle
skills – turning symbol into sound and turning sound into symbol. • contribute to the well-being (Hauora) of themslves and other
Flowing from this, knowledge and skills are developed in rhythm, people
pitch and melody, tempo, dynamics, texture, harmony, structure • contribute to the well-being (Hauora) of their communities and
and timbre. environment
There is a mixture of computer-based learning, using specialised
composition and keyboard training software, written and listening Health Education is taught by the Physical Education staff. Student
work and instrument-based, creative tasks. Services, along with a variety of specialised outside agencies provide
additional input into the programme.
LEARNING A MUSICAL INSTRUMENT IN SCHOOL
Learning an instrument is optional, but is necessary if considering METHODS OF ASSESSMENT
Option Music in Form 4 or above. Students who are interested in music No formal assessment.
but do not currently play an instrument should seek information on the
school web-site under The Arts and Cultural Activities and then Music SPECIAL EQUIPMENT AND COSTS
at Auckland Grammar School. We recommend talking to a member Students are required to keep a folder containing class notes and
of staff in the Music Department for advice: not every instrument handouts.
in available for lessons and making a good choice is important.
REFERENCE PERSON Mr S. Blackwell, HOD Health Education
There will be a termly Common Test which will be reported in School Content in this Handbook is correct at the time of printing. However,
Reports in terms 1, 2 and 4. some of the Junior Courses may have had time allocations for delivery
changed for 2021. As a result, content advertised in this course
STUDY PATHWAYS may change slightly at the discretion of the Head of Department.
Students who wish to continue their studies at a higher level should
seek admission to Form 4 Option Music (available in both Option
lines) and the Pre-Q Music course in Form 5. Music can be studied
as a subject at all year levels on both the NCEA and Cambridge PHYSICAL EDUCATION - FORMS 3 and 4
pathways. Study in Music contributes to University Entrance
qualifications and can be continued at tertiary level.
PRE-REQUISITES
REFERENCE PERSON Mr B. Wasson, HOD Music Nil
Please note that content in this Handbook is correct at the time COURSE OUTLINE
of printing. However, some of the Junior Courses may have had The course is covered in blocks of approximately four weeks and
time allocations for delivery changed for 2021. As a result, content aims to introduce and develop the skills of a large variety of sports
advertised in this course may change slightly at the discretion of the and physical activity.
Head of Department.
The emphasis is on ensuring that all students can understand and
participate in physical activity regardless of their expertise.
HEALTH - FORM 3
The aim of Physical Education is to develop the following:
DESCRIPTION / AIMS • Interpersonal and leadership skills.
The Health Education curriculum will enable students to gain • Self-management skills.
knowledge, skills, attitudes and values to: • Thinking and decision-making skills.
• Enjoy a healthy lifestyle • Game understanding.
• Contribute to the well-being (Hauora) of themselves and other • The benefits of being active.
people • An introduction to Sports Science concepts.
• Contribute to the well-being (Hauora) of their communities and
environment METHODS OF ASSESSMENT
• Measurement of fitness level.
Health Education is taught by the Physical Education staff. Student • Attitude within the lesson.
Services, along with a variety of specialised outside agencies provide • Level of skills, through individual, peer, group and teacher
additional input into the programme. assessment.

CORE MINOR SUBJECTS
• Level of students’ contribution to their team, in a variety of
activities.

All students must wear the correct School Physical Education uniform
which can only be purchased from the School Shop.

Core subject at Forms 3 and 4
NCEA:
Offered as Form 5 NCEA Level 1
Cambridge:
Offered as Form 5 Pre-Q
Offered as Form 6 AS
Offered as Form 7 AS
Offered as Form 7 A2
REFERENCE PERSON Mr J. Hantz, HOD Physical Education
Content in this Handbook is correct at the time of printing. However,

some of the Junior Courses may have had time allocations for delivery
changed for 2021. As a result, content advertised in this course
may change slightly at the discretion of the Head of Department.

SPECIAL PROGRAMMES
It is the philosophy of Auckland Grammar School that all students D ACCELERATE PROGRAMME
are taught at a pace and level appropriate to their abilities. That
is why the School streams most of its classes, and resists ‘social New Zealand society remains uneasy over the fact that
promotion’ beyond Form Five. some people are more talented than others. There is no such
ambivalence at Auckland Grammar School. We strive to identify
The School also recognises that some students have different and our most talented scholars, and to challenge them with a rich
very specific learning needs. A number of special programmes and stimulating intellectual diet that motivates and cultivates
cater for these needs: them while at School, and prepares them for the highest levels
of achievement in Tertiary education.
A FORM 3 LITERACY The main provision for Top Scholars at Auckland Grammar School
Literacy classes are offered in Form 3 for students who, because of is acceleration:
learning difficulties, need help with literacy skills. These classes
replace the Language option. 1. The Form 3 intake is initially streamed on Auckland Grammar
School formatted English and Mathematics examinations (Day
Course Outline 1, Term 1) as well as taking note of the AGATE test sat at
Intensive teaching reading, writing and spelling the end of the Form 2 year, and reports and other information
supplied by the feeder schools.
The class size is kept small to facilitate learning. The placement 2. During the first semester all Form 3 classes are taught
of students into the class is the responsibility of the Form 3 Dean the same curriculum in the ‘core’ subjects.
and the HOD Learning Support. 3. After the first examinations, students are reclassified on the
basis of examination results. That is, streamed according to
REFERENCE PERSON Ms S Bayley, HOD Learning Support attainment, not ability.
4. From this point 3A and 3B are taught an accelerate
programme in the core subjects.
5. In 4A and 4B, all students study Form 5 Mathematics. Some
B WORK EXPLORATION AND SAMPLER COURSES also study Form 5 French, Japanese and Music. They continue
to study an accelerated programme of Social Studies.
Work Exploration is aimed primarily at students in Forms 6 & 7
6. In 5A and 5B, students study Form 6 Mathematics plus four
and involves placement for one to five days, working under normal
Form 5 subjects of their choice.
(but unpaid) employment conditions.
7. In 6A and 6B, students study Form 7 Mathematics (optional).
They may also study Form 7 AS subjects.
The Sampler programme is run by the Auckland University of
8. A Form 7 Scholarship programme (optional) for those students
Technology and a similar one called Student for a Day is run by
who perform exceptionally well in Form 6 examinations.
Unitec to introduce students to a particular tertiary course.
Participation in these “transition programmes” frequently has a

dramatic and positive effect on a student’s outlook and motivation,
by giving him greater confidence and a clearer focus on the future.
C STAR COURSES / ENRICHMENT
STAR (Secondary Tertiary Alignment Resource) Courses run in

conjunction with tertiary providers are actively promoted in this
School. They are the ultimate responsibility of Mr Edwards - HOF
Vocational & Assisted Learning, and are managed by Ms Nathoo.
Their purpose is to broaden the student’s career focus or life
skills, and in many cases to earn credits towards a recognised
qualification. Courses are run on campus or at the School for an
average 3 days each. The courses are generally developed and
instructed by the providers’ own staff.
Modules include:
First Aid, Photography, Philosophy, Tikanga Maori, Touch Typing,

Web Design, Introduction to Armed Forces and Police, Introduction
to Tourism
Adventure Based Learning, Audio Engineering, Computer

Technician, DJing, Performing Arts, Animal Care, Flight Attendant,
Digital Movies, Adventure Works Leadership Course
Audio Engineering, Live Sound Production, Video Production,

Barista, Cooking, Diving, Customer Services, 3D Animation

SUBJECTS REQUIRED FOR UNIVERSITY COURSES
* Information for pages 100 & 101 the Course Handbook is taken from the University of Auckland Undergraduate Prospectus
2021: https://www.auckland.ac.nz/en/study/study-options/undergraduate-study-options/undergraduate-prospectus.html
National Certificate of Educational Achievement – (NCEA) Level 3

The University Entrance Standard How your rank score is calculated
You will be allocated a rank score based on your best 80 credits at Level 3
You will be qualified for entrance to New Zealand universities in 2021 or higher over a maximum of five approved subjects, weighted by the level
if you have obtained: of achievement attained in each set of credits.
• NCEA Level 3 If you achieve fewer than 80 credits, the rank score will be based on
those credits you have gained at Level 3 over a maximum of five approved
• Approved subjects: 14 credits in each of three approved subjects at
subjects and weighted by the level of achievement.
Level 3
• The rank score will be calculated by awarding the following points
• Literacy requirement: 10 credits at Level 2 or above, made up of 5 for up to 24 credits in each approved subject taken at Level 3. The
credits in reading and 5 credits in writing maximum rank score is 320.
• Numeracy requirement: 10 credits at Level 1 or above, made up of
achievement standards in a range of subjects; or all three numeracy
Excellence 4 points
unit standards 26623, 26626 and 26627
Merit 3 points
For more information on University Entrance, please see NZQA’s website
Achieved 2 points
www.nzqa.govt.nz/ncea
To be admitted to the University of Auckland you must gain the University • Credits obtained in any required subjects do not have to be among the
Entrance Standard and be selected into a programme. best 80 credits used for ranking purposes.
• NCEA Level 3 credits achieved in previous years may be counted towards
Admission requirements the 80 best credits used for ranking purposes.
You must meet the admission requirements for your programme(s)
• Level 3 subject requirements for a specific programme may be met in
of study. In addition to achieving University Entrance, some of our
Year 12.
undergraduate programmes require you to have taken specific subjects and
gained minimum credits in certain subjects. Some programmes have other • You are strongly encouraged to take achievement standards as
requirements such as a portfolio, audition and/or interview. preparation for University study.
The tables on pages 100 & 101 show the rank scores required for
guaranteed entry in 2021, specific subject and credit requirements and Example of how a rank score for NCEA Level 3 is calculated
any other requirements you need for admission and selection into the
Subject Standard Results Calculate Rank
University type Score
of Auckland’s undergraduate programmes. For programmes that refer to
English Achievement 6 Excellence 6 x 4 points 66
Table A and/or Table B, use the table below. 6 Merit 6 x 3 points
Table A Table B 16* Achieved 12* x 2 points
History Achievement 8 Excellence 8 x 4 points 52
Classical Studies Accounting
10 Achieved 10 x 2 points
English Biology
Physics Achievement 24 Merit 24 x 3 points 72
Geography Calculus
Calculus Achievement 4 Excellence 4 x 4 points 25
History Chemistry 3 Merit 3 x 3 points
8** Achieved
Digital Technologies*
History of Art Statistics Achievement 7 Merit 7 x 3 points 21
Economics
10** Achieved
Mathematics**
Te Reo Māori Economics Achievement 6*** Achieved Not counted*** Nil
OR Physics
Rank score 236
Te Reo Rangatira
Statistics
*Maximum 24 credits per subject. Any points above this limit are excluded.
*There are 21 Level 3 achievement standards in this domain, numbered 91632–91642 **Not included as only best 80 credits used in calculation of rank score.
and 91900–91909. ***Only five subjects are included in the calculation.
**Cannot be used in combination with Calculus and/or Statistics.
For more information about requirements for specific programmes

(eg, portfolio of creative work) refer to the faculty undergraduate
prospectus or website.

SUBJECTS REQUIRED FOR UNIVERSITY COURSES
Cambridge Assessment International Education (Cambridge International)

If you are applying for admission to the University of Auckland in 2021 on the basis of Cambridge
International (formerly known as University of Cambridge International Examinations [CIE]), you will be
required to meet the following University Entrance Standard, as established by Universities New Zealand.
How your rank score is calculated

The University Entrance Standard
You will be allocated a rank score using the New Zealand Cambridge
Part A International score table for the best 6 subject units at AS or A level,
Applicants must obtain provided that no more than two subject units are included from any one
• A minimum of 120 points on the New Zealand Cambridge International score syllabus group in the table of available syllabus groups, which are broadly
table at A or AS level from any syllabus groups from those available in New equivalent to those in the list of approved subjects for NCEA. (1 AS level =
Zealand (check with a Cambridge school for details**), which are broadly 1 subject unit; 1 A level = 2 subject units.) (Thinking Skills and the General
equivalent to those in the list of approved subjects for NCEA, and
Paper will be excluded.)
• A D grade or better in syllabuses from at least three different syllabus groups
(excluding Thinking Skills) • The rank score will be calculated from your New Zealand Cambridge
International score table points by awarding the following points for each
Part B syllabus group (to a maximum of six subject units). The maximum rank
Literacy and numeracy must be satisfied as follows: score is 420.
Literacy
Either An E grade or better in any one of AS English Language, Level A* A B C D E
Language and Literature in English, Literature in English. 140 120 100 80 60 40
A
A D grade or better will satisfy one of the syllabus points points points points points points
requirements of Part A.
Or As prescribed for University Entrance with NCEA. AS _ 60 50 40 30 20
points points points points points
Numeracy
Either (i) A D grade or better in IGCSE or GCSE Mathematics, or
(ii) Any Mathematics passed at AS level. A D grade or • An A Level counts as two subject units. Where a student has studied
better will satisfy one of the syllabus requirements of more than six subject units, the best six scores will be used.
Part A.
• A Cambridge International rank score may differ from the New Zealand
Or As prescribed for University Entrance with NCEA.
Cambridge International score table used for University Entrance because
only syllabuses that contribute to University Entrance are used for
*The New Zealand Cambridge International score table may be found at
www.bit.ly/2OV6HWk ranking. (Thinking Skills and the General Paper will be excluded.)
**Please contact your school for details: www.acsnz.org.nz/acsnzschools.cfm
To be admitted to the University of Auckland, you must gain the University

Entrance Standard and be selected into a programme. Example of how a Cambridge International rank
score is calculated
Admission requirements
Syllabus Level Subject Grade Tariff Rank
You must meet the admission requirements for your programme(s) units points score
of study. In addition to achieving University Entrance, some of our
Chemistry A 2 B 100 100
undergraduate programmes require you to have taken specific subjects.
Some programmes have other requirements such as a portfolio, audition Mathematics A 2 B 100 100
and/or interview. Physics AS 1 B 50 50
The tables on pages 100 & 101 show the rank scores required for English AS 1 C 40 40
guaranteed entry in 2021, specific subject requirements and any other Biology AS 1 D 30 Nil*
requirements you need for admission and selection into the University of
Rank score 290
Auckland’s undergraduate programmes.
*Maximum six subject units. If more are achieved, the best six scores are used.
For programmes that refer to Table A and/or Table B, use the table below.
Table A Table B
Classical Studies Accounting
English Biology
Geography Business Studies
History Chemistry
History of Art* Economics
Mathematics
Physics
*Since 2017 History of Art hasn’t been offered by Cambridge International.

For more information about requirements for specific programmes
(eg, portfolio of creative work) refer to the faculty undergraduate
prospectus or website.
UNDERGRADUATE PROGRAMME ADMISSION REQUIREMENTS FOR
SCHOOL LEAVERS WHO HAVE ACHIEVED UNIVERSITY ENTRANCE*
* Information for pages 102 & 103 of the Course Handbook is taken from the University of Auckland Undergraduate Prospectus 2021:
https://www.auckland.ac.nz/en/study/study-options/undergraduate-study-options/undergraduate-prospectus.html
This table indicates the rank score, subject/credit requirements and other requirements that will guarantee you admission to your
programme in 2021. Please refer to pages 100 & 101 for an explanation of NCEA, Cambridge International and how your rank score will
be calculated.
If you achieve the University Entrance standard but not the rank score for guaranteed entry into your programme of choice, your
application will be given individual consideration if places are available.
Programme NCEA (Level 3) Cambridge International IB

Bachelor of Advanced Science (Honours) 260 310 33
(BAdvSci(Hons))
Bachelor of Architectural Studies (BAS) 230 280 31
A minimum of 16 credits in one subject from One subject from Table A and one subject from
Table A and a minimum of 16 credits in one Table B
subject from Table B
Subject to the qualitative evaluation of a portfolio of creative work and written statement.
Bachelor of Arts (BA)1 150 150 26
Bachelor of Commerce (BCom) 2
180 with a minimum of 16 credits in each of three 190 with three subjects from Table A and/or Table B 27
subjects from Table A and/or Table B
Bachelor of Dance Studies (BDanceSt) 150 150 26
Subject to the qualitative evaluation of a CV, written statement and an audition/interview.
Bachelor of Design (BDes) 180 with a minimum of 16 credits in one subject 190 with one subject from Table A and one subject 27
from Table A and a minimum of 16 credits in one from Table B
Bachelor of Education (Teaching) 150 150 26
(BEd(Tchg))3
Subject to satisfactory interview, police check, safety checks and referees’ reports. (You may also be required to sit literacy,
numeracy and IELTS assessment.)
Bachelor of Education (Teaching English 150 150 26
to Speakers of Other Languages)
(BEd(TESOL)) (Semester Two intake only.) Subject to satisfactory interview, police check, safety checks and referees’ reports.
Bachelor of Engineering (Honours) 260 with 17 external Level 3 credits in Calculus 310 with Mathematics and Physics at A Levels 33 with Mathematics
(BE(Hons))4, 5 and 16 external Level 3 credits in Physics and Physics at HL level
Bachelor of Fine Arts (BFA) 150 150 26
Bachelor of Global Studies (BGlobalSt) 210 with a minimum of 16 credits in each of three 230. Study of an additional language is encouraged. 28. Study of an
subjects from the NCEA approved subject list. additional language is
Study of an additional language is encouraged. encouraged.
Bachelor of Health Sciences (BHSc) 250 with a minimum of 18 credits in one subject 300 with one subject from Table A and one full A 33
from Table A and a minimum of 18 credits in one Level subject from Table B
Bachelor of Laws (LLB (Part I)) 6 At LLB Part I, students must apply for a conjoint degree or concurrent degrees (LLB Part I and another degree programme).
Bachelor of Music (BMus) 150 150 26
Entry to Creative Practice: Classical; Jazz; or Popular Music is subject to the qualitative evaluation of an audition portfolio.7
Bachelor of Nursing (BNurs) 230 with a minimum of 18 credits in one subject 280 with one subject from Table A and one of 31
from Table A and a minimum of 18 credits from Biology, Chemistry, Physics at full A Level
one of Biology, Chemistry, Physics
Bachelor of Property (BProp)2 180 with a minimum of 16 credits in each of three 190 with three subjects from Table A and/or Table B 27
subjects from Table A and/or Table B
Bachelor of Science (BSc)⁸ 280 310 33
- Biomedical Science
- Food Science and Nutrition 200 200 28
- all other majors/specialisations 165 170 26
Bachelor of Social Work (BSW)3 150 150 26
Subject to a satisfactory police check, safety checks and referees’ reports. Interviews may be required.
Bachelor of Sport, Health and Physical 150 150 26
Education (BSportHPE)3
Bachelor of Urban Planning (Honours) 230 280 31
(BUrbPlan(Hons))

Conjoint programmes
Applicants must achieve the greater of the two rank scores for their selected programmes and must meet the entry requirements for both programmes.
Not all degree programmes have conjoint options.
Programme NCEA (Level 3) Cambridge International IB

Bachelor of Advanced Science (Honours) 275 330 36
conjoints
Bachelor of Arts conjoints 210 230 28
Bachelor of Commerce conjoints 210 with a minimum of 16 credits in each of 230 with three subjects from Table A and/ 28
three subjects from Table A and/or Table B or Table B
Bachelor of Design conjoints 210 with a minimum of 16 credits in one 230 with one subject from Table A and 28
subject from Table A and a minimum of 16 one subject from Table B
credits in one subject from Table B
Bachelor of Engineering (Honours) 275 with 17 external Level 3 credits in Calculus 330 with Mathematics and Physics at A 36 with Mathematics and Physics at
conjoints4 and 16 external Level 3 credits in Physics Levels HL level
Bachelor of Fine Arts conjoints 210 230 28
Bachelor of Global Studies conjoints9 210 with a minimum of 16 credits in each 230. Study of an additional language is 28. Study of an additional language is
of three subjects from the NCEA approved encouraged. encouraged.
subject list. Study of an additional language
is encouraged.
Bachelor of Health Sciences conjoints 250 with a minimum of 18 credits in one 300 with one subject from Table A and 33
subject from Table A and a minimum of 18 one full A Level subject from Table B
credits in one subject from Table B
Bachelor of Laws (Part I) conjoints Satisfy the conjoint score for the other degree.
Bachelor of Music conjoints 210 230 28
Subject to the qualitative evaluation of:
• Creative Practice: Classical – an audition portfolio7
• Creative Practice: Jazz – an audition portfolio7
• Creative Practice: Popular Music – an audition portfolio7
Bachelor of Nursing conjoints 230 with a minimum of 18 credits in one 280 with one subject from Table A and 31
subject from Table A and minimum of 18 one of Biology, Chemistry, Physics at full
credits from one of Biology, Chemistry, A Level
Physics
Bachelor of Property conjoints 210 with a minimum of 16 credits in each of 230 with three subjects from Table A and/ 28
three subjects from Table A and/or Table B or Table B
Bachelor of Science conjoints 210 230 28
Applicants for the Bachelor of Medicine and Bachelor of Surgery (MBChB) must first complete Year 1 of either the BHSc or the BSc in Biomedical Science, or have completed
another degree approved by the Faculty of Medical and Health Sciences.
Applicants for the Bachelor of Pharmacy (BPharm) should first complete Year 1 of either the BHSc or the BSc in Biomedical Science (or an equivalent programme of study),
or have completed another degree approved by the Faculty of Medical and Health Sciences.
Applicants for the Bachelor of Optometry (BOptom) and Bachelor of Medical Imaging (Honours) (BMedImag(Hons)) must first complete the set courses from the common
year of the BSc in Biomedical Science (or equivalent) or have completed another degree approved by the Faculty of Medical and Health Sciences.
1. Māori and Pacific applicants, and applicants from refugee or low socio-economic backgrounds, or with declared disabilities, who achieve University
Entrance (UE), will be admitted to the BA Targeted Admission Scheme with NCEA or Cambridge International rank scores of 120–149. Equity applicants
with rank scores of 119 or below and all other applicants with rank scores of 129 or below will be referred to an appropriate foundation programme. Other
applicants with UE and NCEA or Cambridge International rank scores of 130–149 or an IB score of 24–25 will be considered for conditional admission to the
BA. 2. For more information on the Targeted Admission Scheme for Business School programmes please see www.business.auckland.ac.nz/tas 3. School-
leaver Māori, Pacific students, students with disabilities, students from refugee backgrounds and students from low socio-economic backgrounds who achieve
the UE standard and meet other requirements will be admitted to the programmes in the Faculty of Education and Social Work through the Targeted Admission
Scheme (UTAS). 4. For Cambridge International students, AS Mathematics and Physics may be accepted based on the level of grade achieved. SL Physics and
SL Mathematics “Analysis and Approaches” may be accepted based on level of grade achieved. SL Mathematics “Applications and interpretation” will not be
accepted. 5. The Faculty of Engineering will give consideration to students who missed out on admission to BE(Hons) who are able to demonstrate sufficient
ability in engineering-related and approved study in the Bachelor of Science (BSc) programme for admission in Semester Two. www.engineering.auckland.
ac.nz/behons-alt-pathway 6. Applicants for Bachelor of Laws (LLB) Part II should first complete LLB Part I. Places in LLB Part II are limited, and allocated
on the basis of each applicant's grades in LLB Part I. The Law GPA required to guarantee entry to LLB Part II will not be higher than 6.5 (equivalent to a grade
midway between B+ and A-). 7. An audition can include evaluations of one or more recorded and/or live performance elements. www.auckland.ac.nz/
bmus 8. Māori and Pacific applicants and other equity target groups with an NCEA rank score greater than or equal to 140 (Cambridge International 130,
IB 25) and a minimum of 14 credits in at least two subjects from Table A or B will be admitted to the BSc, with the exception of specialisations in Biomedical
Science and Food Science and Nutrition. Māori and Pacific applicants and other equity target groups with an NCEA rank score greater than or equal to 220
(Cambridge International 260, IB 29) and a minimum of 14 credits in at least two subjects from Table A or B will be admitted to the BAdvSci (Hons). Māori and
Pacific applicants and other equity target groups with an NCEA rank score greater than or equal to 260 (Cambridge International 310, IB 33) and a minimum
of 14 credits in at least two subjects from table A or B will be admitted to the BAdvSci(Hons) conjoints. Māori and Pacific applicants and other equity target
groups with an NCEA rank score less than 140 and UE will be conditionally admitted to the BSc, dependant on successful completion of the UniBound
(Academic Enrichment Programme) (passing all courses). 9. Māori and Pacific applicants, and applicants from refugee or low socio-economic backgrounds,
or with declared disabilities, who achieve University Entrance (UE), will be admitted to the BGlobalSt Targeted Admission Scheme with an NCEA rank score
of 180 or higher or a Cambridge International rank score of 190 or higher or an IB score of 27. Applicants with scores lower than this will be referred to other
programmes, as appropriate.

UNIVERSITY OF AUCKLAND CONJOINT DEGREES
Note: This information is for guidance and Auckland Grammar School can not guarantee its accuracy. Prospective students must contact the relevant university for confirmation of
entry details. Information for page 104 of the Course Handbook is taken from University of Auckland Undergraduate Prospectus 2021: https://cdn.auckland.ac.nz/assets/auckland/
study/programmes-and-courses/undergraduate-study-options/undergraduate-prospectus/UG%20Prospectus_2021%20Web.pdf
There are many good reasons to choose a conjoint programme. Study in one area will often
enrich that in another. Employers are attracted to the maturity and versatility of graduates who
have a breadth of skills and knowledge across two disciplines. It’s also the opportunity to mix
two different areas of interest.
A conjoint programme allows you to work BA/BHSc

towards two different bachelors degrees at the BA/BMus
same time to obtain a joint qualification more BA/BProp
quickly than if you completed each degree BA/BSc
separately. Many conjoint programmes can be BA/LLB
completed within four to five years, but it does BA/LLB(Hons)
depend on the combination of degrees that you BCom/BDes
select. BCom/BE(Hons)
BCom/BFA*
A conjoint programme often requires just one BCom/BGlobalSt
extra course to be taken each year (on top of a BCom/BHSc
normal full-time load). The shorter timeframe to BCom/BMus
complete two degrees as a conjoint is due to a BCom/BProp
reduced points requirement per degree as some BCom/BSc
elective courses are not required. BCom/BSportHPE
BCom/LLB
You can apply for a conjoint programme
BCom/LLB(Hons)
when you make your initial application to the
BDes/BE(Hons)
University. Some conjoint programmes allow you BDes/BFA*
to apply in subsequent years if you later decide BDes/BGlobalSt
you’d like to gain a second degree. BDes/BHSc
Below are listed the conjoint programmes BDes/BMus
currently offered by the University of Auckland. BDes/BProp
Note that not all degree programmes include BDes/BSc
conjoint options. Possible conjoint combinations BDes/LLB
BDes/LLB(Hons)
are also listed under “Quick facts” on the
BE(Hons)/BFA*
programme pages in this prospectus.
BE(Hons)/BGlobalSt
(See pg. 26–83) BE(Hons)/BMus
The rank score for guaranteed admission into BE(Hons)/BProp
conjoint programmes is higher than for single BE(Hons)/BSc
bachelors programmes. (See pg 100 & 101 BE(Hons)/LLB
of the Course Handbook 2021. BE(Hons)/LLB(Hons)
BFA/BGlobalSt*
For information on each conjoint combination,
BFA/BHSc*
frequently asked questions and more, see the BFA/LLB*
conjoint programmes website. BFA/LLB(Hons)*
www.auckland.ac.nz/conjoints BFA/BMus*
BFA/BSc*
BGlobalSt/BHSc
Available conjoints 2021 BGlobalSt/BProp
BAdvSci(Hons)/BA BGlobalSt/BSc
BAdvSci(Hons)/BCom BGlobalSt/LLB
BAdvSci(Hons)/BDes BGlobalSt/LLB(Hons)
BAdvSci(Hons)/BE(Hons) BGlobalSt/BMus
BAdvSci(Hons)/BFA* BHSc/BNurs
BAdvSci(Hons)/BGlobalSt BHSc/BSc
BAdvSci(Hons)/BHSc BHSc/LLB
BAdvSci(Hons)/BMus BHSc/LLB(Hons)
BAdvSci(Hons)/BNurs BMus/LLB
BAdvSci(Hons)/BProp BMus/LLB (Hons)
BAdvSci(Hons)/LLB BMus/BSc
BAdvSci(Hons)/LLB(Hons) BNurs/BSc
BA/BCom BProp/LLB
BA/BDes BProp/LLB (Hons)
BA/BE(Hons) BProp/BSc
BA/BFA BSc/LLB
BA/BGlobalSt BSc/LLB (Hons)
* Subject to approval for 2021

OTHER UNIVERSITY CONJOINT DEGREES
Note: This information on page 105 & 106 is for guidance and Auckland Grammar School cannot guarantee its accuracy. Prospective students
must contact the relevant university for confirmation of these details.
WAIKATO UNIVERSITY
Bachelor of Arts/Bachelor of Laws
Bachelor of Business/Bachelor of Laws
Bachelor of Management Studies/Bachelor of Laws
Bachelor of Music/Bachelor of Science
Bachelor of Social Sciences/ Bachelor of Laws
Bachelor of Teaching/Bachelor of Arts
Bachelor of Teaching/Bachelor of Health, Sport and Human Performance
Bachelor of Teaching/Bachelor of Social Sciences
Please note: For specific requirements for conjoint degrees, contact the Faculty
Student Academic Services for the degrees you wish to study.
MASSEY UNIVERSITY
Bachelor of Arts/Bachelor of Business
Bachelor of Arts/Bachelor of Science
Bachelor of Business/Bachelor of Science
VICTORIA
At Victoria University of Wellington, any two undergraduate degrees shown below can be
studied together as a conjoint programme.
Bachelor of Architectural Studies
Bachelor of Arts
Bachelor of Biomedical Science
Bachelor of Building Science
Bachelor of Commerce
Bachelor of Communication
Bachelor of Design Innovation
Bachelor of Education (Teaching) Early Childhood
Bachelor of Engineering with Honours
Bachelor of Health
Bachelor of Laws
Bachelor of Music
Bachelor of Science
CANTERBURY
BProdDesign/BCom
BProdDesign/BSc (4 years).
LINCOLN
Not offered

AUT
Bachelor of Arts and Bachelor of Business (BA/BBus)
Bachelor of Arts and Bachelor of Computer and Information Sciences (BA/BCIS)
Bachelor of Business and Bachelor of Communication Studies (BBus/BCS)
Bachelor of Business and Bachelor of Health Science (BBus/BHSc)
Bachelor of Business and Bachelor of Computer and Information Sciences (BBus/BCIS)
Bachelor of Business and Bachelor of International Hospitality Management (BBus/BIHM)
Bachelor of Business and Bachelor of Science (BBus/BSc)
Bachelor of Business and Bachelor of Sport and Recreation (BBus/BSR)

STAIRCASE COURSES
Auckland has two Institutes of Technology:
- MANUKAU INSTITUTE OF TECHNOLOGY (Manukau City and Drury Campuses)
- UNITEC (Mt Albert)
AUCKLAND UNIVERSITY OF TECHNOLOGY (Wellesley Street and Akoranga Campuses) was granted University status in 2000 but in
addition to its degree courses, a full range of diploma and certificate courses are still offered.
Entry criteria varies greatly depending on the level of study.
Some students have the qualifications to enter directly into diploma or degree programmes. Other who begin at a lower level, which
will have lower or even no entry requirements, will find that one level can “staircase” to another.
Degree
Diplomas
Certificates
Introductory
including:
- Foundation
Education
- TOPS
DEGREES OFFERED BY INSTITUTES OF TECHNOLOGY IN AUCKLAND

Manukau Institute of Technology
6 semesters: BTech (Electronics and Computer Engineering); UNITEC: Business Studies; Acting; Civil Engineering;
BBus (Accountancy, Advertising, Management, Community & Social Work; Contemporary Dance;
Marketing - Management, Communication Studies Education - Early Childhood Education Technology;
and Management Majors); BHS (Nursing) Environmental Technology; Film & TV Production;
UNITEC Horticulture; Sustainable Land Management;
10 semesters: BArch Landscape Design; Landscape Technology; English;
Japanese; Korean; Mandarin; Management;
8 semesters: BQuantity Surveying; BLandscapeArchitecture; Bilingual Education; Research Skills; Maori.
BConstruction Management; BDesign; BInternational
Communications; BEnvironTech; BBusStudies Also available from AUT:
(Accountancy, Informations Systems; Management
and Marketing Majors); BEng (Environmental) Mechanical Engineering; Business; Surface Coating Technology;
Management; Hospitality Management; Advertising; Business
6 semesters: BNursing; BHS (Medical Imaging) Computing; Electronics; Pyschotherapy; Fashion & Clothing
Technology; Japanese; Chinese; Maori; Travel & Tourism;
Marketing; Applied Sports Studies; Outdoor Recreation Leadership;
There are a multitude of Diploma courses available, eg Recreation Management Training; Fitness Centre Training;
Tourism; Childcare
Manukau: Business Studies; Visual Arts; Business Management;
Business Computing; Advertising; Marketing;
Communication Studies; Electrical Engineering;
Electronic Enginerering; Japanese; Mandarin; Social
and Community Work
If you know what degree or diploma you may wish to take, you should research what school subjects
(if any) you should take first.

CAREERS PROGRAMMES
The School runs a range of programmes to help all students make appropriate Careers choices at the appropriate time
The Careers Room:

The room contains a reference library computer data bases and an extensive library of career videos and pamphlets as well as a
complete range of prospectuses and application forms. The room is open from 8.30am - 9.00am and during Lunchtime and Interval.
Careers Seminars:
These are held early in the year for small groups of students who are interested in and want to learn more about specific career paths,
e.g. Law, Architecture, Medicine, Building, Art, Music, etc. Form 7 students are requested to attend at least one careers seminar
based on their expressed career interest before electing whether or not they need individual career counselling.
Individual Career Counselling:

Students may book a time for an interview with the Careers Advisor or the Transition Teacher. Every Form 7 student, as well as likely
School leavers and “at-risk” students from Forms 5 and 6, will be given the opportunity of a one-on-one interview during the year.
Guest Speakers:
During Lunchtime invited speakers are regularly presented from business, industry and training institutions. Please let us know if there
is an area that you are especially interested in. These are open to all interested students, at all levels.
Work Experience:
This is a programme in which students are placed in actual work situations for short periods of time (usually 2 - 4 days) so that they can
learn about a particular job and the skills involved in it. There is no payment involved and it is part of the normal School programme.
In addition short work place visits and/or visiting speakers from groups such as the Industry Training Organisations can be organised for
groups of students. In some circumstances, students may be sent to tertiary providers to be part of the Student for a Day programme.
Careers Evening:
This is an event held annually in Term 2, in conjunction with St Cuthbert’s College. It consists of a Keynote Speaker address, followed
by two hours of specialist seminars involving speakers from professional life and tertiary institutions. Static displays from various
career-orientated organisations are also on show throughout the evening. The event now covers a very wide range of career options
and students with their parents are strongly encouraged to attend.
Career Quest Programme:

This is an interactive computer-based programme designed to find career areas which match students’ interests. It is based on a
questionnaire processed by the software when the student inputs their answers to specific questions, and gives guidelines as to generic
career areas which should be investigated. This programme is networked throughout the School and a student can create and amend
his own file on it.
‘STAR’:
(Secondary Tertiary Alignment Resource) Courses are promoted by the School in association with external providers to give an
introduction to tertiary study and to provide all or part of a tertiary qualification, and around 200 students per year from the Senior
School gain the advantage of these courses at no cost for their tuition.
Third and Fourth Form Career Education:

Every class in the Junior School is given a two-period Career Education module designed to introduce students to the basis of career
planning and assist them with the selection of option subjects. At Form 3 level this focuses on recognising an individual’s skills,
interests and preferred work environment, and at Form 4 some more in-depth work is done on matching personal attributes with
potential occupational groups through Career Quest and other assessment methods.

Private Bag 99930, Newmarket
COURSE HANDBOOK
Auckland 1149, New Zealand
ags.school.nz
2021
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Auckland Grammar School

Private Bag 99930, Newmarket

Course Handbook 2021 F 4-7 - Page 1

Page 2 - Course Handbook 2021 F 4-7

Course Handbook 2021 F 4-7 - Page 3

AUCKLAND GRAMMAR SCHOOL PRE-QUALIFICATIONS PROGRAMME – PRE-Q

• The aims of the Pre-Q programme are:

Page 4 - Course Handbook 2021 F 4-7

• Pre-Q Programme Structure and Syllabus/Course Design:

• Pre-Q Assessment, Reporting and Passing Form 5:

Course Handbook 2021 F 4-7 - Page 5

NATIONAL QUALIFICATIONS - NCEA

Page 6 - Course Handbook 2021 F 4-7

Further information on NZQA and NCEA can be found at: www.nzqa.govt.nz.

Course Handbook 2021 F 4-7 - Page 7

INTERNATIONAL QUALIFICATIONS - CAMBRIDGE

Cambridge offers three general secondary qualifications:

Advanced Subsidiary (AS) Level:

Page 8 - Course Handbook 2021 F 4-7

Further information can be found at: www.cambridgeinternational.org

THE DUAL PATHWAY

Course Handbook 2021 F 4-7 - Page 9

The Dual Qualification Pathway in 2021 is as follows:

Page 10 - Course Handbook 2021 F 4-7

FORM FOUR FORM SIX

*The weighted aggregate is generated by their performance

• Term 1 examination result = 15% of total

Course Handbook 2021 F 4-7 - Page 11

Subject Availability (will run subject to demand and staffing)

English English English English English

Mathematics Mathematics Mathematics Mathematics Mathematics

Science Science Biology Biology Biology

Social Studies Geography/ Geography Geography Geography

Latin Latin Latin (L1) Latin (L2) Latin (L3)

French French French French French

Japanese Japanese Japanese Japanese (L2) Japanese (AS and L3)

Spanish Spanish Spanish Spanish Spanish

Visual Art Visual Art Digital Art Design (L2) Design

Technology Graphics Graphics/Graphic Products Graphics (AS) Graphics (A2)

General Music General Music

Accounting Bus. Studies Accounting Accounting Accounting

Economics Bus. Studies Economics Economics Economics

Career Studies (L1) Career Studies (L2) Career Studies (L3)

Page 12 - Course Handbook 2021 F 4-7

PASSING FORM 5 AND FORM 6 AT AUCKLAND GRAMMAR SCHOOL

Course Handbook 2021 F 4-7 - Page 13

Page 14 - Course Handbook 2021 F 4-7

The University Entrance Standard:

Standard NCEA CAMBRIDGE

• Minimum of Literacy 10 credits at • Minimum grade of E in AS Level

• NCEA Level 3 (80 credits, • Minimum of 120 points on the NZ

NZ Cambridge University Grade A Level AS Level

Admission to Limited Entry Courses:

Course Handbook 2021 F 4-7 - Page 15

Page 16 - Course Handbook 2021 F 4-7