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 Core subjects:

Te Reo Pakeha, Te Reo Māori/Te Reo rangatira, social studies, health, physical education, maths and science  are taken and taught within a Māori medium setting – students are offered two options within a English medium setting. These two options are split throughout the year i.e Term 1 and 2 will be Business Studies and Term 3 and 4 will be Media Studies.

*Te Reo is Māori is offered as an option however for Waiōrea students it remains as a core subject.

The Course or Subject Name

The Timetable Provision for the Subject (E.g. Language Option, 1 Term, 3 Lessons a Week)

A Brief Overview of the Course

A Note on How the Subject Continues on throughout the school. (E.g. “At WSC Dance is offered up to Level 3 NCEA and Scholarship.)

Course Content/ Course Structure

(A brief outline of the main sections of the course.)

Learning Outcomes (LOs) for the Course

(With the Learning Dispositions (LDs) relating to conduct, effort and organisation, these Los will be used to generate the termly Learning Reports. Students will be given an Excellence, Merit, Achieved or Not Achieved for each of the LOs they have worked on during the term.)

Assessment

(The variety of assessment methods that are used in the course. Note, not all assessment will be linked to LOs.)

NCEA Standards

The numbers, names and details of any NCEA AS that students will take in this course. Some compulsory and option subjects include Ass in their Year 10 courses, others do not.

Equipment Required

(If students will need to bring any specialist equipment for the course it will be noted here).

No Course Fees

(If there are any course fees they will be noted here.)

The remaining 6 hours of the Year 10 timetable are made up option subjects.

Students take either:

4 option subjects, with each option running half a year and involving 3 hours of lesson time a

week;

or,

1 whole year language option involving 3 hours of lessons a week over the full four terms, and 2 half-year options running half a year and involving 3 hours of lesson time a week

COURSE SELECTION

Students should make an informed decision about their option choices, and must have their parents’ agreement. The information in this booklet will be of use here, but students may also benefit from discussing their options with relevant teachers and Heads of Department as well as their Head of House. The Senior Course Book, also on the school website and intranet, gives information on possible progression routes in a subject.

The number of classes running in an option depends on student demand. Occasionally, if there is very limited demand, a course will not run.

COURSE RECOMMENDATIONS

Western Springs College recommends that students take a ‘balanced’ course in the junior school. What we mean by this is that students and parents should be mindful of the following:

  1. Choose a range of subjects so that you are still able to have a broad curriculum at this stage of your learning.
  2. If you think you may want to study Chinese or French in Year 11 you will need to choose that language as one of your options in Year 10. Apart from Sports Academy no other Year 11 courses have prerequisites.

MULTI-LEVELLING AND ACCELERATION

Students are encouraged to study at levels appropriate to their ability. In some cases this may mean pursuing courses (core or option) beyond their year level. If you think this is relevant to you please contact Graeme Moran ( morang@wsc.school.nz ), the Accelerated Students Coordinator, or speak to your Head of House. Please also note on the option form that this is something you are thinking of.

Please note spaces and timetabling may restrict opportunities for acceleration in particular subjects, and this cannot be confirmed until the 2107 timetable is set. It is therefore important that all students, even those who may be accelerated, complete the option form by the Week 6 deadline.

COURSE CHANGES & LIMITED SPACES IN COURSES

In most cases students should be able to do the courses they have chosen but in rare cases you may be put into a different course because of limited spaces. If you are not happy with your course or you missed out on a place in the course you selected then please discuss this first  with your form teacher or Head of House. Please note that you cannot just drop a subject or request a change, you must discuss this with your Head of House.

HOMEWORK

Western Springs College has a homework policy to develop sound study habits and raise student achievement, this involves an average of one hour per night for juniors.

SUPPORT WITH LEARNING

  • Homework Centres are run through the school library, the Learning Centre and departments.
  • The Library is open for students Monday to Friday 8.00a.m to 4.30pm
  • The Learning Centre is also available for students who would like help with examination technique, study skills, revision skills and essay writing.

Year 10 Options

Full-Year Language Courses

There are prerequisites for these courses.

All courses can lead to Level 1, 2 and 3 NCEA courses, and all Level 3 courses provide 14 or more NCEA credits in a university-approved subject.

If students wish to take Chinese or French at NCEA in Year 11 they must take the same

language as a full-year Year 10 option.

This course is a full-year course, with lessons three times weekly. It covers up to Level 6 of the new curriculum developing useful communication skills.

Course Content/ Course Structure

Chinese culture is introduced through the relevant topics, and vocabulary is extended through a range of learning activities: videos; songs and language websites.

Regular learning and revision including online work is necessary.

Topics:

  • Talking about Self
  • Family & Pets
  • Hobbies & Sports
  • School life
  • Seasons & Weather
  • Shopping

Learning Outcomes for the Course

Term 1

  1. Recognise required Chinese characters for body parts, appearance and personality.
  2. Write a short essay about ‘self’ in Chinese with the support of resources.

Term 2

  1. Listen and understand spoken Chinese about family and pets.
  2. Read and understand written Chinese about family and pets.

Term 3

  1. Listen and understand spoken Chinese about hobbies and sports.
  2. Read and understand written Chinese about hobbies and sports.

Term 4

  1. Write in Chinese with images about school life, with support of resources.
  2. Deliver a weather report presentation in Chinese with visual support.

Assessment

Assessments focused on four language skills (reading, writing, speaking and listening) and will be done following NCEA format.

Equipment Required

Course required workbook ( Jinbu 1)

A4 size exercise book (for handouts and notes)

B5 size exercise book (for homework & short tests)

Course Fees

About $25

Prerequisites

Prior learning/knowledge in Year 9 or at the discretion of the Head of Department.

This is a full-year course, with lessons three times weekly. It covers up to Level 6 of the new curriculum developing a ‘survival kit’ of useful communication skills.

Course Content/ Course Structure

An understanding of French culture is developed in class with research assignments, and vocabulary is extended by introducing a range of learning activities: videos; songs and language websites. Regular revision of class work is necessary.

Topics:

  • Weather and Clothes
  • Talking about self
  • School life
  • Food and Snacks
  • Leisure activities
  • Holidays
  • Dreams for the future

Learning Outcomes for the Course

Term 1:

  1. Give oral information in the context of descriptions.
  2. Give oral information in the context of likes and dislikes.

Term 2:

  1. Understand the main points and some details of a short extract in spoken French about school.
  2. Understand the main points and some details of a short text in written French about school.
  3. Write a short paragraph in French about an ideal school, with the support of resources.

Term 3:

  1. Understand the main points and some details of a short spoken extract.
  2. Understand the main points and some details of a short written text
  3. Write a paragraph in the context of describing a town, with support of resources.

Term 4:

  1. Understand the main points and some details of a short extract in the context of where people live.
  2. Write a short paragraph with support in the context of describing a town or village.

Assessment

Assessments focus on four language skills (reading, writing, speaking and listening), and will be done following NCEA format.

Equipment Required

Access to online homework website

A4 size exercise book

Course Fees

About $20 for electronic resource access

Prerequisites

Prior learning/knowledge in Year 9 or at the discretion of the Teacher in Charge of French and/or Head of Department of Languages.

This course aims to provide a foundation and base for Level 1 NCEA Te Reo Māori and aligns with levels 1-4 of the Te Reo Māori Curriculum document. The development of Te Reo Māori speakers is an integral part of today’s society and this course assists in extending the skills of the beginning language learner.

Course Content / Course Structure

The module topics are combined with a language programme to develop students’ fluency and accuracy and to enhance their confidence to speak te reo in a variety of situations. Vocabulary is extended by introducing a range of learning activities: videos, songs and language websites. Regular revision of class work is necessary.

All the modes of language learning are covered throughout the year:

  • tuhituhi / writing
  • kōrero / speaking,
  • whakarongo / listening,
  • pānui / reading,
  • whakaatu / presenting,
  • mātakitaki / viewing

Learning Outcomes for the Course

Term 1

  1. Use and respond to simple classroom language.
  2. Communicate about personal information, such as name, parents’ and grandparents ’names, iwi, hapū, mountain, and river, or home town and place of family origin.
  3. Communicate by comparing and contrasting habits.
  4. Communicate by comparing and contrasting routines.

Term 2

  1. Communicate by comparing and contrasting customs.
  2. Communicate immediate past events.
  3. Communicate about past activities and events.
  4. Describe, compare and contrast people, places and things.

Term 3

  1. Distinguish between past and present actions and states.
  2. Use appropriate writing conventions.
  3. Communicate about time, weather and seasons.
  4. Make use of context and familiar language to work out meaning and relationships between things, events, and ideas.

Term 4

  1. Use possessive pronouns appropriately, in a group activity.
  2. Communicate about physical characteristics, personality, and feelings.
  3. Discuss topics of mutual interest.
  4. Use appropriate writing conventions.

Assessment

Major tests include speaking, listening, reading and writing skills, and regular vocabulary tests.

This will require regular homework and grammar and vocabulary revision, as well as online learning

Equipment Required

It is advised that students purchase a copy of “The Raupo Pocket Dictionary of Modern Māori” (P.M Ryan) from bookstores or download a Māori dictionary ‘app’ onto their devices for use.

Course Fees

None

Prerequisites

Prior learning/knowledge in Year 9 or at the discretion of the Head of Department.


Te Reo Rangatira

Students already proficient in Te Reo Māori should discuss with their Year 9 Māori Studies teacher the possibility of taking Te Reo Rangatira in Year 10 instead of Te Reo Māori.

Half-Year Non-Language Courses

Apart from Sports Academy, there are no prerequisites for these courses. (Students wishing must participate in school sport/s, and the number of students admitted to the course is limited.)

All courses can lead to Level 1, 2 and 3 NCEA courses, and all the related Level 3 courses (with the exception of Sports Academy) provide 14 or more NCEA credits in a university approved subject.

Students can pick up any of these subjects at NCEA in Year 11 without taking the related Year 10 Option in that subject.

This course is an introduction to the commercial world in which we live and offers students a hands-on approach a variety of interesting topics. It covers many basic Accounting, Marketing and Economic concepts, which also enables students to obtain a feel for both Accounting and Economics prior to the selection of Year 11 courses.

This course aims to ensure students get an insight into running a small business and also gain everyday financial literacy skills such as budgeting, taxation and knowing the basics of investing.

Course Content/ Course Structure

An introduction to Financial Literacy through the study of:

  • Business Structures
  • Marketing
  • Basics of Economics and Accounting
  • Running a small business
  • Excel Statements
  • Introduction to the Share Market
  • Buying a house
  • Calculating Tax
  • Budgeting
  • Project – How much you cost your parents
  • Credit Basics

Learning Outcomes for the Course

Term A:

  1. Demonstrate understanding of the skills and attributes of Entrepreneurs.
  2. Understand the principles for good consumer investment decision-making.
  3. Understand and apply fundamental economic concepts and models.

Term B:

  1. Understand and apply marketing concepts.
  2. Analyse accounting transactions and prepare financial statements.
  3. Understand and apply accounting concepts.

Assessment

Through posters, oral presentations, class tests, group tasks and assignments.

Equipment Required

None

Course Fees

None

Prerequisites

None

Dance is offered as an option for year 9 and 10 and as an NCEA subject for years 11, 12 and 13. At year 10 the course is mostly practical and gives students foundational Dance skills and knowledge. Students will have the opportunity to attend class trips to see live dance and to perform in the Junior Arts Festival.

Course Content/ Course Structure

Content:

  • Perform Dance: students will learn performance skills in a range of dance styles, including contemporary and hip hop.
  • Choreograph Dance: students will develop choreographic skills through the making of group and pair dance sequences.
  • Interpret Dance: using dance as a medium for communication, students will learn to interpret and respond to the dance of others.

The Year 10 Dance course incorporates the four strands of the curriculum:

  • Developing Practical Knowledge in Dance
  • Developing Ideas in Dance
  • Communicating and Interpreting Dance
  • Understanding Dance in Context

Achievement Objectives for the Course

Term A:

  1. Learn and demonstrate personal skills and group skills in dance.
  2. Manipulate the dance elements to create effective dance sequences.

Term B:

  1. Learn and demonstrate performance skills in dance.
  2. Learn and demonstrate choreography skills in dance.

Assessment

Assessment is by:

  • Performing group dances
  • Choreographing dance sequences with others
  • Reflection of self-management and contribution to group

Equipment Required

PE gear and exercise book

Course Fees

None

Prerequisites

None

Year 10 Drama focuses on developing skills learned in Year 9. There is an emphasis on performance and students are given the opportunity to perform in the Junior Arts Festival and the Ponsonby Intermediate Arts Trip. The aim of the course is to gain a great understanding of the techniques and conventions of Drama and to use them effectively to strengthen performances. At level 5 to 6 of the NZ curriculum, students are expected to select the techniques, conventions and technologies effectively, initiate and develop ideas and make critical judgements about the features and meaning of drama.

Course Content/ Course Structure

  • Theatre Sports
  • Devised Theatre
  • Theatre Form
  • Physical Theatre
  • Acting Technique
  • Performance in the Junior Arts Festival and Ponsonby Intermediate Arts Trip

Learning Outcomes for the Course

Term A

  1. Show evidence of the skills required to perform theatre sports.
  2. Use physical skills and drama conventions to devise and perform theatre.

Term B

  1. Create and perform a clown scene.
  2. Perform a script in a naturalistic style.

Assessment

Theatre Sports – Performance skills

Devised Theatre – Devising skills and Performance skills

Theatre Form – Performance

Acting Technique – Performance and Journal skills – Achievement Standard 1.1(4 x credits for year 11)

NCEA Standards

Achievement Standard 90006 – 1.1

Apply Drama techniques in a dramatic context – 4 Credits

Students are assessed in the style of NCEA with Not Achieved – Excellence. Credits gained for 90006 will be transferred to the students’ records of learning for the following year.

Equipment Required

Comfortable, supportive clothing

Course Fees

None

Prerequisites

None

Media Studies is offered as a junior option for years 9 and 10 and as a senior subject for years 11, 12 and 13, which can lead to the study of the Media and/or film and television at university and other tertiary institutions. This course runs for two terms and builds on any media knowledge you already have. You will complete two modules. There is a practical element to the course and you will be using the camera in each term.

Course Content/ Course Structure

  • Revise your practical skills and build on knowledge and skills you already have.
  • Use the cameras and editing software.
  • Strengthen your collaboration and group work skills.
  • Study the features of a genre (a ‘type’ of film or TV programme).
  • Plan and create short film (including a genre film).
  • Critically evaluate your own films and the group process.

Learning Outcomes for the Course

Term A:

  1. Demonstrate understanding of how media conventions/techniques are used in media text/s.
  2. Demonstrate an ability to work with others on a media production.

Term B

  1. Demonstrate understanding of how media conventions/techniques are used in media text/s.
  2. Demonstrate an ability to work with others on a media production.

Assessment

Students will be assessed over a variety of tasks, having multiple opportunities to show their understanding of media conventions (techniques) through analysing their own and others’ work. They will work toward a summative grade assessing their contribution to the group production process (how well they collaborate on and contribute to the making of the short film projects).

Equipment Required

None – although students may use their own camera and tripod if they wish.

Course Fees

None

Prerequisites

None

This course begins to emphasise composing and performing your own music. Topics such as the Blues, World Music and The Big Old Names in music provide the inspiration and structure for student compositions. Composition notation can be done by hand or via a number of software programmes.

Students in this course have first priority for instrument lessons on the itinerant teachers in music programme. In class we will focus on guitar, keyboard and percussion with additions based on the makeup of the class.

Listening and practical work covers a variety of musical styles and just about any style is acceptable for individual performance!

Emphasis is on preparation for Year 11 although students who do not wish to continue with music may also take this course.

Course Content/ Course Structure

  • World music
  • The Blues
  • Elements of music
  • Song Analysis
  • Film/Story music
  • Eras of Classical music
  • Theme and Variation

Learning Outcomes for the Course

Term A

  1. Compose, rehearse and perform structured pieces of music.
  2. Demonstrate and apply understanding of musical elements, theory and technologies.

Term B

  1. Further develop composition, rehearsal and performance techniques.
  2. Apply understanding of theme and variation across musical elements, theory and technologies.

Assessment

Via aural, theory, composition and performance.

Equipment Required

None

Course Fees

None

Prerequisites

None

This half-year Year 10 course includes an NCEA Achievement Standard. It aims to introduce you to a range of philosophical themes, concepts and thinkers, as well as developing logical ways of thinking. It also aims to enable you to consider your world from a fresh perspective, to make connections across traditional subject areas, and to learn to question what you are told.

Philosophy is offered as a Year 10 Option, and after that as a full NCEA course in Years 11, 12 and 13 with full University Entrance status. Although there is a Year 9 option, you do not need to have taken this in order to opt into the Year 10 course.

Course Content/ Course Structure

  • Logic and Critical Thinking: How do arguments work? How can they go wrong? What makes a good argument?
  • Ethics: Is there such a thing as ‘goodness’, and if so what does it mean to be good? How can we decide what is the right thing to do? Should we allow boxing? Should we execute people? Should we all be vegetarian?
  • Human Nature: Do humans differ from animals, and if so how? Do humans have something that artificial intelligence (ICT machines) could not have? Could a machine think? Could a human survive the destruction of their body?
  • Philosophy of Religion: Is belief in God rational? Is there life after death?
  • Eastern Philosophy: Karma, reincarnation, and nirvana in Buddhist thought.

Learning Outcomes for the Course

Term A:

  1. Research in a group a set philosophical theme and present findings in an oral or audio-visual format.
  2. Actively engage in philosophical discussion through listening a nd contributing.
  3. Express understanding of philosophical concepts and apply those concepts to actual situations.

Term B:

  1. AS90819 – Describe key beliefs of a religious tradition
  2. Report on a set philosophical theme with limited support, clustering and linking ideas in a logical manner.
  3. Critically question philosophical concepts.

Assessment

Video presentations, extended structured writing, slide-show production, end of term tests, and debating/discussion activities.

Students will complete a 6-credit NCEA assessment.

NCEA Standards

Buddhism – Karma, Rebirth and Nirvana

AS 90819 – Describe key beliefs of a religious tradition – 6 Credits

Written report, speech or audio-visual presentation

Equipment Required

An open mind, and an interest in the world around you. A willingness to listen to others and a desire to develop your discussion skills. Self-motivation and a determination to build your independent research skills.

Course Fees

None

Prerequisites

None

Students identify how sporting experiences influence development and they consider social, cultural, and scientific perspectives. All students are to aspire to their full potential.

Course Content/ Course Structure

  • Fitness testing and body response studies
  • Sport specific goal setting
  • Basic anatomy
  • Sports Nutrition
  • Basic physiology
  • Expedition – this is a 2 day camp.
  • Sport Acquisition and Sport Education – this includes running a Year 10 sports tournament.

Learning Outcomes for the Course

Term A

  1. Correctly apply functional anatomy to different sporting situations.
  2. Demonstrate personal skills and responsible attitudes when participating in a practical setting.

Term B

  1. Demonstrate understanding of basic anatomy and how that understanding can enhance sporting performance.
  2. Demonstrate effective interpersonal skills when planning and implementing an inter-House tournament.

Assessment

Practical assessment

Written/oral assessments

Equipment Required

Suitable practical footwear and shorts

Course Fees

$185 (Includes most camp costs, Sports Academy t-shirt, and other activity costs).

Prerequisites

Participation in school sport/s.

This is a half year course comprising an Introduction to designing, the Design Process, Rendering and Freehand Sketching The aim of this year is to help to equip students with essential DVC skills and knowledge.

Course Content/ Course Structure

The course will allow students to build up their knowledge of Graphic Design Techniques. This course is recommended to students who are interested in product, environmental and architectural designing. In the second term of the course students also learn to use a 3D computer drawing package to design and present architectural ideas.

Learning Outcomes for the Course

Term A

  1. Rapidly visualise objects and draw them freehand in a variety of ways.
  2. Apply shading and texture rendering to two-dimensional and three dimensional objects.
  3. Successfully draw in two-point perspective.

Term B

  1. Communicate effectively using visual methods.
  2. Create realistic interpretations of designs using graphic design techniques.
  3. Create realistic scale models of designs using a range of modelling material.

Assessment

Ongoing observation

Assignments

Two end of term tests

Equipment Required

None

Course Fees

$70.00 – provides for a graphics kit containing all required equipment

Prerequisites

None

This course is designed to give students the confidence and knowledge to be able to prepare their own meals in their home for themselves and their family/ friends. They are also taught the importance of making positive food choices and understanding the affects their food choices can have on their future well-being.

Course Content/ Course Structure

The course is broken into 3 key modules, which aim to equip the students with basic domestic theory and practical cookery skills.

Foods around the World
The First module takes the class on a trip around the globe learning about different countries cuisine. This includes learning the different countries’ key flavours, ingredients, cooking equipment and of course cooking famous dishes from each country.

Happy Food Happy Life
This module teaches students about the importance of food choices in our daily lives. What foods should we eat and why? How do we make good life choices that reduce or eliminate our chances of contracting diseases such as diabetes, high cholesterol and obesity? Students will also cook nutritious and cost effective meals that will set them up for their future.

Organic Breakfasts.
This module focuses on food sustainability. Students design and make a sustainable organic breakfast while learning about the importance of making sustainable choices in today’s society.

Learning Outcomes for the Course

Term A

  1. Develop an understanding of different countries’ cuisine.
  2. Implement practical procedures to demonstrate confidence in cooking skills.

Term B

  1. Design and make an organic breakfast dish.
  2. Demonstrate understanding of dietary challenges facing young people.

Assessment

Assignments Presentations

Practical cookery

Teacher observation

Equipment Required

None

Course Fees

$90.00 – School provides all ingredients

Prerequisites

None

This is a half year course comprising of an Introduction to digital information technology and digital design.

Course Content/ Course Structure

  • Within the digital technology course, students are exposed to a variety of design concepts through game development (intro to coding and design), graphic design (Photoshop and Illustrator)
  • The year 10 digital technology course is a good introduction to what students could expect in year 11.
  • The course will allow students to build up their knowledge of how to manipulate and use digital technology to produce design outcomes. This course is recommended to students who are interested in computers for processing, designing and presentation.
  • Course content includes 2D game development and graphic design process.

Learning Outcomes for the Course

Term A

  1. Develop an understanding of how to use Photoshop within a graphic design context.
  2. Develop an understanding of Illustrator within a character design context.

Term B

  1. Design and develop a 2D game.
  2. Manage time and resources effectively.

Assessment

Ongoing observation, 3 project assignments

Equipment Required

None

Course Fees

$20.00 – this goes towards equipment

Prerequisites

None

Emphasis will be placed on design and manufacture with the aim of improving knowledge of the design process and increasing experience and skills in the workshop. Students will have the opportunity to apply technological principles whilst designing and making products.

Course Content/ Course Structure

  • The aim of this year is to help to equip students with essential Hard Technology skills and knowledge.
  • Students will work on design elements and make projects, which build on the skills introduced during Year 9.
  • Students will aim to improve their ability to organise and plan their work in order to meet given deadlines. The operating mode is one in which design is viewed as a problem solving activity.
  • Students are taught how to identify key concepts and to formulate essential design criteria that their designs should meet.
  • Research and information gathering techniques are used to help accumulate appropriate information in order to help in the problem solving process.
  • Students will make their designs in order to evaluate the success of their problem solving and design thinking.

Learning Outcomes for the Course

Term A

  1. Develop further understanding of potential properties and methods of finishing common materials through a series of creative projects.
  2. Develop kinaesthetic skills and practical knowledge that allows successful manipulation of a range of materials.

Term B

  1. Demonstrate the ability to follow the technology design process to create a successful outcome.
  2. Develop the ability to reflect on personal practice in order to improve future outcomes.

Assessment

Assessment will be by project outcomes. Students will be expected to keep all design work in an A4 folio.

Equipment Required

All equipment is provided

Course Fees

$70 – covers all materials provided

Prerequisites

None

Year 10 Art courses are designed with the Key Competencies integral to equipping students with the knowledge, skills and confidence essential to the Visual Arts.

Course Content/ Course Structure

  • Programmes have been designed to give students a broad range of art making experiences in two and three dimensional work. This may include combinations of art making approaches such as experimental drawing, pop-art painting, dry-point etching and woodblock printing, black and white photographic processes, basic photo-shop (Adobe CS6) and design techniques, construction and relief sculpture and multimedia formats. This will also function as a thematic taster for Year 11 with a view of the direct pathway to the diverse senior programmes offered in Art Design, Art Painting, Art Photography and Art History.
  • Development of ideas will reflect a broad range of subject matter and a variety of motivations which will recognise toi Māor and tikanga Māori, and the multicultural makeup of students and society.
  • Students will develop analysis, interpretation, evaluation and literacy skills through examination of visual arts in society.
  • Within the semesters programme combinations of the following four Level 6 achievement objectives will be addressed:
    • Developing Practical Knowledge in the Visual Arts
    • Developing Ideas in the Visual Arts
    • Communicating and Interpreting the Visual Arts
    • Understanding the Visual Arts in Context

Learning Outcomes for the Course

Term A

  1. Demonstrate practical knowledge of Artists characteristics.
  2. Identify Artists key characteristics.
  3. Present research on Art terminology.

Term B

  1. Develop ideas in a variety of media.
  2. Demonstrate understanding of specific Artist conventions.
  3. Demonstrate practical application of Art terminology.

Assessment

Learning outcomes and evidence is written for each task and linked to Level 5 of the Visual Arts curriculum.  These form the basis of the Year 10 assessment schedules. The students are assessed against the criteria of not achieved, achieved, achieved with merit and achieved with excellence categories.

NCEA Standards

In 201 the Art Department will  run the NCEA standard AS 90917 v3 (Art 1.5 worth 4 credits) which is a Level 1 Visual Art achievement standard  (to be assessed with the other 2016 Level 1 student samples).

Equipment Required

Included in Course Fees

Course Fees

$30.00, which will cover all materials and trip

Prerequisites

None

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