1. science
2. mathematics

LEVEL 1 COURSE STRUCTURE
In Year 11 a student will be entering Level 1 of NCEA, (National Certificate of Educational Achievement). To
gain an NCEA certificate a student must pass standards (pieces of work) in their chosen subjects. Each
standard generates a certain number of credits.
To gain a Level 1 National Certificate of Education a student must:
 gain 80 credits
 10 numeracy credits
 10 literacy credits
Achievement Standards are assessed internally by the school during the year, or externally. External
assessments will be by examinations prepared by the New Zealand Qualifications Authority. These are sat
at the end of the year with the exception of Common Assessment Tasks such as in Mathematics. Some
subjects will submit a portfolio or have a visiting assessor.
NZQA will send you a Record of Learning which is a record of all standards you have achieved. The
standards you achieve each year from then on will be added to it.
At the back of this booklet is a course options form. Each student in Year 11 next year will choose 6 subjects
to study:



One of these will be English
One of these will be Mathematics
4 options subjects to choose from
The aim of this booklet is to provide information on the courses available. For each available course there is
a table of information, which is explained on the next page, an aim of the course and an indication of what
will be studied in each course.
2
Version
AS 12345
1
2
AS 12346
1
1
US 12347
1
2
Indicates whether
a piece of work
will be marked by
the teacher at
school (internal)
or sent away to be
marked by another
teacher.
Title of Standard
Credits
Internal
External
Literacy
Standard
number
Level
Achievement
Standard
Unit Standard
Indicates the
number of credits
each piece of work
is worth.
Numeracy
Achievement standards tend to
offer Achieved, Merit and
Excellence credits. Unit
Standards tend to offer
Achieved credits.
Investigate the life processes of a pig
Demonstrate an understanding of what
pigs eat
Demonstrate an understanding of the
conditions required for optimum pig
growth
3
I
-
Y
4
I
-
Y
6
E
Y
-
Which version of the
standard is currently
being assessed.
AS means Achievement
standard and US means
Unit Standard.
The number is used by
NZQA to identify the
piece of work – the
standard number.
The level the work is
at, Level 1 counts
towards students
gaining Level 1 at
NCEA and is the level
most Year 11 students
work at, Level 2 Year
12 and Level 3 year
13.
Indicates if the
piece of work
offers numeracy
credits –
students need 10
numeracy credits
to gain Level 1,
2 or 3 NCEA
Indicates if the
piece of work
offers literacy
credits –
students need 10
literacy credits
to gain Level 1,
2 or 3 NCEA
3
UNIVERSITY ENTRANCE
To help with your course selection at Year 11 you may wish to bear in mind that in Year 13 to goto university
students need gain University Entrance (UE). To do this they need to:
 attain NCEA Level 3
 achieve 14 credits at Level three in each of three subjects from the list of approved subjects listed
below
 achieve UE numeracy at Level 1 – 10 credits from specific achievement standards, or three specific
numeracy unit standards.
 achieve UE literacy at Level 2 – 10 credits (five in reading and five in writing) at Level 2 and above
from specific standards as shown in the subject tables
APPROVED SUBJECTS FOR UNIVERSITY ENTRANCE
The list of approved subjects will be updated as subjects meet the criteria.
Accounting
Business Studies
Design (Practical Art)
Geography
History
Painting (Practical Art)
Technology
Agriculture and Horticulture
Chemistry
Economics
Graphics
Home Economics
Physical Education
Biology
Computing
English
Health Education
Statistics and Modelling
Physics
4
ENGLISH
AIMS:
English is a compulsory subject at Level One.
The English programme provides opportunities for students to develop their literacy skills, gain subject
endorsements (in ENG101 only), transfer their learning and skills across subjects and develop greater
connections to the world through promoting analysis and critical thinking.
This is done through interpreting texts (identifying, analysing and critically thinking about characters,
themes, issues and conflicts) and creating texts (to inform, persuade and entertain through accurately
organising and crafting ideas and structures for specific purposes and audiences).
Level One English encourages students to view films and read novels and short texts; analyse character,
plot, theme, setting and visual and verbal features; reflect on what they have read and viewed and offer
personal opinions; prepare material and speak in front of an audience; research a topic that interests them;
and develop and present their ideas in a visual manner.
English 101
1
2
AS 90850
1
2
AS 90854
1
1
AS 90855
1
1
AS 90857
1
1
1
Credits
Internal
External
Literacy
AS 90849
AS 90052
Title of Standard
4
E
-
Y
4
E
-
Y
4
I
-
Y
3
I
-
Y
3
I
-
Y
3
I
-
Y
3
I
-
Y
Version
Level
Standard
number
Achievement Standard
Numeracy
Students entering ENG101 are recommended to be working at Level 5 of the curriculum in the previous
year. Students will be advised before the end of the current academic year which English course would be
the best for them.
4
Show understanding of specified aspect(s) of
studied written text(s), using supporting
evidence
Show understanding of specified aspect(s) of
studied visual or oral text(s), using
supporting evidence
Form personal responses to independently
read texts, supported by evidence
Create a visual text
Construct and deliver an oral text
Produce creative writing
OR
AS 90053
1
4
Produce formal writing
5
English 102
AS 90855
1
1
AS 90857
1
1
AS 90852
1
1
AS 90856
1
1
AS 90853
1
1
Create a visual text
Construct and deliver an oral text
Explain significant connection(s) across texts,
using supporting evidence
Show understanding of visual and/or oral
text(s) through close viewing and/or listening,
using supporting evidence
Use information literacy skills to form
conclusion(s)
Credits
Internal
External
Literacy
Version
Title of Standard
Level
Standard
number
Achievement
Standard
Numeracy
Students entering ENG102 are students who have been working at an emergent stage of Level 5 of the
curriculum (or below) in the previous year. Students will be advised before the end of the current academic
year which English course would be the best for them.
3
I
-
Y
3
I
-
Y
4
I
-
Y
3
I
-
Y
4
I
-
Y
English 103
US 26622
1
2
US 26624
1
1
US 26625
1
2
Write to communicate ideas for a purpose
and audience
Read texts with understanding
Actively participate in spoken interactions
Credits
Internal
External
Literacy
Version
Title of Standard
Level
Standard
number
Unit Standard
Numeracy
Students entering ENG103 are students who have been identified as requiring increased time (e.g.2+ years)
to complete the literacy requirement for NCEA Level One. Students will be placed into this course and
parents advised of their suitability.
4
I
-
Y
3
I
-
Y
3
I
-
Y
Note: All three unit standards are required for a student to gain literacy via this pathway.
6
MAORI
Maori language will be offered if there is sufficient interest in 2015 to students from Year 10 to 13. At this
stage the structure and ability of the class will determine if NCEA credits are offered.
MATHEMATICS
AIMS:
 Mathematics is compulsory at Level One.
 With three courses available at Level 1, students are able to progress their Mathematical
knowledge to suit their needs. All 3 courses follow on from the learning established in Year 9 & 10.
 The need for people to be numerate – that is to be able to calculate, estimate and use measuring
instruments has always been identified as a key outcome for education. Mathematics education
aims to develop a broad range of numeracy skills and associated thinking skills and processes.
Mathematics 101:
AS 91026
1
2
AS 91027
1
3
AS 91028
1
2
AS 91032
1
2
AS 91036
1
2
AS 91037
1
3
Apply numeric reasoning in
solving problems
Apply algebraic procedures in
solving problems
Investigate relationships between
tables, equations and graphs
Apply right-angled triangles in
solving measurement problems
Investigate bivariate numerical
data using the statistical enquiry
cycle
Demonstrate understanding of
chance and data
Credits
Internal
External
Literacy
Version
Title of Standard
Numeracy
Achievement
Standard
Level

This course is designed for students who are likely to continue with Mathematics in Level 2 and
beyond. Students will complete a mixture of Internals and Externals, covering the standards
required as a framework for Level 2. Good algebra skills are an advantage in this course.
Students will be advised before the end of the current academic year which Mathematics course
would be the best for them.
Standard
number

4
I
Y
-
4
E
Y
-
4
E
Y
-
3
I
Y
-
3
I
Y
-
4
E
Y
-
7
Mathematics 102:

Achievement
Standard
Standard
number
Level
Version
Title of Standard
AS 91026
1
2
AS 91029
1
2
AS 91030
1
2
AS 91032
1
2
AS 91036
1
2
AS 91038
1
2
Apply numeric reasoning in
solving problems
Apply linear algebra in solving
problems
Apply measurement in solving
problems
Apply right-angled triangles in
solving measurement problems
Investigate bivariate numerical
data using the statistical enquiry
cycle
Investigate a situation involving
elements of chance
Credits
Internal
External
Literacy

This course is designed for students who may need essential mathematics skills in their future
careers, but are unlikely to continue with Mathematics past Level 1.
This course is entirely internal. Please note: Subject endorsement is NOT available in this course,
and entry to the Level 2 course from this course is at the HoD’s recommendation.
Students will be advised before the end of the current academic year which Mathematics course
would be the best for them.
Numeracy

4
I
Y
-
3
I
Y
-
3
I
Y
-
3
I
Y
-
3
I
Y
-
3
I
Y
-
Mathematics 103:
US 26623
1
2
US 26626
1
2
US 26627
1
2
Use number to solve problems
Interpret statistical information
for a purpose
Use measurement to solve
problems
Credits
Internal
External
Literacy
Title of Standard
Numeracy
Unit Standard
Version

Level

This course is designed for students who require the Numeracy component in order to obtain their
Level 1 Certificate.
This course is based around thematic units with students contributing to a portfolio of their
numeracy knowledge throughout the year.
Students will be placed into this course and parents advised of their suitability.
Standard
number

4
I
Y
-
3
I
Y
-
3
I
Y
-
8
MUSIC
AIMS:
 To enable students to develop skills and literacies and assist students to participate in and
develop a lifelong interest in music. Students will develop practical knowledge in music, exploring
and using the elements, conventions, techniques and technologies of music.
Level
Version
AS 91090
1
2
AS 91091
1
2
Title of Standard
Credits
Internal
External
Literacy
Standard
number
Achievement
Standard
Numeracy
Students are able to gain Achievement Standards in Music over and above their timetabled subjects. A
prerequisite is that a student has undertaken lessons for three years before sitting Level One. Students can
sit a solo performance or perform as a member of a group. Students can also choose to take Music as a full
subject where they would undertake research and composition standards alongside performance ones.
Perform 2 pieces of music as a featured
soloist
6
I
-
-
4
I
-
-
Demonstrate ensemble skills through
performing a piece of music as a
member of a group
9
PHYSICAL EDUCATION AND HEALTH
AIMS:
The study of Physical Education requires an understanding of many different aspects of knowledge and
overlaps into many other curriculum areas. The general aims of the subject are to
 Provide opportunities to study in-depth aspects of physical education
 Provide opportunities for personal and social development by including students in activities
which require individual endeavour and interaction with others
PE and Health is approximately half practical and half theory based entirely on achievement standards.
Credits
Internal
External
Literacy
Title of Standard
5
I
-
-
5
I
-
Y
3
I
-
-
4
I
-
Y
3
I
-
Y
Version
Level
Standard
number
Achievement
Standard
Numeracy
The course will cover students participating in a variety of physical activities and reflecting on their reasons
for their behaviour, effort and interactions they have during those physical activities. Students will also
learn how the body moves and what scientific principles are behind movement.
AS 90962
1
2
AS 90963
1
2
AS 90964
1
2
AS 90966
1
1
AS 90968
1
2
Participate actively in a variety of
physical activities and explain factors
that influence own participation
Describe the function of the body as it
relates to the performance of physical
activity
Demonstrate quality movement in the
performance of a physical activity
Demonstrate interpersonal skills in a
group and explain how these skills
impact on others
Demonstrate and show understanding of
responsible behavior for safety during
outdoor education activities
10
SCIENCE
AIMS:
 The aim of science is to describe the world around us at its most fundamental physical, chemical
and biological level. Alongside this we focus on practical and thinking skills to prepare students
with inquiring minds with good problem solving abilities.
Science is now an option. Students may choose Biological Science, Physical Science or both options or
neither option. If students choose both options they will not repeat the same material but the courses will
complement each other.
The structure of science at Year 11 has been changed to give students the best possible preparation for
Year 12. Studying 2 out of the 3 sciences allows a greater depth of content to be covered and skills to be
developed.
BIOLOGICAL SCIENCE
This course is designed to give students the best preparation for Level Two Biology and Chemistry. With
good algebra from Level One Maths students can choose Level Two Physics if they successfully complete
this course.
Biology leads to a wide range of careers ranging from health sciences, vets, physios, occupational therapists and
the health and fitness industry.
Credits
Internal
External
Literacy
Achievement
Standard
Numeracy
Chemistry leads to a wide range of careers not all of which are as obvious as other subjects. However it is the
most widely required science, including areas such as the food technology industry, health sciences, some
engineering, many biology related industries such as working in a micro biology lab, studying genetics or
administering jabs to cows!
4
E
-
-
4
I
Y
-
4
E
-
Y
4
I
-
-
4
I
-
-
Standard
number
Level
Version
Title of Standard
AS 90944
1
3
AS 90930
1
2
AS 90948
1
2
AS 90949
1
2
AS 90926
1
3
Demonstrate an understanding of
acids and bases (chemistry)
Carry out a practical chemistry
investigation
Demonstrate understanding of
genetic variation (Biology)
Investigate life processes and enviro
factors that affect them
Report on a Biological issue
11
PHYSICAL SCIENCE
This course is designed to give students the best preparation for Level Two Physics and Chemistry. With
good literacy skills students can choose Level Two Biology if they successfully complete this course.
Physics is essential for careers such as engineering, architecture, electronics and all the hi-tech industries such as
programming and robotics.
Standard
number
Level
Version
Title of Standard
AS 90940
1
2
AS 90932
1
2
AS 90941
1
2
AS 90935
1
2
AS 90947
1
3
Demonstrate an understanding of
mechanics (Physics)
Demonstrate an understanding of
carbon chemistry
Investigate implications of electricity
and magnetism
Carry out a practical physics
investigation
Investigate selected chemical reactions
Credits
Internal
External
Literacy
Achievement
Standard
Numeracy
Chemistry leads to a wide range of careers not all of which are as obvious as other subjects. However it is the
most widely required science, including areas such as the food technology industry, health sciences, some
engineering, many biology related industries such as working in a micro biology lab, studying genetics or
administering jabs to cows!
4
E
Y
-
4
E
-
-
4
I
Y
-
4
I
Y
-
4
I
-
-
12
AGRICULTURE
AIMS:
 To provide opportunities for students to safely gain hands on experience in a range of agricultural
settings and learn a range of skills.
 To teach students about the huge New Zealand agricultural sector and the employment
opportunities within it.
4
I
-
-
5
I
-
-
3
I
-
-
3
I
-
-
4
I
-
Y
Version
Internal
External
Level
Credits
Standard
number
Title of Standard
Literacy
Achievement
Standard or
Unit Standard
Numeracy
The Level One Agricultural program focuses on a wide range of skills and important safety factors within
the Agricultural Industry. Students will look at such topics as Hazard safety, Motorbike operation and basic
fencing technique. Students will also plan and carry out their own Agricultural experiment. Field trips will
feature throughout the year and may include such visits as the freezing works, robotic dairy farms and
practical work at local farms.
AS 90157
1
3
US 24832
1
1
US 24833
1
1
AS 90922
1
1
AS 90923
1
2
Practical skills
Open and draw out a coil of wire, tie
knots and join wire
Identify and maintain fencing tools
Design a landscape plan that reflects
user requirements
Demonstrate basic propagation
techniques
AS 90918
1
1
Carry out a practical Agricultural
Investigation
4
I
Y
-
US 24555
1
2
Demonstrate knowledge of the safe
operation of a motorcycle
3
I
-
-
US 19053
1
3
3
I
-
-
US 23540
2
1
Demonstrate Knowledge of Hazard
control in the rural workplace
5
I
-
-
AS 90920
1
1
Demonstrate knowledge of
Geographical Distribution
3
I
-
Y
Ride a motorcycle on flat terrain
13
SOCIAL SCIENCES
GEOGRAPHY
AIMS:
 To increase students’ knowledge and awareness of the earth they inhabit and their impact on it
through the application of geographic concepts and literacy skills
Credits
Internal
External
Literacy.
Title of Standard
4
E
-
Y
4
E
Y
-
4
I
Y
Y
3
I
-
Y
3
I
-
Y
Version
Level
Standard
number
Achievement
Standard
Numeracy
Geography is a valuable subject, important to all humans. It provides basic knowledge on the functioning of
the earth, and the knowledge gained will provide a foundation which supports and leads to careers in a vast
number of areas.
The course covers a range of topics including the study of extreme natural events like the Christchurch
earthquakes and the human response to them; along with basic geographic skills (map work, graphing, and
the understanding viewpoints).
The course also covers a number of topics which are assessed within the school. These include a study of a
contemporary geographic issue (the use of 1080 in Southland) and a study of a global pattern (the Black
Death).
AS 91007
1
2
AS 91010
1
1
AS 91011
1
2
AS 91012
1
1
AS 91013
1
1
Demonstrate geographic
understanding of environments that
have been shaped by extreme natural
events
Apply concepts and basic geographic
skills to demonstrate understanding of
a given environment
Conduct geographic research, with
direction
Describe aspects of a contemporary
New Zealand geographic issue
Describe aspects of a geographic topic
at a global scale
14
HISTORY
AIMS:
 Develop an understanding of themselves as New Zealanders, the heritage, cultures, and shared
values and of New Zealand’s relationship with the rest of the world.
Standard
number
Level
Version
Title of Standard
AS 91001
1
2
AS 91002
1
2
AS 91003
1
2
AS 91004
1
2
AS 91005
1
2
AS 91006
1
3
Carry out an investigation of an
historical event, or place, of
significance to New Zealanders
Demonstrate understanding of an
historical event, or place, of
significance to New Zealanders
Interpret sources of an historical event
of significance to New Zealanders
Demonstrate understanding of
different perspectives of people in an
historical event of significance to New
Zealanders.
Describe the causes and consequences
of an historical event
Describe how a significant historical
event affected New Zealand society
Credits
Internal
External
Literacy.
Achievement
Standard
Numeracy
History is one of the most exciting subjects offered at school. It explores how and why change has occurred in
societies over time. It helps us to recognise the forces that have shaped our own society. It is a subject for the
curious and for those seeking to know more about the world’s current problems. History also prepares you for
many careers. The skills of analysis, research and communication are sought after by employers and are
fundamental to lifelong learning. History students find work in law, the public sector, politics, diplomatic
service, media and business.
The course will look at “History makers and moments through time”. This will involve looking at the Black Civil
Rights Movement in America, the 1981 Springbok Tour of New Zealand and a decade study amongst other
topics.
4
I
-
Y
4
I
-
Y
4
E
-
Y
4
I
-
Y
4
E
-
Y
4
E
-
Y
15
ECONOMICS
AIMS:
 To develop an understanding of the reasons consumers and produces act as they do and how this
impacts on markets
 To develop an understanding of the New Zealand economy as a whole
Credits
Internal
External
Literacy.
Title of Standard
4
E
-
Y
5
I
-
Y
3
E
-
Y
5
E
-
Y
3
I
-
Y
Version
Level
Standard
number
Achievement
Standard
Numeracy
Economics focuses on how consumers and producers interact through the market. This interaction results
in economic decisions about what will be produced and the process of production. BY understanding the
forces that operate in the market, we are better placed to understand the forces affecting our economic
participation, such as employment, income and spending patterns. Often the top news stories relate to
economic problems and even a short course in economics will help you understand why these events
happen.
AS 90983
1
2
AS 90984
1
2
AS 90985
1
2
AS 90986
1
2
AS 90988
1
2
Demonstrate understanding of
consumer choices using scarcity and
demand
Demonstrate understanding of
decisions a producer makes about
production
Demonstrate understanding of
producer choices using supply
Demonstrate understanding of how
consumer, producer and/or
government choices affect society,
using market equilibrium
Demonstrate understanding of the
interdependence of sectors of the New
Zealand economy
16
TECHNOLOGY
Technology is described as intervention by design: the use of practical and intellectual resources to
develop products and systems that expand student possibilities by addressing needs and producing
quality projects. We do this students researching and developing their own projects that reflect their
own interests and needs. Students are encouraged to use a range of different methods and materials to
improve skills. This will vary depending on the technological field that your student has chosen.
VISUAL ARTS - ART
AIMS:
 To generate and develop and clarify ideas through, drawing, painting or photography, by
researching and producing artworks using different media.
 Develop visual literacy and the means to communicate in the visual world and the creative
industries.
Version
AS 90913
1
2
AS 90914
1
1
AS 90915
1
1
AS 90916
1
1
Demonstrate understanding of art
works from a Maori and another
cultural context using art terminology
Use drawing methods and skills for
recording information using wet and
dry media
Use drawing conventions to develop
work in more than one field of practice
Produce a body of work informed by
established practice which develops
ideas using a range of media
Credits
Internal
External
Literacy
Level
Title of Standard
Standard
number
Achievement
Standard
Numeracy
Throughout this course students will research different artist models. They will develop drawing skills using
a range of visual media and learn how to construct and refine compositions within a theme of their own
choice. Students will produce a final portfolio for external examination made up of work completed during
the year. Students learn to work both independently and collaboratively to construct meanings, produce
works, and respond to and value others' contributions. As students express and interpret ideas within
creative, aesthetic, and technological frameworks their thinking skills will be extended and strengthened.
4
I
-
Y
4
I
-
-
6
I
-
-
12
E
-
-
17
TECHNOLOGY – HARD MATERIALS
AIMS:
 Designing, planning, modelling, and making practical projects while learning skills and processes
related to the various areas in Technology.
Standard
number
Level
Version
Title of Standard
AS 91057
1
2
AS 91059
1
2
AS 91047
1
2
Implement basic procedures to make a
specified product
Demonstrate understanding of basic
concepts used to make a product from
resistant materials
Undertake development to make a
prototype
Credits
Internal
External
Literacy.
Achievement
Standard
Numeracy
This course requires the implementation of basic procedures using resistant materials to make a specified
product.
This will be the first of two projects that will be completed for the year. The first is a set project where all
of the students will make a wooden cheval unit. Here the students learn fine woodworking skills that can
then be transferred to other projects. Making sure our Year Eleven Technology students are able to make
out materials correctly and accurately. The second project focusses on design, where by the student
researches an existing idea and then develops their own project. With the skills they learnt in the first
project they can they make their design to a high quality finish.
Course cost: The set project ranges from $40-$50 and the project they design and make themselves varies
depending on the materials and size of the final outcome.
6
I
-
-
4
I
-
Y
6
I
-
-
18
DIGITAL TECHNOLOGY (ICT)
AIMS:
 This subject teaches students the skills to participate in an Information Technology society. It
also teaches them valuable and essential skills that can be transferred to many other fields of
learning.
Standard
number
Level
Version
Title of Standard
AS 91070
1
1
AS 91071
1
1
AS 91072
1
1
AS 91073
1
1
AS 91044
1
1
Demonstrate understanding of basic
concepts of information management
Implement basic procedures to
produce a specified digital information
outcome
Undertake development to make a
prototype
Implement basic procedures to
produce a specified digital media
outcome
Undertake brief development to
address a need or opportunity
Credits
Internal
External
Literacy.
Achievement
Standard
Numeracy
At Year 11 we will be looking at two aspects (strands): digital information and digital media, as well as brief
development.
3
E
-
Y
4
I
-
-
3
I
-
Y
4
I
-
-
4
I
-
Y
19
FOOD AND NUTRITION
AIMS:
 To provide students with practical skills to prepare, cook and present a range of food. To
understand the nutritional value of food types and the importance food has to our bodies, daily
life, our local community and the global society.
Achievement
Standard or
Unit Standard
Standard
number
Level
Version
Title of Standard
AS 90959
1
1
AS 90956
1
2
AS 90961
1
2
AS91082
1
1
US 15620
US 15900
1
1
2
4
US 19770
1
3
US 15901
1
4
Demonstrate knowledge of
practices and strategies to
address food handling issues
Demonstrate knowledge of an
individual’s nutritional needs
Demonstrate understanding of
how packaging information
influences an individual’s food
choices and well-being
Implement basic procedures to
process a specified product
Hygiene and food safety
Meat preparation
Prepare and present egg and
chees
Prepare and present fruit and
vegetables
Numerac
y
Literacy
Level 1 course consists of food safety, basic human nutrition for teenagers nutritional needs, a food
technology project focussed around making the perfect cupcakes and understanding nutritional
information on food packaging and its effects on wellbeing. All of these are achievement standards. There
are also sometimes the opportunity to do practical unit standards through Service IQ which convers
preparing, cooking and serving egg and cheese dishes, fruits and vegetables and meat dishes.
Credits
Internal
External
5
I
-
Y
5
I
-
Y
4
E
-
Y
4
I
-
-
6
4
I
I
-
-
2
I
-
-
4
I
-
-
20
DESIGN and VISUAL COMMUNICATION (GRAPHICS)
AIMS:
 Learning and applying a range of drawing skills and media applications to design and produce
solutions for various project briefs throughout the year.
Standard
number
Level
Version
Title of Standard
AS 91068
1
3
AS 91066
1
2
AS 91065
1
3
AS 91064
2
3
AS 91063
2
3
Undertake development of design
ideas through graphics practice
Use rendering techniques to
communicate the form of design ideas
Produce instrumental paraline
drawings to communicate design ideas
Produce working drawings to
communicate technical details of a
design
Produce freehand sketches that
communicate design ideas
Credits
Internal
External
Literacy.
Achievement
Standard
Numeracy
In this course we learn about and use the principles of design to investigate, conceptualise and produce a
range of briefs. We do this by using rendering, sketching and the formal drawing of ideas to produce a
solution to a design problem. The courses develop these skills as they move through to senior school and
beyond. Students have gone onto further tertiary study as well as seeking jobs in the design fields. There
are no course costs with this course apart from the equipment required and students are strongly
encouraged to purchase reputable brands from quality suppliers as this can directly influence the quality of
work that is required at higher levels.
6
I
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-
3
I
-
-
3
E
Y
-
3
E
Y
-
3
E
-
-
21