Te Reo Māori 1 Māori Level 2 3 Māori Subject Path: Te Reo Māori Subject: Level 1 Te Reo Māori Purpose: To develop students knowledge and understanding of Te Reo Māori me ōna Tikanga through Panui, Tuhituhi, Whakarongo and Mātakitaki and develop their understanding and skills into Level five to six of the curriculum. To increase students confidence and ability to use Te Reo orally and in written contexts. Vocational Pathway: Creative Industries, Primary Industries, Service Industries, Community and Social Industries. Recommended Entry: Satisfactory achievement at Junior Māori or nomination by Te Reo Māori teacher with strong evidence from assessments at year 10. At year 11 a minimum of 12 Te Reo Māori credits gained in year 10 Māori. Course Outline: The course offers 3 internal achievement standards and 2 external achievement standards over the course of the year. By the end of the year students will be equipped with skills, understanding and confidence to continue in Te Reo Māori in year 12. Students will be offered credits towards their Level One NCEA certificate and some of these credits can be used to meet the literacy requirements of Level One Literacy. Related Costs: nil Assessment Information Standard Title Level Number Type Internal/External Credits Numeracy Literacy Whakarongo kia mohio ki te reo o tōna ao. 1 91086 A/S Internal 6 Lvl 1 Lit
Purpose: The course introduces students to the methods of industry and the world of commercial design that creates the products we see and use every day at home, at school, on the street, in shops or ‘online’. Vocational Pathway: Industrial Design, Education, Building/Construction. Recommended Demonstrated awareness of Workshop Health and Safety requirements at junior level. Evidence of Design Process applied to junior projects. Course Outline: Students will be expected to design and complete a project that satisfies the requirements posed by an ‘issue’. The ‘issue’ will affect other people, groups, organisations; perhaps even animals or other living things. These are all ‘stakeholders’; some stakeholders’ needs will be more important than others. Students will need to develop a ‘brief’ that sets out the requirements of the project and the steps to complete it. They will also need to document their decision making and practical progress as they work through the project, using suitable ‘planning tools’. Students will also have to produce a suitable ‘model’ of the intended outcome, either a physical three dimensional scale model in suitable materials or other modelling technique. A completed prototype of the design is the last stage of the project. This should be faithful to the requirements of the ‘brief’ and the drawing and modelling stages. The project must be of sufficient difficulty to satisfy the requirements of the New Zealand curriculum at 5. The project may include materials and processes the student is familiar with from previous experience in the workshop; the project should be more sophisticated than those completed in previous courses at a lower level. Assessment Information Standard Title Level Number Type Internal/External Credits Numeracy Literacy Undertake brief development to address a need or opportunity. 1 AS91044 A/S Internal 4 L1 Lit Use design ideas to produce a conceptual design for an outcome to address a brief. 1 AS91046 A/S Internal 6 L1 Lit L1 Num Undertake development to make a prototype to address a brief. 1 AS91047 A/S Internal 6 L1 Lit Demonstrate knowledge of and apply safe working practices in the construction of a BCATS project. 1 US24352 U/S Internal 2 Demonstrate knowledge of construction and manufacturing materials used in projects. 1 US24355 U/S Internal 4 Technology – Resistant Materials Subject Path: Workshop Design Level 1 Workshop Design Level 2 Workshop Design Level 3 Workshop Design Subject: One Technology (Unit Standard Option)