Year 13 Core and Option Subjects

The aim of this course is to provide a stimulus and foundation to the study of Accounting at university and other tertiary institutions. The Year 13 course draws heavily on the understanding accumulated in Years 11 and 12. The course involves the processing and reporting of financial and non-financial information for partnerships and companies. Other topics include the conceptual framework, and accounting information for management including job cost systems, cash budgeting and decision making.

Course costs: $45.00* for workbooks.

*Estimated disbursed course costs

For further information, see Mr Temple.

Subject Pathways

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

Although this course follows on from Level 2 Agribusiness, prior knowledge is not necessarily required, and the course can be picked up by a student who has not previously studied Agribusiness. An interest and ability in the agricultural supply chain is important due to the theoretical nature of the content.

Agribusiness looks at growing value in New Zealand primary products through innovation, science, technology, management, and marketing. This course has a specific focus on the honey industry, dairy industry, and Agribusiness sustainability.

Students can take both Agriscience and Agribusiness.

Topics studied are:

• future proofing for long-term viability;
• strategic capital expenditure decisions;
• soils investigation;
• sustainability of Lake Ellesmere and mitigation strategies;
• supply, demand, and market forces.

Course costs: $50.00* for field trips.

*Estimated disbursed course costs

For further information, see Mrs Cloughley.

Subject Pathways

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

This course is independent of the Level 1 and 2 Agriscience programmes. Prior knowledge is not necessarily required, and the course can be picked up by a student who has not previously studied Agriscience. However, a genuine interest to learn about New Zealand agriculture and its place in our economy is essential.

The course covers topics pertaining to the production of primary products so that they satisfy market and environmental requirements at a profit to the producer. There will be a focus on salmon, beef and egg production, with students able to choose a focus product for their research assessment.

Topics studied are:

• practical investigation;
• factors that influence the profitability of primary products in New Zealand;
• manipulation of the production process to ensure that products meet market requirements;
• analysis of production practices on the environment.

Course costs: $25.00* for one field trip.

*Estimated disbursed course costs

For further information, see Mrs Cloughley.

Subject Pathways

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

This course looks at combining Art and Technology to communicate ideas with a focus on Graphic Design and Digital Illustration, extending on skills taught in Level 2 Design. Students new to the subject will be taught the principles of design and the ways that designers work. All students will learn about the design process and how to apply this process to a range of tasks, including logo, poster, magazine, and package design, as well as in-depth look at typographic layout and the use of computers as a design tool.

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

The subject is structured to give maximum exposure to contemporary design thinking and practice. Those wishing to pursue a career in any of the fields of Design, (for example; graphic, industrial, fashion, advertising, illustration, architecture and interior design) are prepared for tertiary study and given guidance and advice throughout the process.

There are no entry requirements for Level 3 Design, however, where the Level 2 Visual Art External Standard has been attempted and not achieved, entry into Level 3 Design is at the discretion of the Head of Department.

Course costs: $200* to cover basic materials, printing, and folio boards. Students will also be required to purchase their own external hard drive or a USB (minimum 4GB).

*Estimated disbursed course costs

For further information, see Ms Swadel.

Subject Pathways

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

Students select their own theme and work independently developing, extending, and resolving art making ideas. As they work, they will also show an understanding of traditional and contemporary Art that informs, challenges and influences their own practice.

Throughout the year, field trips to art galleries, Top Art Exhibitions, and an artist’s studio, are arranged. For those who are interested, the option of entering Scholarship Painting (eight A3 pages documenting the year’s work) is available.

Course costs: $300* for materials.

*Estimated disbursed course costs

For further information, contact Ms Swadel.

Subject Pathways

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

Students gain knowledge about traditional and contemporary photographers and write their own proposal outlining a theme that they will investigate for the academic year. Film, darkroom, and digital processes are all utilised to generate a range of images that show an understanding of photographic conventions.

Students generate multiple series of works that explore their selected theme in depth, until a successful resolution is reached.

For those who are interested, the option of entering Scholarship Photography (eight A3 pages documenting the year’s work) is available.

Course costs: $200–$400* depending on materials used.

*Estimated disbursed course costs

For further information, contact Ms Lawrence.

Subject Pathways

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

Year 13 Athlete Sports Performance is run during the students’ allocated independent learning periods. One-on-one mentoring is a key part of this course to aid with support and balance. Students in this course can utilise their time to train and practise for their sports, develop learning around the key pillars of performance, as well as utilise the time for study when needed.

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

The representation will be tiered from:

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

Entry at the discretion of the Head of Department.

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

Course Application Process

The expression of interest form must be completed by 9.00am on Monday 5 August, so that applications can be reviewed before Option selections open on Tuesday 13 August.

Students new to the Secondary School in 2025: Parents/caregivers of new Secondary School students beginning at St Andrew’s College in 2025 must complete the Expression of Interest form on behalf of their child. Then, if the student is accepted, choose Athlete Sports Development when they make their child's Year 9 Option selections.

If students are not accepted, Athlete Sport Development will not be available in their Options selection.

Current students in Years 9–12: Current students in Years 9–12 must complete the Expression of Interest form themselves.

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

Subject Pathways

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

The course examines areas of Biology which are of particular importance to society today and in the future.

The three internally assessed Standards cover:

• an investigation of an aspect of the ecological niche of an organism;
• research of a socio-scientific issue;
• how animals maintain a stable internal environment (thermoregulation).

The two externally assessed Standards cover:

• plant responses and animal behaviour in relation to biotic and abiotic environmental factors;
• the trends in human evolution using current scientific evidence for the origins of humans.

The study of Biology can lead to tertiary studies and employment in areas such as Health Sciences, Biotechnology, Agriculture and Environmental Studies.

Students will be encouraged to attend an extension class in preparation for Scholarship papers if their learning outcomes are appropriate.

Students who did not achieve with Merit in at least two external Biology papers will find this course difficult.

Course costs: $300* for Portobello field trip. Students are expected to purchase a course manual.

*Estimated disbursed course costs

Note: students may study up to three Sciences.

For further information, see Mrs Carline.

Subject Pathways

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

New Zealand is a nation of small businesses – the trend is growing. A large percentage of students are likely to be either employed by small businesses or self-employed. Students will learn experientially about how to research and create a successful marketing strategy, and how to set up and run an innovative and sustainable business of their own. Students will learn to be comfortable working together in a team environment with consultation from business specialists.

The knowledge and skills gained in Business Studies, and exposure to enterprise culture, can help shape ‘creative, energetic, and enterprising’ young people (the Curriculum Vision Statement) who will contribute to New Zealand’s economic future. Due to the large written component of the course’s assessment, it is desirable that students have gained Level 2 English credits in at least one external Achievement Standard.

Course costs: $25.00*for a workbook, $100* to travel to Kaikoura for a field trip, and $35.00* to register a Young Enterprise company.

*Estimated disbursed course costs

For further information, see Mr Temple.

Subject Pathways

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

The work studied in Year 12 is extended and we introduce a range of new, more challenging concepts.

The course is recommended for students contemplating a Science-based career or university course and is essential for Health Science(s).

Students will be encouraged to attend an extension class in preparation for Scholarship papers if their learning outcomes are appropriate.

Students who did not achieve with Merit in at least two external Chemistry papers will find this course difficult.

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

Note: students may study up to three Sciences.

For further information, see Mrs Hamburg.

Subject Pathways

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

This course seeks to continue and develop the interest and understanding of ancient civilisations and how they have impacted on modern societies around the world. This study works on the development of skills and techniques of research, structured writing, and the understanding and analysis of ideas and sources.

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

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

These concepts and ideas will be covered both internally and in the external examinations in the topics of:

• Roman Art and Architecture;
• Alexander the Great.

For further information, see Mr Faulls.

Subject Pathways

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

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

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

This course is portfolio-based with no external examination.

Course costs: No additional equipment is necessary for students continuing on from Year 12, provided that their basic equipment has been cared for. Some ongoing material and other consumable costs for model making and presentation may need to be disbursed throughout the year.

For further information, see Mr Kerrison.

Subject Pathways

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

This course has two main focuses: programming, and database-driven web design.

In the programming topic, students will learn advanced techniques in Python, such as developing a graphical user interface and using classes and objects to encapsulate data and methods.

In the web design topic, students will learn how to build a dynamic website where content is located in a MySQL database. Students will write SQL queries and PHP code by hand to display dynamic content and to edit content within the database. There is a particular focus on the development of a design and ensuring usability of their outcome. They will also investigate encryption methods and how to password-protect the administration section of a website.

There are two main projects where students complete projects to meet supplied briefs, however, the students may come up with their own project idea if they wish.

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

For further information, contact Mr Adams or Ms Lee.

Subject Pathways

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

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

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

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

Independent Learning Programmes – all Level 3 Drama students will embark upon an ILP for the duration of the year. In partnership with the teacher, students will create a programme for themselves which reflects their needs, goals, and passions. Assessments and dates for these will be decided upon accordingly. It is expected that students create a programme which offers a minimum of 17, and a maximum of 23, internal credits. If they wish, students may additionally enter the external assessment.

Compulsory internal assessments are completed because the skills taught, developed, and assessed provide a strong foundation in performance and success in other assessments. They cover the interpretation of scripted text to integrate drama techniques in performance and the devising and performance of a drama piece to realise a concept. The external requires students to demonstrate understanding of a live drama performance.

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

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

For further information, see Mr Wiseman.

Subject Pathways

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

The objectives of this course are for students to understand economic concepts, principles and simple analytical techniques and apply them to current economic issues. Students are expected to be able to inquire into, and reason clearly and objectively about, economic issues and to interpret and present economic data and arguments in a clear and concise manner. An awareness of the interrelationships between economic, social, and political issues is also required.

The year’s work is divided into three broad sections:

• resource allocation via the market system – an analytical study of the market analysing how decisions are made, their outcomes, and New Zealand examples;
• resource allocation via the public sector – understanding the role of government in the provision of goods and services, especially where the market does not do this efficiently or equitably, with New Zealand examples;
• aggregate economic activity and policy – a macroeconomic approach to the economy and the impact of government action. Students will be expected to use today’s information and processing technologies in the presentation of their internally assessed work.

Course costs: $45.00* for workbooks.

*Estimated disbursed course costs

For further information, see Mr Temple.

Subject Pathways

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

Year 13 English Literature continues to build on the skills developed in previous years. It is a more demanding and specialised programme than Year 13 English and is designed for students who enjoy literature and who are confident with their skills in this subject.

Students need to be developing their own critical responses to sophisticated written, visual, and oral texts and link them to wider contexts. In the process, students work towards achieving a range of NCEA Level 3 Standards which assess the written, visual, and oral strands of the New Zealand Curriculum (Curriculum Level 8).

Please note that entrance to this course will initially be determined by the results from the school examinations in Year 12.

Course costs: Students will be given the opportunity to purchase the studied written text.

For further information, see Mrs Ball or Ms Ruwhiu.

Subject Pathways

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

This programme is designed for students who enjoy English but who require more support in their progress towards gaining Level 3 English. While it is expected that students will have a sound skill base, they will complete a variety of activities that will help build their enjoyment, skills, and confidence in English. In the process, students work towards achieving a range of NCEA Level 3 Standards that assess the written, visual, and oral strands of the New Zealand Curriculum (Curriculum Level 8).

The key difference between this course and Year 13 English Literature is a pace of learning that supports individual student needs.

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

For further information, see Mrs Ball or Ms Ruwhiu. 

Subject Pathways

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

Entry to subject by selection. Students are expected to attempt all external standards in Year 12 to gain entrance to this course.

This class focuses on:

• extending students’ breadth of knowledge of language, literature, and critical theories;
• consolidating the learning skills needed by Scholarship students: synthesising information, critical thinking and reflection, independent learning skills, personal responsibility, and a strong work ethic;
• preparing students for the Scholarship English examination in addition to the NCEA Level 3 qualification.

Any student from Years 12–13 who is interested in attending this class can discuss this further with Ms Ruwhiu.

Course costs: Students will be given the opportunity to purchase the studied written text.

Scholarship English

Students who have demonstrated a high level of engagement with literature and achievement, and who are creative and critical thinkers can choose to attend the Scholarship English sessions.

For further information, see Mrs Ball. 

Subject Pathways

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

Entry to subject by selection.

Entry into this course is partly based on Level 2 NCEA results. Students who are new to the College need to have a minimum of upper-intermediate Level English.

The course is for students who do not have English as their first language and wish to improve their language skills for mainstream classes. The course is designed to assist students to write clear and accurate English, to read with understanding, and to speak fluently and clearly. Support in other curriculum areas is also offered and this is done in close co-operation with subject teachers, tutors, and the Dean. Each course is carefully structured according to individual needs and there is a strong emphasis on subject support. This course is designed to support the student’s mainstream English course. It also assists in providing a pathway to NCEA Literacy at Level 2 and is run in close collaboration with teachers in the English Department.

Students have a number of options in this course. They can have support either in achieving Level 2 NCEA English Literacy for University Entrance, or NCEA English at Level 3. In addition, students are offered tuition for external ESOL qualifications such as the TOEFL and IELTS examinations. This course can be undertaken as a Year 13 subject. Alternatively, tuition is available during the student’s study periods if timetabled at the same time as Year 13 ESOL. Guidance and references are also provided for international students choosing to study at a New Zealand or overseas tertiary institution.

For further information, see Ms Fildes. 

Subject Pathways

In Fabric Technology, students learn to design and develop products that expand human possibilities by addressing needs and realising opportunities. Students learn to explore their world views and how this influences their approach to creative work and problem solving.

Students undertaking this course will learn practical skills and outcomes as they develop briefs, concepts, construction guides, technological models, project management plans and fully realised products.

Students will learn the principles of design related to product design and critique the design of a technological product using contemporary design principles. Students will present evidence of this work in a report for external assessment.

Students will explore the impact of historical and contemporary technological products on our environment and be encouraged to produce sustainably.

At this level, the major unit of learning will be tailored to the students’ interests, and the work undertaken can provide evidence for a Scholarship report if a student wishes to pursue this. Students will be encouraged to work with stakeholders and local business to resolve a need or opportunity within an authentic context to gain valuable knowledge and experience related to the design industry. 

Course costs: $55.00* for materials supplied by the school. Students will be required to purchase their own fabric from a fabric retailer.

*Estimated disbursed course costs 

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

For further information see Mrs Thomson or Mrs Duncan.

Subject Pathways

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

This course is designed to follow and build on the knowledge gained in the Year 12 course. It focuses on the wider issues associated with food choice and well-being in New Zealand.

Students will consider the main influences on food choices and the reasons people make the choices that they do. As part of this work, they will investigate the impact this has on individuals and society.

Students are expected to develop their ability to think critically about food issues and to develop knowledge to challenge beliefs and attitudes around key food issues.

These key food issues will be focused on:

• eating habits which lead to obesity;
• the practices food multinationals use to encourage consumers to buy their food, and the impact this has on eating habits and well-being;
• influence of food advertising on well-being;
• food related ethical dilemmas, e.g. should food multinationals be allowed to sponsor sport?

Food preparation work is an integral part of all units of work and students are expected to develop their food skills throughout the year.

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

For further information, see Mrs Duncan.

Subject Pathways

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

Topics covered are based on the online course text, AQA French, and a literary text may also be studied.

By the end of this course, students can:

• take part in general and fairly spontaneous conversation with French speakers;
• understand much of what is said;
• contribute relevant comments, explain and discuss many of their own ideas and opinions;
• read a variety of authentic materials;
• write expressively for a range of purposes;
• use language creatively;
• use a range of language-learning strategies effectively.

Students are encouraged to read from a wide variety of sources to gain a more up-to-date knowledge and appreciation of things happening in France.

Students continue to develop their skills in speaking French, including more opportunities to speak in small groups on current topics, in writing essays, and in the listening and reading of texts and articles. Students further develop their vocabulary and grammar, which continues to be taught in greater depth. Expanding vocabulary and grammar knowledge of French and incorporating this into the productive skills of writing and speaking continues to be a significant aspect.

Course costs: $50.00* Online subscriptions.

*Estimated disbursed course costs

For further information, see Ms Taylor. 

Subject Pathways

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

This course is designed to enable students to build upon their studies of the past two years. However, it is flexible enough to enable students to take up the subject for the first time at this level if they are prepared to work hard. This decision should be discussed with the Head of Department.

From this course students will develop an understanding of:

• analyse how natural or cultural processes interact and shape an environment;
• the geographic research process through an individual research project;
• the analysis of a contemporary geographic topic (student’s choice of topic);
• the selection and application of geographic skills and ideas;
• GIS (Geographic Information Systems) (student’s choice of topic).

For further information, see Mr Boulton.

Subject Pathways

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

Topics are taught based on expression of topic interest and needs at this level. Teachers at the beginning of the year survey students of what topics they might find useful and build a curriculum around these ideas.

These topics relate to the Health and Physical Education curriculum and the course aims to:

• develop the knowledge, understanding, skills and attitudes needed to maintain and enhance personal health and physical development;
• develop understanding, skills and attitudes that enhance interactions and relationships with other people;
• participate in creating healthy communities and environments by taking responsible and critical action;
• question and challenge topics of interest and learn to be think critically and be evaluators in classroom discussions.

Topics include and are not limited to:

• goal setting and well-being;
• brain development and changes – talk with Head of Guidance, Tom Matthews;
• information and decisions around driving, drugs, alcohol, and parties;
• mental health, stress, and relaxation;
• leadership and communication;
• relationships and friendships;
• independent living skills – life after St Andrew's College;
• sexuality education – laws of consent, sexuality transmitted infections, pregnancy and more;
• taxes/finances;
• exploring career options and CV preparation.

For further information, see Mrs Stirling.

Subject Pathways

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

As with previous years’ courses, this course is designed to enhance students’ curiosity about and understanding of the past.

While it is helpful for students to have previous experience of History as a subject, it is not essential. Many students successfully take History for the first time in Year 13; however, a good standard of literacy skills is required for any student taking this course.

Students will gain knowledge, skills, and experience to:

• understand that the causes, consequences, and explanations of historical events that are of significance to New Zealanders are complex, and how and why they are contested;
• understand how trends over time reflect social, economic, and political forces.

The course also develops particular skills in:

• communication (essay writing, source evaluation);
• the ability to enter imaginatively into the past (empathy);
• critical thinking (perspectives);
• defining a problem, then gathering and processing information relevant to it (research).

Topics covered will include:

• The Cold War and its impact;
• Middle East Conflict and terrorism;
• research assessment on a significant event in New Zealand history;
• perspectives assessment on the debate about the dropping of the atomic bombs.

For further information, see Mr Faulls.

Subject Pathways

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

Learning in Materials Technology is about becoming confident in using a variety of means to address needs and opportunities and solve practical problems. It focuses on practical competencies as well as technological knowledge. The course encourages risk-taking and lateral thinking, the development of multiple solutions to problems, trial and error, teamwork, and the management of resources effectively and efficiently.

This course involves working on a negotiated project of the student’s choice as a vehicle for furthering a range of practical skills, graphic communication skills, and understanding of technological practice.

The course aims to offer as much practical activity and experience as possible.

Building on the foundation of understandings, practices and skills established in the previous year, Materials Technology focuses on:

• designing and planning;
• modelling and testing to resolve issues;
• safe use of portable power tools and fixed machinery;
• identification and sourcing of materials, and sequencing for manufacture;
• fabrication assembly of finishing methods.

Previous experience in this subject is strongly recommended.

Course costs: Materials used.

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

For further information, see Mr Hamilton.

Subject Pathways

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

The course is designed to develop skills and knowledge in statistical methods as well as some applied linear methods. All classes have the opportunity to achieve all grades in each Achievement Standard. This course should not be done in combination with the Level 3 Statistics course. Students wishing to aim for a Scholarship in Statistics should not take this course, but instead take the Level 3 Statistics course.

This course provides a statistical and mathematical background for some university or polytechnic study in the Social Sciences, Biological Sciences, and Management Science, but not University Level Mathematics.

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

Please note, in addition to the subject entry requirements:

• four Mathematics courses are offered at Year 13;
• students who choose Mathematics will be entered in the course according to the entry criteria they meet;
• students who choose not to enter a Year 13 Mathematics course should ensure that they have already attained the Numeracy requirements for University Entrance;
• students may study both Mathematics with Calculus and Statistics.

For further information, see Mr Howard.

Subject Pathways

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

The course is designed to extend students’ skills and knowledge in algebra, trigonometry and calculus methods.  All classes have the opportunity to achieve all grades in each Achievement Standard. An extension class will have a strong emphasis on gaining Excellence grades in Level 3 and will prepare selected students for Scholarship.

This course leads on to pure Mathematics courses at university, and higher-level study in fields such as Engineering, Economics, and Physics.

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

Please note, in addition to the subject entry requirements:

• four Mathematics courses are offered at Year 13;
• students who choose Mathematics will be entered in the course according to the entry criteria they meet;
• students who choose not to enter a Year 13 Mathematics course should ensure that they have already attained the Numeracy requirements for University Entrance;
• students may study both Mathematics with Calculus and Statistics.

For further information, see Mrs Cloughley-Dalzell.

Subject Pathways

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

Entry to subject by selection.

This course is designed to complement the Year 13 Calculus course for those students intending to sit Scholarship Calculus. It is set up primarily for students who have already completed the Year 13 Calculus course, although it is possible to apply for this course without having done so. Each application will be considered on a case-by-case basis.

The course consists of four internal Mathematics Achievement Standards, with the remainder of the time focusing on Scholarship preparation.

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

Please note, in addition to the subject entry requirements:

• four Mathematics courses are offered at Year 13;
• students who choose Mathematics will be entered in the course according to the entry criteria they meet;
• students who choose not to enter a Year 13 Mathematics course should ensure that they have already attained the Numeracy requirements for University Entrance;
• students may study both Mathematics with Calculus and Statistics.

For further information, see Mr Adams.

Subject Pathways

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

This is a course for those with a passion for all things media. Students will write, plan and produce a media product. The remainder of the year will involve analysing the media, including studying the relationship between genre and society, with the option of examining the meaning of a media text through different lenses (readings).

A major component of the course will be the production of a media product using our own professional-standard equipment. Students will work individually to write a script, before planning, shooting, and creating their media product. This process will allow students to achieve 13 credits from three related assessments. Any media products that are short films will be entered into the St Andrew’s College Film Festival that takes place in Term 3.

As part of our genre study in preparation for the external examinations at the end of the year, we will study several films of a chosen genre in order to explore the relationship between genre and society.

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

Course costs: a 1TB external hard drive.

For further information, see Ms D'Arcy. 

Subject Pathways

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

The Year 13 Music course is based around Project Based Learning. Students are encouraged to choose a project in their area of interest (such as recording an album, performance, making music videos, composing for film/TV, music management, producing, research, etc.) which will form the basis of their learning and assessment for the year.

Students work with Mr Ferguson to develop a course based around their project that enables them to achieve NCEA credits. In the past, some high achieving students have gained 40+ credits at Excellence level through their project work. This is because they are actively involved with performance, composing, and recording as part of our co-curricular programme.

The following Standards are offered:

• Solo Performance (8 credits);
• Group Performance (4 credits);
• Solo Performance on a Second Instrument (4 credits);
• Composition and Analysis (12 credits);
• Aural (4 credits);
• Level 3 MIDI and Notation (8 credits);
• Music Research (6 credits);
• Songwriting and Analysis (12 credits).

Students wishing to attempt Music Scholarship should be sure to choose Studies of Music Works, as well as the Theory and Harmony Standard. Significant prior knowledge of Music theory and analysis, in addition to exemplary performance or composition skills, are required before entry is approved for the Music Scholarship Examination.

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

*Estimated disbursed course costs

For further information, see Mr Ferguson.

Subject Pathways

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

This course introduces students to community, recreational, leisure, sporting, and club activities, and allows them to experience what may be available and accessible when they leave school.

The main areas of participation are:

• lifestyle awareness – visits to community facilities, and exploring personal fitness options;
• individual and team sports – intraclass sports, competitions, and activities;
• leisure experiences – recreational activities of choice, lawn bowls, and minor games. 

Activities are selected to enhance senior students’ interpersonal skills, allow for a larger degree of autonomy, and to help ākonga (students) make informed decisions about physical activity choices in their lives ahead.

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

*Estimated disbursed course costs

For further information, see Mr Eves.

Subject Pathways

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

This course suits students with an interest in Physical Education and the related fields of sport, coaching, leadership, exercise, and/or well-being. Prior experience of Level 1 and/or Level 2 NCEA Physical Education courses is advantageous.

The course focuses on developing skills/knowledge that illuminate the transition from secondary school to higher education, within a practical and theoretical framework. Ākonga (students) need to be able to apply the theory of the course to practical settings, as students come to understand how Hauora impacts upon our own lives, the lives of others, and society – examined through biophysical and sociocultural contexts. There is an emphasis on learning through critical evaluation, therefore cross-curricular literacy is helpful.

Modules of work include:

• evaluate physical activity experiences to devise strategies for lifelong well-being;
• analyse a physical skill performed by self or others;
• evaluate the effectiveness of a performance improvement programme;
• demonstrate quality performance of a physical activity in an applied setting;
• examine a current physical activity event, trend or issue and its impact on society.

Students who are seeking a subject that contains a practical component, relates to their current/future well-being, and provides both sporting and academic pathways, would benefit from this course.

Course costs: Approximately $50.00* per term to pay for external providers/facilities, such as lawn bowls (linked to Internal Achievement Standards).

*Estimated disbursed course costs

Note: Students are not permitted to study both Physical Education (NCEA) (13PHED) and Physical Education and Recreation (NCEA) (13PHLE).

For further information, see Mr O'Reilly. 

Subject Pathways

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

The well-being of students, other people, and society through learning in movement and health-related contexts. A genuine interest in sport and physical activity is an advantage for this course, although advanced physical ability is not a requirement. The course is fully internally assessed, with ongoing practical and theoretical assessments throughout the year. This runs concurrent to the 13PHED programme and offers the same amount of credits, but replaces the biophysical standard with a leadership one.

Course costs: Approximately $50.00* per term to pay for external providers/facilities, such as lawn bowls (linked to two Internal Achievement Standards).

*Estimated disbursed course costs

Note: Students are not permitted to study both Physical Education (NCEA) (13PHED) and Physical Education and Recreation (NCEA) (13PHLE).

For further information, see Mrs Taylor. 

Subject Pathways

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

Students will be given the opportunity to enter for a combination of the credits available based on their intended pathways in future years.

This course builds on the foundation of the ideas, methods and skills of Physics established in previous years. The aim is to extend understanding and competencies in the subject and to give students the background needed for further tertiary study in a variety of areas.

Students wishing to enter for Scholarship in this subject are supported in their preparation.

The areas of study are mechanical systems, wave systems, and electrical systems.

Students who did not achieve with Merit in at least two external Physics papers will find this course difficult.

Course costs: A number of workbooks will need to be purchased, together with an end-of-year revision book that will help with preparation for the end-of-year examinations. A $20.00* Education Perfect subscription will be charged to students.

*Estimated disbursed course costs

Note: students may study up to three Sciences.

For further information, see Mr Cummack.

Subject Pathways

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

This course is for those students who have completed Year 13 Chemistry and Year 13 Physics in the previous year. By doing two lessons of Chemistry and two of Physics per week, the aim of this course is to enrich the knowledge of the students taking it as well as bridge the gap between Level 3 NCEA subjects and Stage One university. Students will be given the opportunity to further their interests outside of the normal NCEA examination.

Students will be expected to enter for Scholarship Physics and Chemistry at the end of this course, and support will be given to do so.

This course is by invitation only and will be based on work from the previous years in Chemistry and Physics.

Course costs: A revision book for both Scholarship Physics and Chemistry will need to be purchased.

Note: students may study up to three Sciences.

For further information, see Mr Cummack.

Subject Pathways

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

In Year 13 students discuss morality, ethics and character formation using the Ten Commandments as a basis for discussion.

At the end of the semester, students are encouraged to develop their own rules to live by, taking into consideration the ancient text and the world they live in now.

For further information, see Rev. Morrow.

Subject Pathways

This course targets those students who are looking for a Science subject in their final year which counts as a University Entrance subject. Some Science in Year 12 is helpful but not vital. This course contains Standards from Biology, Chemistry and Physics with an aim to extend students’ knowledge in all three disciplines.

The Standards in this course will be negotiated with the class but will follow the format outlined below:

• an experimental or analytical Standard;
• a research Standard;
• a Standard linking knowledge to the modern world;
• a Standard that targets scientific literacy;
• a Standard that extends students’ scientific knowledge.

A subject Endorsement is able to be gained from this course, as well as being used to count towards University Entrance. Although this subject can be studied along with another Science subject, this will be at the discretion of Head of Science.

Note: students may study up to three Sciences.

For further information, see Dr McIlroy.

Subject Pathways

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

The Level 3 course will focus on developing those skills acquired by students in previous years. Communication functions, language structures, vocabulary and socio-cultural aspects will be consistent with Levels up to and including Level 8 of the Spanish Curriculum.

The topics viewed throughout the year will be covered in greater depth, such as economic situations, or social and cultural aspects of a Spanish speaking country compared to New Zealand. Students further develop the skills to use the language to contrast, either in a verbal or written form. They will be able to review, revise and understand material, which may include authentic texts, as well as undertake discussions and debates on current events. Students will continue to develop the four skill areas through increased exposure to a variety of texts and resources.

For further information, see Mr Evlampieff.

Subject Pathways

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

Students in this course will develop and extend their skills in undertaking statistical investigations with real life contexts and data. They will apply statistical literacy, probability theory, experimental method, analysis of data displays, technology, and statistical methods to manage uncertainty, make informed decisions such as forecasts, causal claims, and formal inferences.

The Level 3 Statistics should not be done in combination with the Level 3 Mathematics General course. Students hoping to obtain a Scholarship in Statistics should choose this Level 3 Statistics course over the Level 3 Mathematics General course.

This course provides a strong statistical background for Health and Physical Sciences, Agriculture, Psychology, Social Sciences, research, and many other tertiary courses.

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

Please note, in addition to the subject entry requirements:

• four Mathematics courses are offered at Year 13;
• students who choose Mathematics will be entered in the course according to the entry criteria they meet;
• students who choose not to enter a Year 13 Mathematics course should ensure that they have already attained the Numeracy requirements for University Entrance;
• students may study both Mathematics with Calculus and Statistics.

For further information, see Mr Fahlander.

Subject Pathways

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

Achievement Standard Internals = 12 credits

This course continues to build on the language and cultural elements covered in the previous years. Reading, writing, speaking, and listening continue to be taught and extended to allow students to communicate beyond the immediate context, as well as the continuation of elements of tikanga and other Māori customs and traditions. Weekly vocabulary worksheets, where the vocabulary is used in context, assist the students with mastery of vocabulary and Level 3 structures.

Students are provided opportunities to speak in te reo Māori more to improve their fluency. Students build on their writing through varied contexts in te reo Māori with more developed ideas and with a wider range of contexts, both familiar and unfamiliar.

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

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

Students will be assessed through two internals (12 credits) and two externals (11 credits).

Course costs: $50.00.

*Estimated disbursed course costs

For further information, see Matua Wiremu Pickering.

Subject Pathways

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

Does not count toward course endorsement but contributes to NCEA Level 3.

This Unit Standard-based programme is designed for students looking to improve their global and New Zealand knowledge.

The focus of this course is on communications and customer service skills. It is an excellent introduction to tertiary study in this area.

No prerequisites are required to take this course.

It consists of the following Unit Standards:

• destinations within New Zealand;
• New Zealand regions;
• communication and customer service skills;
• promotion and marketing of New Zealand destinations;
• itineraries for world travel.

Course costs: $750* for a four-day field trip to Queenstown.

*Estimated disbursed course costs

For further information, see Mr Morrison.

Subject Pathways

Entry to subject primarily by selection. Students can also indicate their preference for entry via discussion with their Dean, Ms Hampson, or Careers Counsellor Mr Webster.

Study Option One: Unit Standards = 35+ credits
Study Option Two: Achievement Standards = 15 credits possible to gain Course Endorsement.

The purpose of Year 13 Vocational Education and Training is to provide three distinct study options:

1. A University Entrance programme focused on vocational skill development and knowledge accrual using Education for Sustainability achievement standards.
2. A University Entrance programme focused on Psychology.
3. A vocational pathway programme utilising unit standard-based assessment.

There is the flexibility within this programme in that an Individual Learning Plan can be developed for students, which can result in work placements and/or offsite industry training.

Our Careers Counsellor, Mr Webster, may be involved in the selection of industry training opportunities provided.

Unit Standards are selected from the subjects below, including a range of specific vocational pathways, in consultation with students and their parents.

Unit Standard assessment is drawn from:

• core generic skills;
• self-management;
• financial capability;
• social and cooperative skills;
• work and study skills;
• service sector skills;
• communication skills;
• legal studies;
• industry skills;
• Health and Safety;
• career planning;
• includes CV development via the collating of a Skills Portfolio.

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

• evaluation of an action that results in a sustainable future;
• development of a strategy for an organisation that results in a sustainable future;
• evaluation of measures taken to improve a biophysical environment;
• option for students to study policies and their impact on a sustainable future (the policies are selected from areas of student interest);
• option for students to study worldviews and their impact on a sustainable future (the worldviews are selected from areas of student interest).
• Psychology standards: 
  1. psychological approaches;
  2. research analysis and/or ethics.
  3. conducting guided research.

Course costs: $200* for career-focused day trips and an overnight field trip at Castle Hill focused on conservation and pest management. 

*Estimated disbursed course costs

For further information, see Ms Hampson.

Subject Pathways