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Warning Text %XTableStyleMedium9PivotStyleLight168dq:F3ffff̙̙3f3fff3f3f33333f33333\Q89%eJ9JüHX Liz Willmott - Personal View` g2021@!  ;Y   ; bResearch and report on the impact of factors on the profitability of a New Zealand primary productkDemonstrate understanding of how market forces affect supply of and demand for New Zealand primary productsxDemonstrate understanding of how the production process meets market requirements for a New Zealand primary product(s) <Analyse a New Zealand primary production environmental issue Art History/Demonstrate understanding of style in art works7Examine how meanings are communicated through art works3Examine the relationship(s) between art and context6Examine the impact of media and processes on art worksHConstruct an argument based on interpretation of research in art history0Examine the different values placed on art works:Examine the relationship(s) between a theory and art worksAnalyse texts about artBiologyJCarry out a practical investigation in a biological context, with guidanceZIntegrate biological knowledge to develop an informed response to a socio-scientific issue^Demonstrate understanding of the responses of plants and animals to their external environmentRDemonstrate understanding of how an animal maintains a stable internal environmentIDemonstrate understanding of evolutionary processes leading to speciation6Demonstrate understanding of trends in human evolutiondDemonstrate understanding of human manipulations of genetic transfer and its biological implicationsBusiness StudiesnDemonstrate understanding of how internal factors interact within a business that operates in a global contextsDemonstrate understanding of strategic response to external factors by a business that operates in a global context[Apply business knowledge to address a complex problem(s) in a given global business context6Develop a marketing plan for a new or existing product3Analyse a human resource issue affecting businessesMCarry out, with consultation, an innovative and sustainable business activity\Investigate the exporting potential of a New Zealand business in a market, with consultation ChemistryGCarry out an investigation in chemistry involving quantitative analysisFDemonstrate understanding of chemical processes in the world around useDemonstrate understanding of thermochemical principles and the properties of particles and substances@Demonstrate understanding of the properties of organic compoundsFDemonstrate understanding of equilibrium principles in aqueous systems:Demonstrate understanding of oxidation-reduction processesClassical Studies/Analyse ideas and values of the classical worldCAnalyse the significance of a work(s) of art in the classical worldLAnalyse the impact of a significant historical figure on the classical worldMDemonstrate understanding of significant ideology(ies) in the classical worldhDemonstrate understanding of the lasting influences of the classical world on other cultures across time(Construction and Mechanical Technologies0Demonstrate understanding of a structural system.Demonstrate understanding of a complex machineDanceAnalyse a dance performanceMDemonstrate understanding of the development of dance in Aotearoa/New ZealandDigital TechnologiesWDemonstrate understanding of complex concepts of information systems in an organisationeImplement complex procedures to develop a relational database embedded in a specified digital outcome>Demonstrate understanding of complex concepts of digital mediaIImplement complex procedures to produce a specified digital media outcome6Demonstrate understanding of areas of computer science7Develop a complex computer program for a specified tasklDemonstrate understanding of complex concepts used in the design and construction of electronic environmentsNImplement complex interfacing procedures in a specified electronic environment_Implement complex techniques in constructing a specified complex electronic and embedded system;Demonstrate understanding of wide area network technologies:Implement procedures for administering a wide area networkDramaDInterpret scripted text to integrate drama techniques in performance/Devise and perform a drama to realise a conceptPSelect and use complex performance skills associated with a drama form or periodTDemonstrate understanding of the work of a drama or theatre theorist or practitioner=Perform a substantial acting role in a significant production3Demonstrate understanding of live drama performance,Script a drama suitable for live performanceDirect a drama performanceHCarry out an independent practical Earth and Space Science investigationJInvestigate a socio-scientific issue in an Earth and Space Science context>Investigate the evidence related to dating geological event(s):Demonstrate understanding of processes in the ocean system?Demonstrate understanding of processes in the atmosphere system"Investigate an aspect of astronomy EconomicsADemonstrate understanding of the efficiency of market equilibriumbDemonstrate understanding of the efficiency of different market structures using marginal analysis4Demonstrate understanding of micro-economic conceptsPDemonstrate understanding of government interventions to correct market failuresQDemonstrate understanding of macro-economic influences on the New Zealand economyOEvaluate a planned personal action that contributes toward a sustainable futurerInvestigate the interrelationship between humans and a biophysical environment in relation to a sustainable futureDCompare and contrast initiatives in relation to a sustainable future[Describe policies and practices, their development and contribution to a sustainable future_Develop and justify a strategy for an organisation that will contribute to a sustainable futureEnglish[Respond critically to specified aspect(s) of studied written text(s), supported by evidencebRespond critically to specified aspect(s) of studied visual or oral text(s), supported by evidencerRespond critically to significant aspects of unfamiliar written texts through close reading, supported by evidenceaProduce a selection of fluent and coherent writing which develops, sustains, and structures ideasaCreate and deliver a fluent and coherent oral text which develops, sustains, and structures ideasxCreate a fluent and coherent visual text which develops, sustains, and structures ideas using verbal and visual languageQRespond critically to significant connections across texts, supported by evidenceTDevelop an informed understanding of literature and/or language using critical textstRespond critically to significant aspects of visual and/or oral text(s) through close reading, supported by evidenceEnglish for Academic Purposes=Read and process information in English for academic purposesKUndertake brief development to address an issue within a determined context>Undertake project management to support technological practiceQDevelop a conceptual design considering fitness for purpose in the broadest senseIDevelop a prototype considering fitness for purpose in the broadest sensenDemonstrate understanding of how technological modelling supports technological development and implementation1Demonstrate understanding of material developmentgDemonstrate understanding of operational parameters in complex and highly complex technological systemsaDemonstrate understanding of consequences, responsibilities and challenges involved in technologymDemonstrate understanding of how the fitness for purpose of technological outcomes may be broadly interpreted8Undertake a critique of a technological outcome's designIUndertake development and implementation of a green manufacturing processTDemonstrate understanding of the application of a technical area to a specific field GeographyiDemonstrate understanding of how interacting natural processes shape a New Zealand geographic environmentTDemonstrate understanding of how a cultural process shapes geographic environment(s)FAnalyse a significant contemporary event from a geographic perspectivexDemonstrate understanding of a given environment(s) through selecti< on and application of geographic concepts and skills.-Conduct geographic research with consultation2Analyse aspects of a contemporary geographic issue7Analyse aspects of a geographic topic at a global scaleHApply spatial analysis, with consultation, to solve a geographic problemHealth"Analyse a New Zealand health issue%Analyse an international health issue7Evaluate health practices currently used in New Zealand>Analyse a contemporary ethical issue in relation to well-being$Evaluate models for health promotionHistorylResearch an historical event or place of significance to New Zealanders, using primary and secondary sourcesHAnalyse an historical event, or place, of significance to New ZealandersRAnalyse evidence relating to an historical event of significance to New ZealandersUAnalyse different perspectives of a contested event of significance to New ZealandersEAnalyse the causes and consequences of a significant historical eventJAnalyse a significant historical trend and the force(s) that influenced itHome EconomicsOInvestigate a nutritional issue affecting the well-being of New Zealand societygImplement an action plan to address a nutritional issue affecting the well-being of New Zealand society>Analyse a food related ethical dilemma for New Zealand society^Investigate the influence of multinational food corporations on eating patterns in New ZealandZEvaluate conflicting nutritional information relevant to well-being in New Zealand society8Analyse the influences of food advertising on well-beingLatinGTranslate authentic Latin text into English demonstrating understanding8Analyse authentic Latin text demonstrating understanding&Analyse studied Latin literary text(s)Analyse a Roman viewpoint?Analyse the influence of Latin text(s) on subsequent culture(s)EWrite complex Latin sentences that demonstrate understanding of LatinMathematics and Statistics8Apply the geometry of conic sections in solving problems4Apply linear programming methods in solving problems/Apply trigonometric methods in solving problems.Use critical path analysis in solving problems8Apply the algebra of complex numbers in solving problems1Apply differentiation methods in solving problems-Apply integration methods in solving problemsInvestigate times series data&Investigate bivariate measurement data2Use statistical methods to make a formal inferenceUConduct an experiment to investigate a situation using experimental design principles$Evaluate statistically based reports.Apply probability concepts in solving problems3Apply probability distributions in solving problems;Apply systems of simultaneous equations in solving problems Media Studies:Demonstrate understanding of an aspect of a media industrySDemonstrate understanding of the meaning of a media text through different readingsdDemonstrate understanding of the media representation of an aspect of New Zealand culture or societyMDemonstrate understanding of a relationship between a media genre and societyKProduce a design for a media product that meets the requirements of a brief;Produce a media product to meet the requirements of a briefCDemonstrate understanding of a significant development in the media6Write a media text to meet the requirements of a brief Music Studies Analyse a substantial music work<Examine the influence of context on a substantial music workResearch a music topicPhysical EducationSEvaluate physical activity experiences to devise strategies for lifelong well-being4Analyse a physical skill performed by self or othersAEvaluate the effectiveness of a performance improvement programmeLDemonstrate quality performance of a physical activity in an applied setting`Examine a current physical activity event, trend, or issue and its impact on New Zealand societyTEvaluate the use of health promotion to influence participation in physical activity_Analyse issues in safety management for outdoor activity to devise safety management strategiesPExamine contemporary leadership principles applied in physical activity contextsPhysicspCarry out a practical investigation to test a physics theory relating two variables in a non-linear relationshipMDemonstrate understanding of the application of physics to a selected context)Demonstrate understanding of wave systems/Demonstrate understanding of mechanical systems+Demonstrate understanding of Modern Physics/Demonstrate understanding of electrical systemsQUse physics knowledge to develop an informed response to a socio-scientific issueProcessing Technologies;Implement complex procedures to process a specified product`Demonstrate understanding of combined preservation mechanisms used to maintain product integrityReligious Studies,Analyse a significant theme in a sacred text+Analyse religious expression in New ZealandMExamine the response of a religious tradition to a contemporary ethical issueDCompare and contrast a religious tradition with a secular world viewSocial Studies>Demonstrate understanding of ideological responses to an issue!Conduct a critical social inquiry9Demonstrate understanding of how ideologies shape societyZExamine personal involvement in a social action(s) that aims to influence policy change(s)DExamine a campaign of social action(s) to influence policy change(s)3Whakarongo kia mMhio ki te reo Mori o te ao whnui/Pnui kia mMhio ki te reo Mori o te ao whnui #Tuhi i te reo Mori o te ao whnui 8Waihanga tuhinga whai take i te reo Mori o te ao whnuiTe Reo Rangatira90536Whakarongo ki te reo kaumtua"Matapaki i te kaupapa e taunga anaPnui i te tuhinga roaWhakaputa i te tuhinga roa(Ohia ki te kMrero mM te kaupapa pupk noaPnui i ng tuhinga popoto,Tuhituhi whakaaro e hngai ana ki te kaupapa'Whakarite, whakaputa i te whakaaturangaVisual Arts - DesignVisual Arts - PaintingVisual Arts - PhotographyVisual Arts - PrintmakingVisual Arts - SculptureMathematics and Statistics hDemonstrate understanding of accounting concepts for an entity that operates accounting subsystems (2.1)2KMrero kia whakamahi i te reo Mori o te ao whnuiGPainting: Analyse methods and ideas from established painting practiceMPhotography: Analyse methods and ideas from established photography practiceMPrintmaking: Analyse methods and ideas from established printmaking practiceISculpture: Analyse methods and ideas from established sculpture practiceSubjectLevel RegisteredTitleInt/ExtCreditsLiteracyNumeracy Accounting Level 1ExtY IntLevel 2Y'Agricultural and Horticultural Science QCarry out an extended practical agricultural or horticultural investigation (2.1)uDemonstrate understanding of techniques used to modify physical factors of the environment for plant production (2.2)IDemonstrate understanding of advanced plant propagation techniques. (2.3)\Demonstrate understanding of management practices influencing plant growth/development (2.4)FDemonstrate understanding of livestock reproductive technologies (2.5)`Demonstrate understanding of management practices influencing livestock growth/development (2.6)dDemonstrate understanding of interactions between livestock behaviour and management practices (2.7)Produce a landscape plan (2.8)QDemonstrate understanding of land use for primary production in New Zealand (2.9)`Report on the environmental impact of the production of a locally produced primary product (2.1) Art History 9Examine the effects of formal elements of art works (2.1)0Examine the meanings conveyed by art works (2.2)6Examine the influence of context(s) on art works (2.3)?Examine how < media are used to create effects in art works (2.4)7Communicate understanding of an art history topic (2.5)=Communicate a considered personal response to art works (2.6)lDemonstrate understanding of art works in relation to the physical environments in which they are seen (2.7)Biology >Carry out a practical investigation in a biology context (2.1)LAnalyse the biological validity of information presented to the public (2.2)WDemonstrate understanding of adaptation of plants or animals to their way of life (2.3)GDemonstrate understanding of life processes at the cellular level (2.4)?Demonstrate understanding of genetic variation and change (2.5)6Investigate a pattern in an ecological community (2.6)2Demonstrate understanding of gene expression (2.7)Business Studies NDemonstrate understanding of the internal operations of a large business (2.1)TDemonstrate understanding of how a large business responds to external factors (2.2)YApply business knowledge to a critical problem(s) in a given large business context (2.3);Conduct market research for a new or existing product (2.4)DInvestigate the application of motivation theory in a business (2.5)_Carry out, review and refine a business activity within a community context with guidance (2.6) Chemistry %Carry out quantitative analysis (2.1)UDemonstrate understanding of the chemistry in a recent discovery or development (2.3)VDemonstrate understanding of the nature of bonding, structure and energy changes (2.4)ODemonstrate understanding of the properties of selected organic compounds (2.5)6Demonstrate understanding of chemical reactivity (2.6)Ext Classical Studies 5Examine ideas and values of the classical world (2.1)SExamine the significance of features of work(s) of art in the classical world (2.2)8Examine a significant event in the classical world (2.3)ODemonstrate understanding of socio-political life in the classical world. (2.4)eDemonstrate understanding of the influence of aspects of the classical world on other cultures. (2.5)Dance Drama Earth and Space ScienceACarry out a practical Earth and Space Science investigation (2.1)cEvaluate, from an Earth and Space Science perspective, information communicated to the public (2.2)Int @Investigate geological processes in a New Zealand locality (2.3)AInvestigate how organisms survive in an extreme environment (2.4)7Demonstrate understanding of extreme Earth events (2.5)>Demonstrate understanding of stars and planetary systems (2.6)RDemonstrate understanding of physical principles related to the Earth System (2.7) Economics :Analyse inflation using economic concepts and models (2.1)DAnalyse international trade using economic concepts and models (2.2)@Analyse economic growth using economic concepts and models (2.3)=Analyse unemployment using economic concepts and models (2.4)GAnalyse statistical data relating to contemporary economic issues (2.5)MAnalyse how government policy and contemporary economic issues interact (2.6)bAnalyse a contemporary economic issue of special interest using economic concepts and models (2.7)Education for SustainabilityfPlan, implement and evaluate a personal action that will contribute towards a sustainable future (2.1)vDescribe the consequences of human activity within a biophysical environment in relation to a sustainable future (2.2){Describe world views, their expression through practices and activities and the consequences for a sustainable future (2.3)SDescribe values and associated behaviours in relation to a sustainable future (2.4)LDescribe aspects of sustainability in relation to a sustainable future (2.5)xWork cooperatively to develop and present a strategy or design for sustainability in response to a future scenario (2.6)English )Construct and deliver an oral text. (1.6);Produce a selection of crafted and controlled writing (2.4)>Construct and deliver a crafted and controlled oral text (2.5)IAnalyse significant connections across texts, supported by evidence (2.7) Geography HDemonstrate geographic understanding of differences in development (2.3)^Apply concepts and geographic skills to demonstrate understanding of a given environment (2.4)Health History Home Economics REvaluate health promoting strategies designed to address a nutritional need. (2.6)Latin aTranslate adapted Latin text of medium complexity into English, demonstrating understanding (2.1)TInterpret adapted Latin text of medium complexity, demonstrating understanding (2.2).Interpret studied Latin literary text(s) (2.3)!Interpret a Roman viewpoint (2.4)$Interpret Latin in current use (2.5);Apply coordinate geometry methods in solving problems (2.1)0Apply graphical models in solving problems (2.2)4Apply sequences and series in solving problems (2.3);Apply trigonometric relationships in solving problems (2.4)&Use networks in solving problems (2.5)2Apply algebraic methods in solving problems (2.6)0Apply calculus methods in solving problems (2.7)Design a questionnaire (2.8)2Use statistical methods to make an inference (2.9)QConduct an experiment to investigate a situation using statistical methods (2.10),Evaluate a statistically based report (2.11)4Apply probability methods in solving problems (2.12)1Investigate a situation using a simulation (2.13)5Apply systems of equations in solving problems (2.14)Media Studies \Demonstrate understanding of the relationship between a media product and its audience (2.1);Demonstrate understanding of narrative in media texts (2.2)>Demonstrate understanding of representation in the media (2.3)=Demonstrate understanding of an aspect of a media genre (2.4)[Produce a design and plan for a developed media product, using a range of conventions (2.5)]Complete a developed media product using a range of conventions, from a design and plan (2.6)@Demonstrate understanding of an ethical issue in the media (2.7)?Write developed media text for a specific target audience (2.8)Music @Demonstrate knowledge of conventions used in music scores. (1.5)IDemonstrate knowledge of two music works from contrasting contexts. (1.6)FDemonstrate knowledge of conventions in a range of music scores. (2.6)KDemonstrate understanding of two substantial contrasting music works. (2.7)1Investigate an aspect of New Zealand music. (2.9)Physical Education oExplain the significance for self, others and society of a sporting event, physical activity, or festival (2.5)Physics Religious Studies /Examine the meanings within a sacred text (2.1)CExplain the changes in an expression of a religious tradition (2.2)WExamine an example of contemporary social action related to a religious tradition (2.3)NExplain the significance of a key belief within two religious traditions (2.4)Science Social Studies `Demonstrate understanding of conflict(s) arising from different cultural beliefs and ideas (2.1))Conduct an evaluated social inquiry (2.2)6Describe how cultural conflicts can be addressed (2.3)Describe personal involvement in a social action to enable communities and/or nations to meet their responsibilities and exercise their rights (2.4)pDescribe a social action to enable communities and/or nations to meet responsibilities and exercise rights (2.5)Generic Technology5Undertake brief development to address an issue (2.1);Discuss how modelling informs technological practice (2.5)!Discuss material evaluation (2.6)UDiscuss the implications of redundancy and reliability in technological systems (2.7)@Discuss socio cultural influences on aspects of technology (2.8)KDiscuss the resolution of form and function in technological outcomes (2.9)XDemonstrate understanding of advanced concepts related to human factors in design (2.11)KDemonstrate understanding of advanced concepts used in manufacturing (2.12)'Construction & Mechanical Technologies _Demonstrate understanding of advanced concepts used when making an item using materials (2.22)cDemonstrate understanding of advanced concepts used to make a product with textile mater< ials (2.23)KDemonstrate understanding of advanced concepts related to structures (2.24)IDemonstrate understanding of advanced concepts related to machines (2.25) Design and Visual Communication Digital Technologies nDemonstrate understanding of advanced concepts of information systems used to manage shared information (2.40)JDemonstrate understanding of the advanced concepts of digital media (2.42)KDemonstrate understanding of advanced concepts from computer science (2.44)iDemonstrate understanding of advanced concepts used in the construction of electronic environments (2.47)CDemonstrate understanding of local area network technologies (2.50)Processing Technologies HDemonstrate understanding of advanced concepts used in processing (2.61)Demonstrate understanding of advanced concepts used in preservation and packaging techniques for product storage and distribution (2.62) Te Reo Mori5Whakarongo kia mMhio ki te reo o te ao torotoro (2.1)4KMrero kia whakamahi i te reo o te ao torotoro (2.2)0Pnui kia mMhio ki te reo o te ao torotoro (2.3)$Tuhi i te reo o te ao torotoro (2.4)0Waihanga tuhinga i te reo o te ao torotoro (2.5)Te Reo Rangatira #Whakarongo ki te reo whaikupu (2.1)4Rangahau, whakarite me te whakaputa whaikMrero (2.2) Whakaputa i te kMrero tene (2.7)Pnui i te reo tawhito (2.3)Pnui i te reo hMu (2.8)Whakaputa i te tuhinga (2.4)&Titotito i te kMrero whakangahau (2.9)0Mtakitaki me te hanga i te whakaaturanga (2.10) Visual Arts gDemonstrate an understanding of methods and ideas from established practice appropriate to design (2.1)iDemonstrate an understanding of methods and ideas from established practice appropriate to painting (2.1)kDemonstrate an understanding of methods and ideas from established practice appropriate to phtography (2.1)mDemonstrate an understanding of methods and ideas from established practice appropriate to print making (2.1)RDemonstrate understanding of accounting processing using accounting software (2.2)UPrepare financial information for an entity that operates accounting subsystems (2.3)VInterpret accounting information for entities that operate accounting subsystems (2.4)QDemonstrate understanding of an accounts receivable subsystem for an entity (2.6)GDemonstrate understanding of an inventory subsystem for an entity (2.7)<Demonstrate understanding of sustainability in design (2.10) AccountingLDemonstrate understanding of a topical accounting issue for decision-makingINLevel 3SDemonstrate understanding of accounting concepts for a New Zealand reporting entity8Demonstrate understanding of accounting for partnershipsDDemonstrate understanding of company financial statement preparationiPrepare a report for an external user that interprets the annual report of a New Zealand reporting entityLDemonstrate understanding of management accounting to inform decision-making?Demonstrate understanding of a job cost subsystem for an entity&Agricultural and Horticultural Science\Carry out an investigation into an aspect of a New Zealand primary product or its productionQTe whakaatu mramatanga ki t te Mori tikanga mM te pupuri me te tuku mtaurangaRTe whakapuaki whakaaro mM ng tikanga, te kawa rnei, i ttahi ritenga Mori o mua3Te whakaatu mramatanga ki ng take tuakiri tangata9Te whakapuaki whakaaro mM ng hanganga ppori Mori o muaBTe whakaatu mramatanga mM ng tirohanga k ki ttahi take o te w6Te whakapuaki whakaaro mM ttahi whi tapu ki te Mori@Te whakaatu mramatanga ki t te Mori phekoheko ki te ao tkroa'Te urupare atu ki ng tuhinga reo Mori"Te whakaatu i ng putanga rangahauTe whakamahi rautaki rangahau#Te ttari i te reo tuhituhi tawhitoTe ttari i te reo tuhituhi houTe ttari i te reo kMreroTe whakatau kaupapa hei tuhingaTe whakatau kaupapa hei kMrero(Te whakapuaki whakaaro hei tuhinga auaha-Te whakapuaki whakaaro hei tuhinga whakamMhio'Te whakapuaki whakaaro hei kMrero auaha,Te whakapuaki whakaaro hei kMrero whakamMhioBAnalyse the meanings in a sacred text within a religious traditionIExplain a significant theme in a sacred text within a religious traditionATe whakaatu mramatanga ki tahi huatanga e p ana ki a RanginuiPutaiaoDTe whakaatu mramatanga ki tahi huatanga e p ana ki a Papatknuku>Te tkhura i tahi huatanga o ttahi pknaha-hauropi i Aotearoa7Te whakaatu mramatanga ki tahi huatanga o te rauropisTe whakatairite i ng huatanga o ttahi kaupapa pktaiao mai i te tirohanga o mtauranga Mori me mtauranga Pkeh7Te whakaatu mMhiotanga ki te reo matatini o te pngarauPngarauTe whakaoti rangahau pngarau)Te whakamahi i te reo toi o ng toi puoro Ng Toi PuoroTTe whakaatu mramatanga ki te whakapapa o ttahi toi taketake i roto i ng toi puoroMTe tautohu i ng huatanga matua o ttahi toi taketake i roto i ng toi puoroSTe whakamahi hangarau matihiko hei whakawhanake whakaaro toi i roto i ng toi puoroRTe whakaoti mahi toi e whakatakoto ana i ttahi mramatanga i roto i ng toi puoroCTe whakaatu mramatanga ki ng tukanga toi taketake o ng toi puoro*Te tkhura i ng hunga toi o ng toi puoro4Te tkhura i ng pkkenga toi taketake o ng toi puoro*Te whakamahi i te reo toi o ng toi ataataNg Toi AtaataUTe whakaatu mramatanga ki te whakapapa o ttahi toi taketake i roto i ng toi ataataNTe tautohu i ng huatanga matua o ttahi toi taketake i roto i ng toi ataataTTe whakamahi hangarau matihiko hei whakawhanake whakaaro toi i roto i ng toi ataataSTe whakaoti mahi toi e whakatakoto ana i ttahi mramatanga i roto i ng < toi ataataDTe whakaatu mramatanga ki ng tukanga toi taketake o ng toi ataata+Te tkhura i ng hunga toi o ng toi ataata5Te tkhura i ng pkkenga toi taketake o ng toi ataata/Te whakamahi i te reo toi o ng mahi a te rhiaNg Mahi a te RhiaZTe whakaatu mramatanga ki te whakapapa o ttahi toi taketake i roto i ng mahi a te rhiaSTe tautohu i ng huatanga matua o ttahi toi taketake i roto i ng mahi a te rhiaYTe whakamahi hangarau matihiko hei whakawhanake whakaaro toi i roto i ng mahi a te rhiaXTe whakaoti mahi toi e whakatakoto ana i ttahi mramatanga i roto i ng mahi a te rhiaITe whakaatu mramatanga ki ng tukanga toi taketake o ng mahi a te rhia0Te tkhura i ng hunga toi o ng mahi a te rhia:Te tkhura i ng pkkenga toi taketake o ng mahi a te rhia\Te whakamrama i te pnga mai o ttahi kaupapa tiaki taiao o te w ki te hauora o te tangataHauora9Te whakaatu mramatanga ki te ao kori m te whai whi atuITe whakaahua i te pnga o te whakamahi hangarau ki te hauora o te tangataFTe whakamrama i te pnga mai o ng take kai ki te oranga o te tangata4Te whakaatu i ng tikanga tuku iho o te kai taketake@Te whakamrama i te whakatau kMwhiringa hei oranga mM te tangatapTe whakamahi rawa, tukanga rnei mai i te mtauranga Mori hei hanga i ttahi hua hangarau mM te ao hurihuri neiHangarauXTe whakaputa i ttahi hua hangarau mai i te mtauranga Mori hei whakaea i ttahi taukiWTe whakaputa i ttahi ari hoahoa mai i te mtauranga Mori hei whakaea i ttahi taukigTe whakamahere i te putanga o ttahi hua hangarau mai i te mtauranga Mori hei whakaea i ttahi taukiSTe whakaputa tauki mai i te mtauranga Mori kia puta ai he hua hangarau o nei rbInterpret a text from a prescribed playwright to demonstrate knowledge of a theatre form or periodStatus Tikanga--iwiSAnalyse specified aspect(s) of studied written text(s), supported by evidence (2.1)Produce creative writing (1.4)Produce formal writing (1.5)eShow understanding of specified aspect(s) of studied written text(s), using supporting evidence (1.1)lShow understanding of specified aspect(s) of studied visual or oral text(s), using supporting evidence (1.2)~Show understanding of significant aspects of unfamiliar written text(s) through close reading, using supporting evidence (1.3)OExplain significant connection(s) across texts, using supporting evidence (1.8);Use information literacy skills to form conclusion(s) (1.9)QForm personal responses to independently read texts, supported by evidence (1.10)Create a visual text (1.7)yShow understanding of visual and/or oral text(s) through close viewing and/or listening, using supporting evidence (1.11)ZAnalyse specified aspect(s) of studied visual or oral text(s), supported by evidence (2.2)lAnalyse significant aspects of unfamiliar written text(s) through close reading, supported by evidence (2.3)<Create a crafted and controlled visual and verbal text (2.6)EUse information literacy skills to form developed conclusion(s) (2.8)ZForm developed personal responses to independently read texts, supported by evidence (2.9)rAnalyse aspects of visual and/or oral text(s) through close viewing and/or listening, supported by evidence (2.10)=Take action to enhance an aspect of personal well-being (1.1)tDemonstrate understanding of influences on adolescent eating patterns to make health-enhancing recommendations (1.2)NDemonstrate understanding of strategies for promoting positive sexuality (1.5)gDemonstrate understanding of issues to make health-enhancing decisions in drug-related situations (1.6)kDemonstrate understanding of ways in which well-being can change and strategies to support well-being (1.3)IDemonstrate understanding of issues related to sexuality and gender (2.5)GEvaluate factors that influence people's ability to manage change (2.2)(Analyse an adolescent health issue (2.1)UDemonstrate understanding of interpersonal skills used to enhance relationships (1.4)bTake action to enhance an aspect of people's well-being within the school or wider community (2.3)KAnalyse an interpersonal issue(s) that places personal safety at risk (2.4)dCarry out an investigation of an historical event, or place, of significance to New Zealanders (1.1)cDemonstrate understanding of an historical event, or place, of significance to New Zealanders (1.2)PInterpret sources of an historical event of significance to New Zealanders (1.3)|Demonstrate understanding of different perspectives of people in an historical event of significance to New Zealanders (1.4)ADescribe the causes and consequences of an historical event (1.5)NDescribe how a significant historical event affected New Zealand society (1.6)eCarry out a planned inquiry of an historical event, or place, of significance to New Zealanders (2.1)NExamine an historical event, or place, of significance to New Zealanders (2.2)NExamine sources of an historical event of significance to New Zealanders (2.3)iInterpret different perspectives of people in an historical event of significance to New Zealanders (2.4)GExamine causes and consequences of a significant historical event (2.5)MExamine how a significant historical event affected New Zealand society (2.6)eDemonstrate understanding of societal influences on an individual's food choices and well-being (1.2)bDemonstrate understanding of how cultural practices influence eating patterns in New Zealand (1.3)WDemonstrate knowledge of practices and strategies to address food handling issues (1.4)pDemonstrate understanding of how an individual, the family and society can enhance each other's well-being (1.5)vDemonstrate understanding of how packaging information can influence an individual's food choices and well-being (1.6)LTranslate adapted Latin text into English, demonstrating understanding (1.1)5Demonstrate understanding of adapted Latin text (1.2)ADemonstrate understanding of studied Latin literary text(s) (1.3)Present a Roman viewpoint (1.4)7Demonstrate understanding of Latin in current use (1.5)1Apply numeric reasoning in solving problems (1.1)4Apply algebraic procedures in solving problems (1.2)CInvestigate relationships between tables, equations or graphs (1.3).Apply linear algebra in solving problems (1.4)+Apply measurement in solving problems (1.5)3Apply geometric reasoning in solving problems (1.6)BApply right angled triangles in solving measurement problems (1.7)FApply knowledge of geomet< ric representations in solving problems (1.8)7Apply transformation geometry in solving problems (1.9)TInvestigate a given multivariate data set using the statistical enquiry cycle (1.10)RUse the statistical enquiry cycle to investigate bivariate measurement data (1.11)3Demonstrate understanding of chance and data (1.12);Investigate a situation involving elements of chance (1.13)JDemonstrate understanding of how individuals interact with the media (1.1)EDemonstrate understanding of selected elements of media text(s) (1.2)QDemonstrate understanding of the media coverage of a current issue or event (1.3)CDemonstrate understanding of characteristics of a media genre (1.4)MDemonstrate understanding of rules that govern the media in New Zealand (1.7)6Write media texts for a specific target audience (1.8)]Describe the function of the body as it relates to the performance of physical activity (1.2)tDemonstrate understanding of societal influences on physical activity and the implications for self and others (1.4)_Demonstrate interpersonal skills in a group and explain how these skills impact on others (1.5)hDemonstrate strategies to improve the performance of a physical activity and describe the outcomes (1.6)_Demonstrate and show responsible behaviour for safety during outdoor education activities (1.7)kDemonstrate self management strategies and describe the effects on participation in physical activity (1.9)hExamine the role and significance of physical activity in the lives of young people in New Zealand (2.1)RExplain how biophysical principles relate to the learning of physical skills (2.2)`Apply biophysical principles to training for physical activity and explain the application (2.3)qApply and explain appropriate leadership strategies that contribute to the effective functioning of a group (2.6)]Explain the application of risk management strategies to a challenging outdoor activity (2.7)[Explain the implementation and outcome(s) of a physical activity event or opportunity (2.9)3Explain group processes in physical activity (2.10)rCarry out a practical physics investigation that leads to a linear mathematical relationship, with direction (1.1)@Demonstrate understanding of the physics of an application (1.2)GDemonstrate understanding of aspects of electricity and magnetism (1.3)<Demonstrate understanding of aspects of wave behaviour (1.4)2Demonstrate understanding of aspects of heat (1.5)^Carry out a practical investigation that leads to a non-linear mathematical relationship (2.1)IDemonstrate understanding of physics relevant to a selected context (2.2)(Demonstrate understanding of waves (2.3),Demonstrate understanding of mechanics (2.4)=Demonstrate understanding of atomic and nuclear physics (2.5)CDemonstrate understanding of electricity and electromagnetism (2.6)tDemonstrate understanding of basic concepts used in preservation and packaging techniques for product storage (1.62)EDemonstrate understanding of basic concepts used in processing (1.61),Describe key features of a sacred text (1.1)SDescribe a significant aspect within the development of a religious tradition (1.2)cDescribe key ethical principles of a religious tradition and how they are applied to an issue (1.3)3Describe key beliefs of a religious tradition (1.4)7Demonstrate understanding of aspects of mechanics (1.1)OInvestigate the implication of electricity and magnetism in everyday life (1.2)DInvestigate the implication of wave behaviour in everyday life (1.3):Investigate the implication of heat in everyday life (1.4)QDemonstrate understanding of biological ideas relating to genetic variation (1.9)TDemonstrate understanding of the formation of surface features in New Zealand (1.13)2Demonstrate understanding of carbon cycling (1.14)VDemonstrate understanding of the effects of astronomical cycles on planet Earth (1.15)9Investigate an astronomical or Earth science event (1.16)"Describe how cultures change (1.1)Conduct a social inquiry (1.2)PReport on personal involvement in a social justice and human rights action (1.4)5Describe the consequences of cultural change(s) (1.3)7Describe a social justice and human rights action (1.5).Whakarongo kia ki mMhio te reo o tMna ao (1.1)-KMrero kia whakamahi i te reo o tMna ao (1.2))Pnui kia mMhio ki te reo o tMna ao (1.3)Tuhi i te reo o tMna ao (1.4))Waihanga tuhinga i te reo o tMna ao (1.5)iDemonstrate understanding of art works from Mori and other cultural contexts using art terminology (1.1)jDemonstrate an understanding of methods and ideas from established practice appropriate to sculpture (2.1)LDemonstrate an understanding of accounting concepts for small entities (1.1)YPrepare financial information for a community organisation's annual general meeting (1.4);Interpret accounting information for sole proprietors (1.5):Make a financial decision for an individual or group (1.6)HDemonstrate an understanding of cash management for a small entity (1.7)@Demonstrate knowledge of pasture/crop management practices (1.7)gDemonstrate knowledge of the impact on the environment of primary production management practices (1.5)GCarry out a practical agricultural or horticultural investigation (1.1)A8Demonstrate knowledge of soil management practices (1.3)~Demonstrate knowledge of the geographic distribution of agricultural and horticultural primary production in New Zealand (1.4)=Demonstrate knowledge of livestock management practices (1.6)ADemonstrate knowledge of basic plant propagation techniques (1.9)eDemonstrate knowledge of horticultural plant management practices and related plant physiology (1.10)YDemonstrate understanding of the formal elements of art works using art terminology (1.1)BDemonstrate understanding of the subject matter of art works (1.2)IDemonstrate understanding of links between context(s) and art works (1.3)JDemonstrate knowledge of media and methods used to produce art works (1.4)CDemonstrate understanding of developments in an artist's work (1.5)2Explain why objects may be considered as art (1.6)QCarry out a practical investigation in a biological context, with direction (1.1)"Report on a biological issue (1.2)ODemonstrate understanding of biological ideas relating to micro-organisms (1.3)bDemonstrate understanding of biological ideas relating to the life cycle of flowering plants (1.4)VDemonstrate understanding of biological ideas relating to a mammal as a consumer (1.5)KDemonstrate an understanding of internal features of a small business (1.1)SDemonstrate an understanding of external factors influencing a small business (1.2)]Apply business knowledge to an operational problem(s) in a given small business context (1.3):Apply the marketing mix to a new or existing product (1.4)CInvestigate aspects of human resource processes in a business (1.5)fCarry out and review a product-based business activity within a classroom context with direction (1.6)CCarry out a practical chemistry investigation, with direction (1.1)_Demonstrate understanding of the chemistry in a technological application, with direction (1.2)JDemonstrate understanding of ideas and values of the classical world (1.1)hDemonstrate understanding of the significance of features of work(s) of art in the classical world (1.2)eDemonstrate understanding of an important historical figure and/or event in the classical world (1.3)NDemonstrate understanding of social relationships in the classical world (1.4)bDemonstrate understanding of links between aspects of the classical world and other cultures (1.5)aDemonstrate understanding of basic concepts used to make products from resistant materials (1.22)_Demonstrate understanding of basic concepts used to make products from textile materials (1.23)< HDemonstrate understanding of basic concepts related to structures (1.24)FDemonstrate understanding of basic concepts related to machines (1.25)5Demonstrate knowledge of a dance genre or style (1.6)8Demonstrate understanding of the elements of dance (1.4)6Demonstrate understanding of a dance performance (1.5)<Interpret a dance performance with supporting evidence (2.7)DDemonstrate understanding of a dance genre or style in context (2.8)qProduce instrumental, multi-view orthographic drawings that communicate technical features of design ideas (1.31)IProduce instrumental paraline drawings to communicate design ideas (1.32)OPromote design work to an audience using visual communication techniques (1.36)LDemonstrate understanding of basic concepts of information management (1.40)CDemonstrate understanding of basic concepts of digital media (1.42)HDemonstrate understanding of basic concepts from computer science (1.44)zDemonstrate understanding of concepts and components used in the design and construction of electronic environments (1.47)ZDemonstrate understanding of the common components of basic digital infrastructures (1.50)2Apply drama techniques in a dramatic context (1.1)5Perform an acting role in a scripted production (1.6)SDemonstrate understanding of the use of drama aspects within live performance (1.7) Devise and perform a drama (1.2)UDemonstrate understanding of the history and features of a drama / theatre form (1.3)GSelect and use features of a drama/ theatre form in a performance (1.4)5Demonstrate understanding of a significant play (1.5)2Apply drama techniques in a scripted context (2.1)8Devise and perform a drama to realise an intention (2.2)CDiscuss a drama/theatre form or period with reference to text (2.3)6Perform features of a complex drama/theatre form (2.4)&Examine the work of a playwright (2.5)@Perform a substantial acting role in a scripted production (2.6)^Discuss drama elements, techniques, conventions and technologies within live performance (2.7)3Script a scene suitable for drama performance (2.8)*Direct a scene for drama performance (2.9)MDemonstrate understanding of consumer choices using scarcity and demand (1.1)NDemonstrate understanding of decisions a producer makes about production (1.2)@Demonstrate understanding of producer choices using supply (1.3)|Demonstrate understanding of how consumer, producer and/or government choices affect society, using market equilibrium (1.4)fDemonstrate understanding of a government choice where affected groups have different viewpoints (1.5)\Demonstrate understanding of the interdependence of sectors of the New Zealand economy (1.6)BUndertake brief development to address a need or opportunity (1.1)WDemonstrate understanding of how technological modelling supports decision making (1.5)ZDemonstrate understanding of how materials enable technological products to function (1.6)RDemonstrate understanding of the role of subsystems in technological systems (1.7)bDemonstrate understanding of how different disciplines influence a technological development (1.8)yDemonstrate understanding of the ways a technological outcome, people and social and physical environments interact (1.9)*Demonstrate understanding of design (1.10)ADemonstrate understanding of basic human factors in design (1.11)HDemonstrate understanding of basic concepts used in manufacturing (1.12)nDemonstrate a geographic understanding of environments that have been shaped by extreme natural event(s) (1.1)ADemonstrate geographic understanding of population concepts (1.2)SDemonstrate geographic understanding of the sustainable use of an environment (1.3)eApply concepts and basic geographic skills to idemonstrate understanding of a given environment (1.4)1Conduct geographic research, with direction (1.5)EDescribe aspects of a contemporary New Zealand geographic issue (1.6)>Describe aspects of a geographic topic at a global scale (1.7)IDemonstrate geographic understanding of a large natural environment (2.1)>Demonstrate geographic understanding of an urban pattern (2.2)/Conduct geographic research with guidance (2.5)8Explain aspects of a contemporary geographic issue (2.6)=Explain aspects of a geographic topic at a global scale (2.7)JApply spatial analysis, with guidance, to solve a geographic problem (2.8)9Develop a spatial design through graphics practice (2.34) Te whakarongo ki ng tohunga reo!Te wetewete i ng tuhinga tuatahiTe pnui i ng tuhinga tawhito+Te tuhi kMrero whakaae rnei, whakah rneiTe tito i te whakaari!Te tito i ttahi pakiwaitara poto;Te whakarite i te whaituhi roa mM te takenga o te reo MoriTe kMrero i te pakiwaitara?Te whakahngai i ng kMrero o nehe ki te ao hou hei kMrero MhiaTe wetewete kaupapa%Te tkhura me te pkrongo i te reo peha Te Tkhura i ng tikanga o te reoNUse the characteristics of a design movement or era to inform own design ideasWhakarongo i te reo o tMna aoKMrero i te reo o tMna aoExpiredPnui i te reo o tMna aoTuhituhi i te reo o tMna ao"Whakarongo ki ng kMrero o tMna aoKMrero i ng horopaki huhua noaPnui i ng tuhinga huhua noa!Tuhituhi i ng horopaki huhua noa#Mtakitaki i ng horopaki huhua noa!Whakaatu i ng horopaki huhua noaKMrero i te reo o tMna ao mMhioPnui i te reo o tMna ao mMhio KMrero matatau ki tMna ao whnuiPnui matatau ki tMna ao whnui"Tuhituhi matatau ki tMna ao whnui$Mtakitaki matatau ki tMna ao whnui"Whakaatu matatau ki tMna ao whnui&Tuhituhi i te reo o Mna wheako whaiaro#Whakarongo i te reo o tMna ao mMhioKMrero kia tk pakari aiPnui kia tk pakari aiTuhituhi kia tk pakari aiMtakitaki kia tk pakari aiWhakaatu kia tk pakari ai"Whakarongo i te reo o te ao whnuiKMrero i te reo o te ao whnuiPnui i te reo o tMna ao whnui"Tuhituhi i te reo o tMna ao whnui&Hanga tuhinga i te reo o tMna ao mMhio!Tuhituhi i te reo o tMna ao mMhio2Pnui kia whai mramatanga i te reo o te ao whnui.Whakaoti tuhinga Mkawa i te reo o te ao whnui+Hanga tuhinga auaha i te reo o te ao whnui*Pnui kia wetewete i te reo o te ao whnuiKMrero i te reo MkawaKMrero i te reo Mpakita hanga i ttahi tuhinga*Tuhituhi kMrero e hngai ana ki te kaupapa(Whakarongo kia mMhio ki te reo o tMna ao)Tuhituhi kMrero mm ttahi ki ttahi atu$Tuhituhi kMrero mMna ake me ana mahi/Tuhituhi<  kMrero mM ttahi tangata me tMna taiaoLevel 4+Tuhituhi kMrero mM tMna ao o ia r, o ia r1Whakamramatia ng whakawhitiwhitinga kMrero mm2Whakamramatia ng kMrero me ng mahi a ttahi atu2Whakamramatia ng whakamahinga kMrero a tahi atu8Whakamramatia ng whakapuakinga kMrero o ia r, o ia r-Pnui i ng tuhinga kMrero mm mM te tangata(Pnui i ng tuhinga kMrero mM ttahi atu6Pnui i ng pkrongo kMrero mM te tangata me tMna taiao1Pnui i ng whakapuakinga kMrero o ia r, o ia r,Whakawhitiwhiti kMrero mm ttahi ki ttahiKMrero mMna ake me na mahi#KMrero mM tahi atu me  rtou mahi"KMrero mM tMna ao o ia r, o ia rLevel 5FWhakapuaki whakaaro mM te maha o ng kaupapa he rite tonu te kMrerotiaLevel 6BWhakapuaki whakaaro mM te maha o ng kaupapa o te ao ahakoa he ahaLevel 7EWhakaputa kMrero tau mM te nuinga o ng kaupapa o te ao ahakoa he ahaLevel 8#KMrero hMhonu i ng momo take katoaJTuhi kMrero mM te maha o ng kaupapa he rite tonu te kMrerotia me te tuhia2Tuhi kMrero mM te maha o ng kaupapa ahakoa he aha@Tuhi kMrero tau mM te nuinga o ng kaupapa o te ao ahakoa he aha!Tuhi hMhonu i ng momo take katoa=MMhio ki te reo mM te maha o ng take he rite tonu te rangona3MMhio ki te reo mM te maha o ng take ahakoa he aha=MMhio ki ng kMrero tau mM te nuinga o ng take ahakoa he aha%MMhio ki ng momo kMrero hMhonu katoaJPnui i te reo mM te maha o ng take he rite tonu te kMrerotia me te tuhia2Pnui i te reo mM te maha o ng take ahakoa he aha<Pnui i ng kMrero tau mM te nuinga o ng take ahakoa he aha%Pnui i ng momo tuhinga hMhonu katoaYAnalyse issues related to the provision of food for people with specific food needs (2.1) ^Analyse the relationship between well-being, food choices and the determinants of health (2.2) iAnalyse beliefs, attitudes and practices related to a nutritional issue for families in New Zealand (2.3) 1Evaluate sustainable food related practices (2.4) UAnalyse practices to enhance well-being used in care provision in the community (2.5) CDesign: Analyse methods and ideas from established design practice?Te whakaputa tauki hei whakaea i ttahi take hangarau motuhakeBTe whakatakoto tikanga hei whakaea i ttahi take hangarau motuhake?Te whakaputa hoahoa hei whakaea i ttahi take hangarau motuhakeWTe whakaputa i ttahi hua hangarau rorohiko hei whakaea i ttahi take hangarau motuhakeWTe whakaputa i ttahi hua hangarau hanganga hei whakaea i ttahi take hangarau motuhakeRTe whakaputa i ttahi hua hangarau kai hei whakaea i ttahi take hangarau motuhakeUTe whakaputa i ttahi hua hangarau kkahu hei whakaea i ttahi take hangarau motuhakeGTe whakaahua i ttahi huatanga matatika me te pnga ki te hunga taiohiLTe whakaatu mramatanga ki ng kai taketake me te pnga ki te oranga tangataDTe arotake i ttahi kaupapa tiaki taiao i runga i te tirohanga MoriQTe whakaatu mramatanga ki te pnga o te whakawhanaungatanga ki te oranga tangataHTe ttari i te pnga o ng uara o te porihanga ki te oranga o te tangata0Te whakamtau i ng pkkenga toi o ng toi ataata/Te whakamtau i ng hunga toi o ng toi ataata0Te whakamtau i ng tukanga toi o ng toi ataata=Te whakaoti mahi toi nM te ao onamata i roto i ng toi ataataWTe whakamtau hangarau matihiko hei whakaniko i ttahi mahi toi i roto i ng toi ataataQTe arotake i ng mahi toi a ttahi kaitoi nM iwi taketake i roto i ng toi ataataZTe whakataurite i ttahi toi taketake ki ttahi mahi toi o nei r i roto i ng toi ataata/Te whakamtau i ng pkkenga toi o ng toi puoro.Te whakamtau i ng hunga toi o ng toi puoro/Te whakamtau i ng tukanga toi o ng toi puoro<Te whakaoti mahi toi nM te ao onamata i roto i ng toi puoroVTe whakamtau hangarau matihiko hei whakaniko i ttahi mahi toi i roto i ng toi puoroPTe arotake i ng mahi toi a ttahi kaitoi nM iwi taketake i roto i ng toi puoroYTe whakataurite i ttahi toi taketake ki ttahi mahi toi o nei r i roto i ng toi puoro5Te whakamtau i ng pkkenga toi o ng mahi a te rhia4Te whakamtau i ng hunga toi o ng mahi a te rhia5Te whakamtau i ng tukanga toi o ng mahi a te rhiaBTe whakaoti mahi toi nM te ao onamata i roto i ng mahi a te rhia\Te whakamtau hangarau matihiko hei whakaniko i ttahi mahi toi i roto i ng mahi a te rhiaVTe arotake i ng mahi toi a ttahi kaitoi nM iwi taketake i roto i ng mahi<  a te rhia_Te whakataurite i ttahi toi taketake ki ttahi mahi toi o nei r i roto i ng mahi a te rhiaTe whakahaere rangahau pngarau4Te ttari i te reo motuhake o ttahi kMrero pngarauPktaiaoHTe whakahngai huatau koiora ki ttahi rauropi whakahirahira ki te MoriFTe tkhura i ng panoni hauropi o ttahi whi whakahirahira ki te MoriRTe whakahngai huatau pktaiao -nuku ki ttahi huatanga e p ana ki a PapatknukuNTe whakahngai huatau ttai arorangi ki ttahi whetk whakahirahira ki te Mori<Te ttari i te kMrero ohorere hei whakaputa i te kMrero teneTe ttari i te ahunga o te reo%Te whakatairite i ng putanga pkrkauTe tkhura i ng tuhinga raupeka&Te whakarite i te whaikMrero rangatiraTe whakaoti tuhingaTe tito i te upoko pukapukaTe tkhura i te reo takitaki*Te whakarite i te rautaki whakawhanake reo Tikanga -IwiUTe whakaatu mMhiotanga ki ng take e hknuku ai ttahi rMpk me ng pptanga ki te iwi4Te tkhura i ng take e p ana ki te whakamahi whenua!Te tkhura i ttahi take tMrangapkETe tkhura i ng take e pp ana ki te oranga tonutanga o te reo MoriTe ttari i te tuakiri -iwi5Te ttari i ttahi take i tutk ai te puehu i Aotearoa Psychology5Demonstrate understanding of psychological approaches3Demonstrate understanding of a psychological debateGDemonstrate understanding of the methods used in psychological researchSDemonstrate understanding of how theory is used in fields of psychological practiceaDemonstrate understanding of ethical principles in psychological practice in Aotearoa/New ZealandFExamine different psychological approaches used to explain a behaviour8Examine how a psychological debate has changed over time,Conduct psychological research with guidance>Examine how theory is used in fields of psychological practice0Examine ethical issues in psychological practiceLTe ta ttari i te hiranga o te kai taketake ki te oranga o ng iwi taketakeUTe arotake rautaki e tutuki pai ai ng hiahia ahurea o te iwi i roto i ng mahi koiriJTe whakarite i ttahi kaupapa tiaki taiao i runga anM i t te Mori titiro6Te tkhura i ng rongo taiao hei whakaora i te tangata`Te ta ttari i ng huatanga o te taukumekume hei para huarahi e pai ake ai ng hononga tngata>Te ta ttari i te pnga mai o te tuakiri ki te oranga tangata_Te arotake ki t te Mori titiro i ng huatau matua o te ari kukuwhatanga hei puna ira tangata0Te arotake ki t te Mori titiro i te raweke iraDTe ttari i ng taukumekume mM te whakamahi i ng rawa o PapatknukuCTe ttari i ng matatika e p ana ki te mahi a te tangata i te tea"Te ttari i te ahurea rMpk tangataBTe ttari i ttahi rautaki whakapkmau ahurea a ttahi iwi taketake1Te ttari i ng take e p ana ki ng whenua Mori>Te ttari i ng pptanga o ttahi take ohaoha ki te iwi MoriBTe ttari i ng pptanga o ttahi tkhua o mua ki te iwi taketake@Te ttari i ng pptanga o ttahi take taiao ki te iwi taketakeDTe ttari i te whakaawenga a te ahurea Mori i te tuakiri o Aotearoa.Te ttari i te panonitanga o ng tikanga Mori;Te ttari i ng pptanga o te tmitanga ki te iwi taketakeOTe ttari i ttahi kawenga ppori i whakatairangatia ai ng motika iwi taketakeRTe ttari i te whai whakaarotanga ki ng mtpono Mori i roto i ng mahi hangarauFTe ttari i ng whakataunga matatika e hngai ana ki ng mahi hangarauHTe ttari i te whakamahi i ng mtpono Mori i roto i ng mahi hangarauNg Mahi a te Rhia:Te ttari i ng tikanga toi taketake o ng mahi a te rhia1Te ttari i te panonitanga o ng hunga toi rhia]Te kMtuitui i ng huatanga toi taketake o ng mahi a te rhia hei waihanga mahi toi motuhakecTe ttari i te whakaputanga mai o ng huatanga ao wairua, ao kikokiko i roto i ng mahi a te rhia[Te whakaatu mramatanga ki ng kaupapa here o te ao toi whnui i roto i ng mahi a te rhia Toi Ataata5Te ttari i ng tikanga toi taketake o ng toi ataata3Te ttari i te panonitanga o ng hunga toi ataataXTe kMtuitui i ng huatanga toi taketake o ng toi ataata hei waihanga mahi toi motuhake^Te ttari i te whakaputanga mai o ng huatanga ao wairua, ao kikokiko i roto i ng toi ataataVTe whakaatu mramatanga ki ng kaupapa here o te ao toi whnui i roto i ng toi ataata Toi Puoro5Te ttari i ng tikanga toi taketake o ng toi puoroNg Toi Puoro1Te ttari i te panonitanga o ng hunga toi puoroWTe kMtuitui i ng huatanga toi taketake o ng toi puoro hei waihanga mahi toi motuhake]Te ttari i te whakaputanga mai o ng hu<atanga ao wairua, ao kikokiko i roto i ng toi puoroUTe whakaatu mramatanga ki ng kaupapa here o te ao toi whnui i roto i ng toi puoroVDemonstrate understanding of future proofing influences that affect business viabilityAConduct an inquiry into the use of organisms to meet future needsoDemonstrate understanding of a primary industry business structure that meets the strategic needs of a businessADemonstrate understanding of cash flow forecasting for a businessNAnalyse future proofing strategies to ensure long term viability of a businessLAnalyse the effect of a strategic capital expenditure decision on a businessNAnalyse how a product meets market needs through innovation in the value chain8Analyse the interaction between psychological approachesMAnalyse the significance of a key piece of research and its impact on society<Conduct independent psychological research with consultationIAnalyse how theories are applied within a field of psychological practice)Analyse a significant issue in psychology(Develop a proposal for a digital outcome&Develop a design for a digital outcome(Develop a digital outcome to manage dataDevelop a digital media outcomeDevelop an electronics outcomeCUse basic iterative processes to plan and develop a digital outcome=Demonstrate understanding of searching and sorting algorithms7Demonstrate understanding of human computer interactionGDemonstrate understanding of compression coding for a chosen media type AgribusinessExpiringjWrite a crafted text for a specified audience using researched material in English for an academic purposeEWrite a text under test conditions in English for an academic purpose.Digital Technologies and Hangarau Matihiko 2.1<Conduct an inquiry to propose a digital technologies outcome.Digital Technologies and Hangarau Matihiko 2.2HApply conventions to develop a design for a digital technologies outcome.Digital Technologies and Hangarau Matihiko 2.97Demonstrate understanding of a computer science concept/Digital Technologies and Hangarau Matihiko 2.101Present a summary of developing a digital outcome.Digital Technologies and Hangarau Matihiko 3.1DConduct a critical inquiry to propose a digital technologies outcome.Digital Technologies and Hangarau Matihiko 3.2ZApply user experience methodologies to develop a design for a digital technologies outcome  .Digital Technologies and Hangarau Matihiko 3.9#Analyse an area of computer science/Digital Technologies and Hangarau Matihiko 3.10=Present a reflective analysis of developing a digital outcome Chemistry 2.1nCarry out a practical investigation into a substance present in a consumer product using quantitative analysis$2021 Literacy and Numeracy StandardsScience Te Ao HakaLExplore the development of a religious community within Aotearoa New ZealandDExplore a characteristic found in two different religious traditionsFExplore a significant religious narrative within a religious tradition;Explore an ethical principle found in a religious traditionSDemonstrate understanding of the application of scientific investigative approachesOUse science reasoning and methods to engage with a local socio-scientific issueSDemonstrate understanding of how scientific ideas and processes develop and evolve.IApply science thinking to scientific claims and how they are communicatedfDemonstrate understanding of how verbal language patterns are used for a specific audience and purpose5Produce a verbal and visual personal response to textProduce crafted writingTDemonstrate understanding of significant aspects of texts, using supporting evidence7Demonstrate understanding of key features of Te Ao HakaFDemonstrate understanding of categories within a Te Ao Haka disciplineEDemonstrate understanding of elements within a Te Ao Haka performance9Explore elements to create a section of a Te Ao Haka itemDReflect on a personal learning journey in a discipline of Te Ao Haka:Compare a Te Ao Haka performance and one other performance#Respond to a Te Ao Haka performance9Demonstrate understanding of a key role within Te Ao HakaIntC@ BIBD FHK L OQSTnW7Zv\u_>a-;ce0Vg ijD l` n pLr+Itivwey {J{W|r!,1}  ?1?mיXȝIgFϦ,P c ap }z2J!Z Y. xb1jxWl & Zo]roQf qO A  }D6!S>$ &H), /4Q8S<pAVEZG6J9L OS Xq\_c)et`g#ijp lR {n pCcc PK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭VѠԯٴ++2a,/$nECA6٥D-ʵ? dXiJF8,nx (MKoP(\HbWϿ})zg'8yV#x'˯?oOz3?^?O?~B,z_=yǿ~xPiL$M>7Ck9I#L nꎊ)f><|HL|3.ŅzI2O.&e>Ƈ8qBۙ5toG1sD1IB? }J^wi(#SKID ݠ1eBp{8yC]$f94^c>Y[XE>#{Sq c8 >;-&~ ..R(zy s^Fvԇ$*cߓqrB3' }'g7t4Kf"߇ފAV_] 2H7Hk;hIf;ZX_Fڲe}NM;SIvưõ[H5Dt(?]oQ|fNL{d׀O&kNa4%d8?L_H-Ak1h fx-jWBxlB -6j>},khxd׺rXg([x?eޓϲكkS1'|^=aѱnRvPK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0ktheme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK]  ZO ߗp:T>%9<j';TO6G(ٟȓ:b϶Į#ײ#˰;IR\._B }MVwtq[_VCP^Aۍ2뎞=KaN&VL 92"z /o\Ȟ_OFR_珯r$2}Lg2etA^8o>d)eڷ|@wGNKce3k(+\;ze>=J+Às!Ib@O";`2%v>W*l$D(x,= 5|I^ïݭc4fm0ۗ<>HjMMkAZ)X: RpVxWl%g$ Q([4[.3]ak[=,٫<49m_'˲~_~PMHzi$/h9I#̪nc>QF948zهЌ<xDsya-@8IBIf:P /Z1jIǴ""涠 ViL-`7D+\F 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W~ V@ VV  TL P P~ P@ P" W~ V@ V V  TL P P~ P@ P# n~ V@ VV  TL P$ P~  P@ P% W~ V@ VV  TL P$ P~ 0P@ P& W~ V@ VV  TL P$ P~ @P@ P' W~ V@ VV  TL P$ P~ PP@ P( W~ V@ VV  TL P$ P~ `P@ P) W~ V@ VV  TL PK P~ pP@ PL W~ V@ VV  T GL PK P~ P@ PM W~ V@ VV  T GL PK P~ P@ PN W~ V@ VV  T GL PK P~ P@ PO W~ V@ VV  T GL PK P~ P@ PP W~ V@ VV  TL P P~ P@ P W~ V@ VV  TN w w~ P@ w n~ x@x x  g EL w w~ P@ w n~ x@x x  gL P P~ P@ P W~ V@ V V  TL P P~ Q@ P W~ V@ V V  TL P P~ Q@ P W~ V@ V V  TL P( P~  Q@ PE W~ V@ V V  T GL P( P~ 0Q@ PF W~ V@ VV  T GL P( P~ @Q@ PG W~ V@ VV  T GL P( P~ PQ@ PH W~ V@ VV  T GL P( P~ `Q@ PI W~ V@ VV  T GL P( P~ pQ@ PJ W~ V@ VV  T GL P P~ Q@ P W~ V@ VV  TL P P~ Q@ P W~ V@ VV  TL P P~ R@ P W~ V@ VV  TL Pn P~  R@ Po W~ V@ VV  T JL Pn P~ 0R@ Pp W~ V@ VV  T JL Pn P~ @R@ Pq W~ V@ VV  T JL Pn P~ PR@ Pr W~ V@ VV  T JDl E E E E E E E E E  E  E  E  E  E E E E E E E E E E E E E E E E E E EL Pn P~ `R@ Ps W~ V@ V V  T JL Pn P~ pR@ Pt W~ V@ VV  T JL Pn P~ R@ Pu W~ V@ VV  T JL Pn P~ R@ Pv W~ V@ V V  T JL P} P~ R@ P~ W~ V@ VV  TL P} P~ R@ P W~ V@ VV  TL P} P~ R@ P W~ V@ VV  TL P} P~ R@ P W~ V@ VV  TL P} P~ R@ P W~ V@ VV  T L P} P~ R@ P W~ V@ V V  T L P P~ S@ P? 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