2013 Year 11 (Taumata 6) Pūtaiao/Science Programme Plan (EXAMPLE 1)
The reference numbers (e.g. AT1, OK1.i) refer to whāinga paetae from Te Marautanga o Aotearoa. This is a very full programme, which could
provide opportunities to achieve 8 standards (5 internal and 3 external), across all the curriculum strands. All are 4-credit standards, so a total of
32 credits is possible. However, students would need to have had comprehensive Science/Pūtaiao programmes in Years 9 and 10 to be able to
cover the learning at the level required, and to manage all of the assessments.
Kaupeka
1 (11 weeks)
2 (10 weeks)
3 (9 weeks)
4 (4 weeks )
Kaupapa
Te Awa
Ngā waka
Te whānau me te whakapapa
ako
Mahi 1
a. Organisms and the
h. Chemicals, properties and uses
environment
OK 1.i, 1.ii, 2
AT1, 3.ii
Indicators
(14 hrs)
Students can:

describe investigation of
NCEA
ng. Mop up assessments –
insulation.
repeat internals.
OA 2.i
Students can:

(10 hrs)
Students can:
safely carry out some metal

explain the different types of
seed germination and
reactions, and acid/base
heat transfer & the
growth, and the biological
reactions
relationship of heat and
describe properties and
temperature
processes involved

(16 hrs)
m. Heat transfer, capacity,

link the survival of the
reactions of these metals using
plant to the influence of
appropriate language and
practical applications of heat
the environment and
formulae, and link to their uses
energy.
human actions.
in everyday life.

apply their understanding to
1.10 Investigate life processes
1.7 Investigate the implications of
1.4 Investigate the implication of
and environmental factors that
the properties of metals to their
heat in everyday life.
affect them.
use in society.
(ā-roto)
(ā-roto)
(ā-roto)
He mea waihanga mō tētahi kaupapa a Te Tāhuhu o te Mātauranga.
© New Zealand Ministry of Education 2013 – copying restricted to use by New Zealand education sector.
(3 hrs)
Mahi 2
e. Te Hiko me te Autō
OA3
Indicators
i. Te Tōpana me te Nekenga
(11 hrs)
Students can:

OA 1
Students can:
connect an electrical circuit

and describe the role of its
components

link the features of

electricity and magnetism
NCEA
(12 hrs)
n. Genetics and variation
AT 2, 3.1
o. Revision and exam
(18 hrs)
techniques
(12 hrs)
Students can:
show understanding of the

describe the role of DNA in
relationships between force,
reproduction, genetic
energy, motion, work, power
inheritance and variation,
solve simple problems using
using appropriate terms
equations and graphs.

show understanding of the
to applications in everyday
importance of variation to
life.
species survival.
1.2 Investigate the implication
Practice questions from sample
1.9 Demonstrate
of electricity and magnetism in
2011 exam paper and previous
understanding of biological
everyday life.
exam papers.
ideas relating to genetic
(ā-roto)
variation.
(ā-waho)
1.5 Demonstrate an
understanding of aspects of
acids and bases. (ā-waho)
Mahi 3
k.
Astronomical cycles and
Papatūānuku
AT 4.ii
Indicators
NCEA
1.1 Demonstrate
understanding of aspects of
(10 hrs)
Students can:
 describe knowledge of some
astronomical cycles
 explain how these cycles affect
events on Earth
1.15 Demonstrate an
understanding of the effect on
planet Earth of astronomical cycles.
(ā-roto)
He mea waihanga mō tētahi kaupapa a Te Tāhuhu o te Mātauranga.
© New Zealand Ministry of Education 2013 – copying restricted to use by New Zealand education sector.
mechanics
(ā-waho)
2013 Year 11 (Taumata 6) Pūtaiao/Science Programme Plan (EXAMPLE 2)
The reference numbers (e.g. AT1, OK1.i) refer to whāinga paetae from Te Marautanga o Aotearoa. This programme could provide opportunities to
achieve 6 standards (4 internal and 2 external), across all the curriculum strands. All are 4-credit standards, so a total of 24 credits is possible.
Kaupeka
1 (11 weeks)
2 (10 weeks)
3 (9 weeks)
Kaupapa ako
Te Awa
Ngā waka
Te whānau me te whakapapa
Mahi 1
4 (4 weeks )
a. Micro-organisms and their
h. Chemicals, properties and
k. Earth science and geological
n. Mop up assessments – repeat
effects on humans.
uses
processes AT 4.i
internals.
AT1
(14hrs)
OK 1.i, 1.ii, 2
(14 hrs)
OR
Astronomical cycles that affect
Papatūānuku. AT 5
Indicators
Students can:

Students can:
describe the structure,

functioning and biological
(10 hrs)
Students can:
safely carry out some metal

investigate, and describe
reactions
the internal and external
describe properties and
processes that change the
organisms and their
reactions of these metals
features of Papatūānuku.
interactions with
using appropriate language
humans.
and formulae, and link to
processes of micro-

their uses in everyday life.
NCEA
1.11 Investigate biological
1.7 Investigate the
1.13 Demonstrate
ideas relating to interactions
implications of the properties
understanding of the
between humans and micro-
of metals to their use in
formation of surface features
organisms.
society.
in Aotearoa. OR
(ā-roto)
(ā-roto)
1.15 Demonstrate
understanding of the effects of
astronomical cycles on
Papatūānuku.
(ā-roto)
He mea waihanga mō tētahi kaupapa a Te Tāhuhu o te Mātauranga.
© New Zealand Ministry of Education 2013 – copying restricted to use by New Zealand education sector.
(3 hrs)
Mahi 2
Indicators
e. Te Hiko me te Autō
i. Te Tōpana me te Nekenga
OA 3
OA 1
(11 hrs)
Students can:


Students can:
connect an electrical

show understanding of the
AT 2, 3.i
(16 hrs)

reproduction, genetic
role of its components
force, energy, motion,
inheritance and variation,
link the features of
work, power
using appropriate terms
solve simple problems
techniques.
(12 hrs)
describe the role of DNA in
relationships between

ng. Revision and exam
Students can:
circuit and describe the
electricity and magnetism
NCEA
(12 hrs)
m. Genetics and variation

show understanding of the
to applications in
using equations and
importance of variation to
everyday life.
graphs .
species survival.
1.2 Investigate the
Practice questions from
1.9 Demonstrate understanding
implication of electricity and
sample 2011 exam paper and
of biological ideas relating to
magnetism in everyday life.
previous exam papers.
genetic variation.
(ā-roto)
(ā-waho)
1.1 Demonstrate understanding
of aspects of mechanics.
(ā-waho)
___________________________
1
The references (e.g. AT1, OK1.i) refer to whāinga paetae from Te Marautanga o Aotearoa.
He mea waihanga mō tētahi kaupapa a Te Tāhuhu o te Mātauranga.
© New Zealand Ministry of Education 2013 – copying restricted to use by New Zealand education sector.
2013 Year 11 (Taumata 6) Pūtaiao/Science Programme Plan (EXAMPLE 3)
This Year 11 programme could provide opportunities to achieve 6 standards (4 internal and 2 external), across all the curriculum strands. All
are 4-credit standards, so a total of 24 credits is possible.
Kaupeka
1 (11 weeks)
2 (10 weeks)
3 (9 weeks)
4 (4 weeks )
Kaupapa
Te Awa
Ngā waka
Te whānau me te whakapapa
ako
Mahi 1
a. Te hauora o te awa me ngā
rauropi i roto.
AT11,
3.ii
(14hrs)
h. Te tōpana me te nekenga e pā
k. Ētahi whānau pūmatu me ngā
ana ki ngā momo waka.
āhuatanga kawekawe, tae atu ki
repeat internals where
OA 1
te Taka Pūmotu.
appropriate.
(14 hrs)
OK 1.1, 3.ii
Indicators
Students can:
Students can:
 describe the structure,
 show understanding of the
 identify patterns and trends
functioning and biological
relationships between force,
among selected groups of
processes of tuna and
energy, motion, work, power in
substances
microbes and their
a range of moving objects
environment and each other.
NCEA
(13 hrs)
Students can:
interdependence on the river
1.10 Investigate life processes
 link atomic structure to the
 solve simple problems using
Periodic table.
equations and graphs.
Practice questions from sample
and environmental factors
2011/12 exam papers and
that affect them.
previous exam papers for 1.1
1.8 Investigate selected chemical
reactions.
(ā-roto)
1
m. Mop up assessments –
The references (e.g. AT1, OK1.i) refer to whāinga paetae from Te Marautanga o Aotearoa.
He mea waihanga mō tētahi kaupapa a Te Tāhuhu o te Mātauranga.
© New Zealand Ministry of Education 2013 – copying restricted to use by New Zealand education sector.
(3 hrs)
Mahi 2
e. Earth science and geological
processes.
AT 4.i, 4.ii
Indicators
i. Hydro-electric generation,
current electricity and its uses.
(11 hrs)
OA 3
(16 hrs)
l. Whakapapa, genetics and
variation.
AT 2, 3.1
techniques.
(14 hrs)
Students can:
Students can:
Students can:
 describe the internal and
 describe hydro-electric
 describe the role of DNA in
external processes that
generation, and the types and
reproduction, genetic
change the features of
properties of electrical currents.
inheritance and variation, using
Papatūānuku, including
weathering.
 show understanding of how
electricity and magnetism are
applied in everyday life.
ng. Revision and exam
(12 hrs)
appropriate terms
 show understanding of the
importance of variation to
species survival.
NCEA
1.13 Demonstrate
1.2 Investigate implications of
Practice questions from sample
1.9 Demonstrate
understanding of the
electricity and magnetism for
2011/12 exam paper and
understanding of biological
formation of surface features
everyday life.
previous exam papers for 1.9.
ideas relating to genetic
(ā-roto)
in Aotearoa.
variation.
(ā-waho)
(ā-roto)
OR
1.1 Demonstrate
1.15 Demonstrate
understanding of aspects of
understanding of the effects
mechanics.
of astronomical cycles on
Papatūānuku.
(ā-roto)
He mea waihanga mō tētahi kaupapa a Te Tāhuhu o te Mātauranga.
© New Zealand Ministry of Education 2013 – copying restricted to use by New Zealand education sector.
(ā-waho)