Name_______________________________
NATIONAL QUALIFICATIONS FRAMEWORK
Policies & Procedures
Level 1, 2 & 3
INFORMATION FOR STUDENTS
and PARENTS
2014
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 5 March 2013
Contents
Introduction
page 3
1
Information to be given to students
page 3
2
Course expectations and student attendance
page 4
3
Missed assessments, Late work, Compassionate Consideration
And Derived Grades
page 6
4
Authenticity of Student Work
 Breach of rules
page 8
5
Moderation procedures
page 8
6
Retention and Storage of Student Work
page 9
7
Appeal procedures
page 9
8
Early Warning procedures
page 10
9
Reporting procedures
page 10
10
Further Assessment Opportunities
page 10
11
External Assessment reviews and Reconsiderations
page 11
12
Special Conditions
page 11
13
Fees and Financial Assistance
page 11
14
Appendix
Appeal of Grades Awarded
Compassionate Consideration
Extension of Work deadline
page 13
page 14
page 15
To Gain an NCEA Qualification
page 16
University Entrance
page 16
Endorsements
Acknowledging Achievement - Academic Assembly & Prizegiving
Level One Literacy and Numeracy requirements for NCEA
Approved calculators
page 17
page 17
page 18
page 23
Subject Entry pre-requisites
Literacy requirements for UE
Approved Subjects for UE
page 24
page 26
page 29
Qualifications Requirements Summary
2014 Examination timetable
page 31
page 32
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
page 7
Page 2
INTRODUCTION
This policy statement is designed to inform students and parents how this school operates the
procedures for managing national assessment and appeals for the National Certificate of Educational
Achievement (NCEA).
The College is required to establish policies and processes for managing internal assessment so students
receive valid, fair, consistent and accurate assessment for national qualifications. The responsibility for
implementing these policies is held at Faculty, HOF or teacher-in-charge level.
The students need to be aware of this information early in the year so that they have the opportunity to
achieve to their maximum potential.
All general assessment conditions and requirements for school qualifications, as well as the NZQA
Assessment and Examination Rules for Schools with Consent to Assess regulations will be adhered to.
Each faculty will have an approved method of internal assessment procedure. Each procedure can be
different but fall within common policies. An outline of this procedure is to be issued and explained to
the students at the start of the year by the subject teachers and logged with the Deputy Principal
(Curriculum).
1.
INFORMATION TO BE GIVEN TO STUDENTS:
Internally assessed subjects have very clear requirements in terms of completing work. Each
subject will inform students of these requirements.
Each student should be issued with a course outline and assessment plan detailing the following:
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the standards to be assessed
the types of assessment tasks to be used
the number of assessment tasks
the timing of assessment tasks
process of moderation
systems for authentication
system for appeal and review
policy on lateness, extension, compassionate consideration and derived grades
progress report procedures
policy on further assessment opportunities
HOFs will ensure that all students receive a copy of these documents through the individual
subject teachers. It is suggested that students sign against their name on a class list indicating
that they have received this information.
Including the domain name or the approved subject for each Level 3 standard and identifying all
standards that count towards numeracy and literacy requirements for NCEA Level One and
University Entrance will enable students to better monitor their progress towards these.
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2.
COURSE EXPECTATIONS AND STUDENT ATTENDANCE
All students under 16 years of age are required by regulation to attend school
Students are expected to
 follow the course for the whole school year
 fulfil reasonable course work, homework and assignment requirements including all
conditions for special studies, field and / or practical work
 not be absent without reasonable excuse for periods prejudicial to the satisfactory
achievement of the standards in each subject.
 participate in all learning and assessment activities in a course
 make a satisfactory effort in class
 behave in a safe and responsible manner and be considerate of others in all activities
associated with the course
Students who do not attend class will be dealt with as part of the College’s attendance
and disciplinary procedures
School Attendance Requirements
The following statements outline the school policy on attendance and both parents and students
need to be aware of these conditions. We would remind you of the compulsory nature of
schooling and the parents’ responsibility to ensure that their children attend school. If you
require further information please contact either the Rector or the Deputy Rector pastoral.
The Guidelines on Absence:
ABSENCES FALL INTO FOUR CATEGORIES:
(i)
BEYOND STUDENT CONTROL:
In this category students have no control over the circumstances and there is no element
of self-interest involved e.g. accident, illness, bereavement. Under these circumstances a
student is legitimately absent and, where feasible, the student will be allowed to attempt
the assessment or a full reassessment opportunity will be available. This may not always
be possible and no estimates of grades can be given. For short-term absences of this
nature parents should verify this by a letter to the Form Tutor. For long-term absences
independent documentation should be supplied to the House Tutor. If an assessment
task is missed then independent documentation (i.e. medical certificate, etc) must be
supplied.
(ii)
SCHOOL AUTHORISED:
This category involves absence for authorised out of class activities such as EOTC trips,
sporting and cultural fixtures, involving representation of the College and representation
at a national level. For absences of this nature prior approval should be gained from the
Rector and such absences will be considered legitimate. This means that for any
assessment tasks that are wholly completed during this period of absence then the
student, where feasible, will be allowed to attempt the assessment or a full further
assessment opportunity will be available. This may not always be possible and no
estimates of grades can be given. However, for assessment tasks that extend beyond this
range of absence, providing a fair and reasonable length of time is available, then these
tasks should be submitted on the due dates, i.e. no extensions will be granted.
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(iii)
SELF-INTEREST:
This category involves absences in which a degree of self-interest occurs, eg family travel,
sporting events for non-school teams, holidays during term time, etc. For this kind of
brief, planned absence, parents should consult the Rector in advance for approval. This
term of absence should not exceed 10–15 school days for the year. Students should make
every effort to ensure that they do not miss any assessment task since any absence in
this category will lead to the award of Not Achieved, with no further assessment
opportunity. Work will not normally be set for students who are absent under this
category. All assessment deadlines must be met.
(iv)
WILFUL ABSENCE:
This category occurs when a student has the option of attending school and chooses to be
absent (self interest absence which is not regarded by the Rector as reasonable would fall
into this category) e.g. family business requirements, bunking. Assessment items that
occur in these circumstances will be awarded Not Achieved, and no re-assessment will
be available.
Parents and students should understand that any absences will impair performances in course
work, and on his return the student must catch up the work missed and after a reasonable
period of time must give evidence to his teacher that catch-up work has been satisfactorily
completed. For a student to be eligible for a further assessment opportunity he must have
demonstrated some visible progress and effort to achieve the standard.
Students should make every effort to be aware of their assessment requirements and thus avoid
missing assessment tasks or due deadlines.
Where parents have doubt about the type of absences, they should consult the Rector (prior to
the absence if possible). The final decision as to which category an absence belongs to is the
Rector’s.
Where a student refuses or fails to supply either a letter from parents or the documents
necessary to legitimate an absence, such absences will be categorised as wilful unless and until
the documentation is supplied.
House Tutors are responsible for maintaining correct records of attendance and will categorise
each absence into one of these categories. The House Tutors will make this information available
to subject teachers and also keep parents informed where such absences may jeopardise the
awarding of a qualification.
If students know they are going to be away an Application for Absence should be completed and
handed to the Rector, with supporting evidence, in advance. Students can collect a form from
Mrs Davidson, the Pastoral Assistant. NB having this form signed by the Rector DOES NOT give
authorisation to miss formal assessment tasks rather it informs students of the category their
absence falls under for assessment purposes and details work missed.
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3.
MISSED ASSESSMENTS, LATE WORK, COMPASSIONATE CONSIDERATION and
DERIVED GRADES
i)
Absences which affect classroom-based assessment, fieldwork and tests
When an absence is due to important family reasons, illness or school events, where
feasible, students will be allowed to attempt the assessment task.
If there is no legitimate reason for absence there will be no opportunity made available
for further assessment. Students with unexplained absences will receive a 'not achieved'
grade and will not be eligible for a further assessment opportunity or compassionate
consideration.
Absences must be verified to the satisfaction of the House Tutor and if legitimate, a full
assessment opportunity will be available (if feasible). A medical certificate may be asked
for.
Note:
If an absence can be foreseen, the teacher must be informed as early as possible.
An absence may exclude a student from attempting some credits if there is no further
assessment opportunity for that section of the course.
ii)
Late Work
The deadline for all work will be advised when the exercise is set. Assignment work is to
be clearly named and secured. It is the student’s responsibility to ensure that the class
teacher receives the work which should be signed off on the assessment cover sheet.
Deadlines
(a)
(b)
(c)
Staff will set specific deadlines for assessment tasks when the assignment is set.
This includes how and when to hand in work on the deadline day.
Instructions should be written down and given to students.
It is strongly recommended that assignments be handed in by 4.00pm on the due
date.
Late work will receive a 'not achieved' grade. There is no allowance for being late. If the
delay is beyond the student’s control then the student must apply to the Deputy Rector,
Curriculum, by the day the assessment is due and under special circumstances an
extension may be granted – using the forms in the appendix1.
iii)
Compassionate Consideration
Under exceptional circumstances a student who considers his performance in any
internal assessment for any qualification has been seriously impaired may seek
compassionate consideration by applying to the Deputy Rector (Curriculum) within two
days of the assessment event – using the appropriate form in the appendix. A medical
report, in the case of illness or injury, and documentary evidence, in the case of other
compassionate applications, must be produced by the candidate for the Deputy Rector,
Curriculum.
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The Deputy Rector, (Curriculum) will decide whether compassionate consideration will be
granted. If compassionate consideration is granted a decision will be made about which
one of the following alternatives is available.
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Extension of time
A further assessment opportunity
Or if there is sufficient evidence, an assessment will be made of the level of
attainment.
In each case, in considering whether to grant an improved grade, the Deputy Rector shall
take advice from the subject teacher/Head of Faculty and judge the quality of any work
actually completed by the applicant for the assessment or any work related to the
learning outcomes.
iv)
Derived Grades
Derived Grades are only available for external (exam) assessment tasks.
A candidate who has been clearly disadvantaged through illness or misadventure, or who
considers that their performance in an external assessment has been seriously impaired
because of exceptional circumstances beyond their control is eligible to apply for a
derived grade. This includes the death of a family member or close acquaintance, or
national representative duties which have prevented them from sitting examinations or
otherwise presenting materials for external assessment.
The overriding principles for the award of a derived grade are:
 fairness to the applicant and to all other candidates
 whether the candidate was able to perform on the day of the examination to the level
of actual measured performance during the school year based exclusively on preexisting standard-specific evidence held by the school.
No derived grade is possible if the school holds no standard-specific evidence.
This means that student’s work for external examinations (such as tests and the school
examination) may be retained by the teacher. Students who are unable to provide school
exam evidence may not be eligible to apply.
a) Students who are eligible for derived grades should apply to the Deputy Rector,
(Curriculum) by the date set by the NZ Qualifications Authority at the end of the year.
b) Subject teachers will provide the evidence they have recorded during the year for
derived grades.
4.
AUTHENTICITY OF STUDENT WORK
(a)
Material completed and handed in for assessment must be the student's own work.
(b)
For each assessment task students will be required to complete an assessment cover
sheet and sign that the work is their own.
(c)
If work is found to have been copied the student will receive a 'not achieved' grade
for that assignment and no further assessment opportunity will be given.
(d)
If the work has been copied from another student then both students will get a 'not
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
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achieved' grade for that assignment and no further assessment will be given.
(e)
Students who copy work or allow their work to be copied will be referred to the
Deputy Rector Curriculum who will inform parents/caregivers.
(f)
Material sourced from reference books/internet must be appropriately
acknowledged.
(g)
Students should not accept undue assistance from any person in the preparation or
submission of work. Students may be given general advice about the nature of
adjustments or improvements that could be made to their work.
(h)
For items of work which are produced over an extended period, students may be
required to keep any plans, drafts, worksheets or logbooks used in the preparation of
the work.
Teachers may monitor the development of the work by sighting from time to time the
material used by students in their preparation or by discussion of the work with individual
students.
Breach of Rules
These are reported to the HOF and Deputy Rector, (Curriculum) and one or more of the following
actions taken
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Student will be interviewed by the Deputy Rector to clarify the reported conduct
Reprimand the student and award ‘Not Achieved’ for that piece of work
Award a grade of ‘Not Achieved’ for the whole internally assessed component in that
standard if total authenticity is not supported.
No further assessment will be available to students who fail to meet the standard on
authenticity grounds.
Notify the parents and the House Tutor
Any appeals regarding misconduct should follow the appeals procedures outlined in
section 8, with the final appeal being with the Rector whose decision is final.
All breaches of the rules are to be submitted to the DP Curriculum, including those settled
by the teacher.
Possible Breaches of the Rules include
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5.
Failure to follow instructions
Influencing/assisting/hindering candidates or disrupting the assessment
Submitted material that is not their own
Impersonation
Dishonest practices by a student
o Attempted to access information or materials or help from another person not
permitted in an assessment
o Altered returned assessment materials prior to seeking a review
o Engaged in any other practice that might result in an advantage to the student
MODERATION PROCEDURES
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6.
7.
(a)
(b)
All faculties must comply with internal and external moderation requirements.
All faculties must have a system that ensures all new or modified assessment materials
are critiqued before being used in qualifications assessment and a formal record of this
check is kept as evidence.
(c)
To ensure consistent professional judgements are being made, faculties must have a
formal system for verifying assessment decisions.
(d)
HOF, via Subject Heads, must ensure that assessment materials and samples of student
work are sent away for external moderation when required and act on any requirements
which result from the external moderation
(e)
All faculties must comply with the school’s recording of assessment data, further
assessment and appeals procedures.
(f)
NZQA will moderate a sample of student work in all standards to ensure that assessment
is at the national standard.
RETENTION AND STORAGE OF STUDENT WORK
(a)
Students will be required to check their work and verify the assessment decision by
signing the cover sheet. Signing means acceptance of the grade awarded. Student work
should not be removed from the classroom. If you wish to appeal you should not sign for
the grade awarded and follow the appeal procedures.
(b)
The faculty will retain student assessment material until such time as it is no
longer required for moderation purposes.
(c )
Faculties may wish to retain student work for authenticity and benchmarking purposes as
well as evidence for derived grade applications. Student work may also be used as
exemplars if the student has given written consent.
(d )
Students should keep a record of their internally assessed results and check these against
their reports.
APPEAL PROCEDURES
(a)
Students are able to lodge an appeal if they are unhappy about an assessed or recorded
result, have not been given a further assessment opportunity where applicable, or about
any alleged moderation inconsistency.
(b)
Students should initially discuss any assessment problems with their classroom teacher.
(c)
If the student is still unhappy he should complete the appropriate appeal form in the
appendix, within two weeks of the grade being awarded, and following the steps outlined
on the appeal form.
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8.
(d)
If the appeal reaches the Deputy Rector (Curriculum) a written record is made of the
investigation and the resulting decision. Copies are circulated to the student involved, the
subject teacher and the Subject Head.
(e)
If the student is unhappy with the decisions then the student can take the appeal to the
Rector whose decision is final.
(f)
No appeal of grades will be considered after a two week period dating from when the
script/activity was handed back. During this period, students who wish to appeal their
results may not take the material out of the classroom.
(g)
No appeal will be considered for work which contains twink or work done in pencil.
EARLY WARNING PROCEDURE
If a student has either an unsatisfactory work record, ie failed to complete/ hand in on time, an
assignment or did not sit a common test (without good reason), and/or unsatisfactory
attendance - lengthy periods of unexplained absences, then the following procedures will apply.
9.
10.
(a)
Subject teachers are to list the details on the "NCEA Progress Card”
(b)
The HOF will interview the student and a formal warning letter will be sent to their
parents/caregiver(s) and a copy filed with the Deputy Rector, (Curriculum).
(c)
If the student shows no improvement then the subject teacher continues the process on
the progress card by notifying the HOF and the Deputy Rector, (Curriculum) who will
notify the parents/caregiver(s) of the student.
(d)
Parents of a student who has failed to gain at least an achieved award for their first
internal assessment component may be informed by letter.
REPORTING PROCEDURE
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Students will receive an interim assessment progress report at the start of Term 2 (using
the Student Record Sheet) and a full report in September. A final student record summary
sheet will be sent out in December. Students are advised to check that results recorded
are correct. Any errors must be reported to the subject teacher immediately.
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Student entries and reported results are accessible through the student’s learner login on
the NZQA website. Students are required to check this regularly. Any errors must be
reported to their subject teacher immediately.
FURTHER ASSESSMENT OPPORTUNITIES
The school policy is :
 A maximum of one further assessment opportunity for an internally assessed standard may
be available where practicable within the academic year.
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Additional teaching and learning must occur before the further opportunity is provided.
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
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11.
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The further opportunity must be available to all students entered in that standard. This
includes those students who did not complete the original assessment for an acceptable
reason but not those students who chose for unacceptable reasons not to take the first
opportunity.
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Further assessment opportunities will only be offered where it is manageable to do so.
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All grades from Not Achieved to Excellence will be available on the reassessment
opportunity.
EXTERNAL ASSESSMENT, REVIEWS AND RECONSIDERATIONS
(a)
(b)
12.
13.
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External assessments for NCEA will be held in Term 4 annually.
NZQA will return answer booklets to students after marking (usually late January) and
students will be able to request a review or reconsideration of the results of their
external assessments. A review is appropriate for a processing error, such as a wrongly
transcribed grade, and there is no fee for this service. In a reconsideration the entire
answer booklet is remarked against the assessment schedule. The relevant judgement
statements arising out of the assessment schedule for each standard are published on the
NZQA website and reference to these will assist candidates considering applying for a
reconsideration in understanding the achievement criteria.
SPECIAL ASSESSMENT CONDITIONS
(a)
Candidates with permanent or long-term conditions or learning disabilities which they
believe will significantly impair their performance in internal assessment and specified
external assessments, in particular written examinations, may apply to the New Zealand
Qualifications Authority (NZQA) for an entitlement to Special Assessment Conditions in
the current year. This includes candidates with physical disabilities as well as those with
specific learning disabilities.
(b)
To be eligible for assistance at the end of the year, these students MUST have had this
assistance throughout the year for ALL internal and external assessment. Students must
apply for this assistance by 1 March through the Learning Support Coordinator. If you
believe that you require special assistance for assessment you should approach the
Learning Support Coordinator, Miss Leete, at the beginning of the year for information
on the relevant regulations and procedures.
FEES AND FINANCIAL ASSISTANCE
The New Zealand Qualification Authority (NZQA) fee for each student entering NCEA is approx.
$76.30 + GST per year. This is for the National Qualification Framework and up to 3 Scholarship
subjects. Unpaid fees will mean your results will not be transferred to your Record of
Achievement. Students who leave school during the year and who have gained credits, must pay
this fee in order to receive these credits on their Record Of Achievement. Fees not paid by 1
December incur a $50.00 late fee.
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Financial assistance is available to assist with the payment of entry fees for national secondary
schools qualifications. To be eligible to apply you must be the fee-payer and meet at least one of
the following criteria:
 be receiving a Work and Income or Study Link benefit (benefit-based applications)
 have a joint family income that would entitle you to receive a Community Services Card
(income-based applications)
 be a fee-payer with two or more children who are candidates, irrespective of family income
(multiple candidate applications), where the total fees you would have to pay would
otherwise be more than the $200 multiple candidate maximum.
You cannot claim financial assistance for international fee-paying students.
How do I apply for financial assistance?
Complete one application form for all members of your family1 for whom you are seeking
financial assistance. Forms are available from schools or from the “For Learners” section of the
NZQA website: www.nzqa.govt.nz/for-learners.
The above assessment procedures aim to ensure that all students are treated fairly.
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St Bede’s College
NCEA Application for Appeal of Grade Awarded
(Must be submitted within two weeks of grade being awarded)
Name:
Tutor Group;
Subject:
Achievement Standard #:
Grade Awarded:
Date Grade Awarded:
Reason for appeal:
Results of discussion between student and subject teacher/HOF:
Recommendation from HOF:
HOF Signature
Final Decision:
Signed (Student):
Deputy Principal:
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
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Date:
St Bede’s College
NCEA Application for Compassionate Consideration
(Internally assessed standard)
(Must be submitted within two days of the assessment event)
Name:
Tutor Group;
Subject:
Achievement Standard #:
Date Work Set:
Date Work Due:
Reason for compassionate consideration:
Documentary Evidence Supplied:
Recommendation from HOF:
HOF Signature:
Final Decision:
Signed (Student):
Deputy Rector Curriculum:
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
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Date:
St Bede’s College
NCEA Application for Extension for Late Work
(Must be submitted by the day assessment due)
Name:
Tutor Group;
Subject:
Achievement Standard #:
Date Work Set:
Date Work Due:
Reason for extension:
Documentary Evidence Supplied:
Recommendation from HOF:
HOF Signature:
Final Decision:
Signed (Student):
Deputy Principal Curriculum:
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Date:
TO GAIN AN NCEA QUALIFICATION

There are three NCEA qualifications: Level 1, Level 2 and Level 3. These are the first three levels of
the National Qualifications Framework’s ten levels.

For a student to be awarded NCEA Level 1 they must achieve 80 credits. Of these, 10 credits must
be literacy standards and 10 credits numeracy standards. See over for a comprehensive list of
approved standards.

For a student to be awarded NCEA Level 2 they must achieve 80 credits, of which a minimum of 60
credits is at level 2 or above, from anywhere on the National Qualifications Framework (NQF).
Students must also have Level 1 Literacy and Numeracy.

For a student to be awarded NCEA Level 3 they must achieve 80 credits, of which 60 must be at
level 3 or above and 20 at level 2 or above, from anywhere on the National Qualifications
Framework (NQF).

Each student’s NCEA qualification shows their overall level of achievement. The cumulative annual
Record of Achievement gives more detailed results for every subject, standard by standard,
indicating only those Standards that have been Achieved, Achieved with Merit, Achieved with
Excellence. From 2008 these results have been endorsed with Merit or Excellence if a student
achieves at least 50 credits at the appropriate certificate level. Course endorsement, introduced
from 2011, provides additional Merit or Excellence achievement recognition.

There is also a Scholarship award, achieved through additional examinations based on level 3
standards.
UNIVERSITY ENTRANCE
A student will qualify for entrance to a New Zealand university in 2015 if they have met the
NEW REQUIREMENTS FOR 2014 FOR ENTRY INTO UNI FROM 2015

Level 3 (minimum of 60 credits at L3 + 20 L2 or above)

14 credits in each of three approved subjects

10 Level 1 numeracy credits from the approved list

10 Level 2 Literacy credits (including 5 in reading and 5 in writing) from the approved list
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
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
Remember – university entrance gets you into university but universities publish details of entry criteria for
particular courses.
NCEA ENDORSEMENTS - Recognizing High Achievement
Certificate endorsement
NCEA certificates can be endorsed with Merit or Excellence to reflect high achievement.
If you gain 50 credits at Excellence, your NCEA will be endorsed with Excellence. Likewise, if you gain 50
credits at Merit (or Merit and Excellence) your NCEA will be endorsed with Merit.
You can earn credits counting towards endorsement over more than one year and more than one level.
However, they must be gained at the level of the certificate or above. For example, Level 2 credits will
count towards endorsement of a Level 1 NCEA, but Level 1 credits will not count towards endorsement
of a Level 2 NCEA.
Course Endorsements
A course endorsement provides recognition for a student who has performed exceptionally well in an
individual course.
Students need to gain 14 or more Merit/Excellence credits for a subject in a single year and
at least 3 credits at Merit/Excellence need to be from an externally assessed standard and 3 credits from
an internally assessed standard (except RE, PE & L3 Visual Arts).
Acknowledging NCEA achievement at St Bede’s College
Academic Assembly
High NCEA achievement at each year level is acknowledged at the Academic Assembly in Term One each
year in the following way
Merit Certificate Endorsement badges
Excellence Certificate Endorsement Academic Pockets
Excellence Gold Academic Pockets 100+ L 1 excellence credits, 80+ L 2 excellence credits (intro 2013)
Scholarship plaques for students who gain Outstanding
Prizegiving
The end of year prizegiving acknowledges
Excellence in a subject
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
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First in a subject
Merit in 3 or more subjects
Criteria
Students must have been awarded at least 14 Merit/ Excellence credits in a subject, including 3
credits from internally assessed standard and 3 credits from an external standard in the school
examination.
Subject entry pre-requisites into Years 12 and 13 by Faculty/Subject 2014
FACULTY
ARTS
SUBJECT
PRE-REQUISITE for YR 12
PRE-REQUISITE for YR 13
Art
16 credits L1 Art or approval of
TIC
16 credits L2 Art or approval of
TIC
Art Design
16 credits L1 Art or approval of
TIC
16 credits L2 design or approval
of TIC
Drama
16 credits L1 Drama or approval
of TIC
16 credits at L2 or approval of TIC
Music
18 credits L1 Music including
AS1.1
16 credits L2 Music
Photography
Careers
16 credits level One Art
Open entry
Open entry
Tourism and Travel
NCEA L1
All require approval of HOF and
subject teacher
15 credits L1 PE incl 1.2
or 8 credits in 11 Rec & Wellbeing
and 12 credits at L1 Science
NCEA L1
All require approval of HOF and
subject teacher
AS2.2 + AS2.3 + 5 other credits L2
PE plus 12 credits L2 Eng
or HOF approval
Not offered 2014
Open entry
16 credits L 2 Photography
FURTHER TRAINING
& EDUCATION
HEALTH & PHYSICAL
EDUCATION
Physical Education
Sports Performance
Outdoor Pursuits
HOF approval
Level 1 Literacy
LANGUAGES
MATHEMATICS
Health
English
16+ credits L1 English including at
least one of AS90849, AS90850 or
AS90851
Not offered in 2014
14 credits L2 English including the
internal AS2.4 Crafted and
Controlled Writing and two
external standards (2.1,2.2,2.3)
Advanced English
16+ Merit/Exc credits incl one of
AS90849, AS90850 or AS90851
16+ Merit/Exc credits incl the
internal AS2.4 Crafted and
Controlled Writing and two
external standards (2.1,2.2,2.3)
Communications
English
10 L1 English credits
Media Studies
15 credits L1 English incl AS90052
and one of the following:
AS90850 or AS90856
Not offered 2014
ESOL
See Mr R Tappenden
See Mr R Tappenden
Japanese
Maths
9-14 credits L1 Japanese
16 credits L1 Maths incl Algebra
9-14 credits L2 Japanese
General Maths
(GMA)
Approval of HOF
End of pathway for
Communication students.
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Page 18
Applied Maths
(MAT2A)
Approval of HOF
16 credits L2 Maths including
AS2.6 and 2.7 (merit)
Calculus
RELIGIOUS
EDUCATION
SCIENCE
SOCIAL SCIENCES
TECHNOLOGY
Statistics
16 credits L2 Maths including
either AS2.6 or 2.9 or 2.12
Theological Studies
18 credits L2 RE M & E given
preference or approval of HOF
Agriculture
16 credits L1 Agriculture or
Science
Biology
14 credits L1 Science, including
90948 Genetics & 90930 (Chem
investigation)
16 credits L2 Biology but not
including 91160 (microscopes)
Chemistry
14 credits L1 Science, including
AS90944 (acids & bases) & 90930
(Chem investigation)
16 credits L2 Chemistry
Electronics
16 credits L1 Maths & AS90941
(Electricity)
Physics
14 L1 Science credits incl
AS90940 (mechanics) and 16
credits Maths
Science
8-12 L1 Science credits
Accounting
15+ credits L1 Accounting or
approval of HOF
16 credits L2 Physics and L2
Maths
14 Acc L2 or Approval of HOF
Business Studies
L 1 Literacy & numeracy, an
inquiry based AS, some
commerce study preferable
Classical Studies
16 + credits in Level 2 English or
history or approval of HOF
Economics
14 L1 Eco credits or approval of
HOF
Geography
14 L1 Geog credits or approval of
HOF
History
12 credits L1 History or approval
of HOF and AS1.2 English
Academic AS Course
16+ credits L1 MTC or approval of
HOF
Materials
Technology
Trade US Course – no entry
requirement but approval of HOF
Design & Visual
Communication
15 credits L1 DVC or approval of
HOF
Digital Technologies
16 credits L1 or approval of
HOF/TIC
12 credits L2 Eco or approval HOF
12 credits L2 Geog or L2 Literacy
or HOF approval
16+ credits L2 History
or 15 credits L2 English
or approval of HOF
Academic AS Course
16+ credits MTC or approval of
HOF
Trade US Course – no entry
requirements but approval of
HOF
18 credits L2 DVC or approval of
HOF. M or E given preference
16 credits L2 or approval of TIC or
HOF16+ credits L2 Tech. or
approval of HOF
General Entry Criteria –
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Page 19
Year 11: Year 10 performance will determine which English, Maths and Science class a student is placed into and this may limit
other subject selection.
Some year 12 and 13 courses may also have their own specific requirements – please read the specific subject pages and the
above very carefully. Any exceptions to the above will need to be negotiated with the HOF.
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Page 20
Level One Literacy and Numeracy Requirements for NCEA
Literacy and Numeracy Requirements for NCEA
The Ministry of Education and NZQA have changed the literacy requirement for NCEA Level 1 from 8 credits to 10
credits and the numeracy requirement for NCEA Level 1 from 8 credits to 10 credits. The changed requirements
came into full effect in 2012. NCEA Level 2 also requires a student to have met the Level 1 literacy and numeracy
requirements.
Students can meet the Level 1 requirements by achieving unit standards in literacy and numeracy or by achieving
specified achievement standards from across the curriculum detailed below, including some Level 2 standards.
Literacy and Numeracy Achievement Standards
These are the current titles for the specified achievement standards that will meet Literacy and/or Numeracy
requirements for NCEA Level 1 that are likely to be offered at St Bede’s College in 2014.
Please note that not all standards may be available in a course. The course outline (issued to students at the
beginning of the year) will specify which standards will be assessed during the year in your course.
Subject
ID./No
Title
Int/Ext
Credits
Lit
Accounting L1
90976
Demonstrate an understanding of accounting
concepts for small entities.
Prepare financial information for a community
organisation’s annual general meeting.
Interpret accounting information for sole proprietors.
Ext
3
Y
Int
4
Y
Ext
4
Y
Demonstrate understanding of accounting concepts
for an entity that operates accounting subsystems.
Demonstrate understanding of accounting
processing using accounting software.
Prepare financial information for an entity that
operates accounting subsystems.
Interpret accounting information for entities that
operate accounting subsystems
Demonstrate understanding of an inventory
subsystem for an entity.
Ext
4
Y
Int
4
Y
Ext
4
Y
Ext
4
Y
Y
Int
3
Y
Y
90918
Carry out a practical agricultural or horticultural
investigation.
Int
4
90919
Demonstrate knowledge of soil management
practices.
Demonstrate knowledge of the geographic
distribution of primary production in New Zealand.
Demonstrate knowledge of the impact of primary on
the environment.
Demonstrate knowledge of livestock management
practices.
Demonstrate knowledge of pasture/crop
management practices.
Carry out an extended practical agricultural or
horticultural investigation.
Ext
4
Y
Int
3
Y
Int
3
Y
Ext
5
Y
Int
4
Y
Int
4
Demonstrate understanding of techniques used to
modify physical factors of the environment for plant
production
Demonstrate understanding of livestock
reproductive technologies.
Demonstrate understanding of management
practices influencing livestock growth and
development.
Demonstrate understanding of land use for primary
production in New Zealand.
Report on the environmental impact of the
production of a locally produced primary product.
Ext
4
Y
Int
4
Y
Ext
4
Y
Ext
4
Y
Int
4
Y
Int
4
Int
3
Y
Ext
4
Y
Ext
4
Y
91158
Carry out a practical investigation in a biology
context.
Demonstrate understanding of adaptation of plants
or animals to their way of life.
Demonstrate understanding of life processes at the
cellular level.
Demonstrate understanding of genetic variation and
change.
Investigate a pattern in an ecological community.
Int
4
Y
91159
Demonstrate understanding of gene expression.
Ext
4
Y
90979
90980
Accounting L2
91174
91175
91176
91177
91386
Agricultural and
Horticultural
Science L1
90920
90160
90921
90155
Agricultural and
Horticultural
Science L2
91289
91290
91293
91294
91297
91298
Biology L2
91153
91155
91156
91157
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Num
Y
Y
Y
Page 21
Literacy and Numeracy Requirements (continued)
Subject
ID./No
Title
Chemistry L2
Int/Ext
Credits
91161
Carry out a quantitative analysis.
Int
4
91163
Int
3
Y
Ext
5
Y
Ext
4
Y
91166
Demonstrate understanding of the chemistry in a
recent discovery or development.
Demonstrate underatanding of the nature of
bonding, structure and energy change.
Demonstrate understanding of the properties of
selected organic compounds.
Demonstrate understanding of chemical reactivity.
Ext
4
Y
90006
Apply drama techniques in a dramatic context.
Int
4
Y
90997
Devise and perform a drama.
Int
5
Y
90998
Demonstrate understanding of the history and
features of a drama/theatre form.
Select and use features of a drama/theatre form in a
performance.
Demonstrate understanding of a play that is
significant in the development of theatre.
Perform an acting role in a scripted production.
Ext
4
Y
Int
4
Y
Int
4
Y
Int
5
Y
Ext
4
Y
91213
Demonstrate understanding of the use of drama
elements, conventions, techniques and technologies
within live performance.
Apply drama techniques in a scripted context.
Int
4
Y
91214
Devise and perform a rama to realize an intention.
Int
5
Y
91215
Ext
4
Y
91216
Discuss a drama/theatre form or period with
reference to text.
Perform features of a complex drama/theatre form.
Int
4
Y
91217
Examine the work of a playwright.
Int
4
Y
91218
Int
5
Y
Ext
4
Y
91220
Perform a substantial acting role in a scripted
production.
Discuss drama elements, techniques, conventions
and technologies within live performance.
Script a scene suitable for drama performance.
Int
4
Y
91221
Direct a scene for drama performance.
Int
4
Y
90983
Demonstrate understanding of consumer choices
using scarcity and demand.
Demonstrate understanding of decisions a producer
makes about production.
Demonstrate understanding of producer choices
using supply.
Demonstrate understanding of how consumer,
producer and/or government choices affect society
using market equilibrium.
Demonstrate understanding of a government choice
where affected groups have different viewpoints.
Demonstrate understanding of the interdependence
of sectors of the New Zealand economy.
Analyse inflation using economic concepts and
models.
Anayse international trade using economic concepts
and models.
Anayse economic growth using economic concepts
and models.
Analyse statistical data relating to contemporary
economic issues
Analyse how government policy and contemporary
economic issues interact.
Ext
4
Y
Int
5
Y
Ext
3
Y
Ext
5
Y
Int
4
Y
Int
3
Y
Ext
4
Y
Ext
4
Y
Ext
4
Y
Int
4
Y
Int
6
Y
Ext
4
Y
Ext
4
Y
Ext
4
Y
90052
Show understanding of specified aspect(s) of
studied written text(s), with supporting evidence.
Show understanding of specified aspect(s) of
studied visual or oral text(s), with supporting
evidence.
Show understanding of significant aspects of
unfamiliar written texts through close reading, using
supporting evidence.
Produce creative writing.
Int
3
Y
90053
Produce formal writing.
Int
3
Y
91164
91165
Drama L1
90999
91000
90009
90011
Drama L2
91219
Economics L1
90984
90985
90986
90987
90988
Economics L2
91222
91223
91224
91226
91227
English L1
90849
90850
90851
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Lit
Num
Y
Y
Page 22
Literacy and Numeracy Requirements (continued)
Subject
ID./No
Title
English L1
Int/Ext
Credits
Lit
90857
Construct and deliver an oral text.
Int
3
Y
90855
Create a visual text.
Int
3
Y
90852
Explain significant connections(s) across texts, with
supporting evidence.
Use information literacy skills to form conclusion(s).
Int
4
Y
Int
4
Y
Form personal response to independently read
texts, supported by evidence.
Show understanding of significant aspects of visual
and/or oral text(s) through close viewing and/or
listening, using supporting evidence.
Analyse specified aspect(s) of studied written
text(s), with supporting evidence.
Analyse specified aspect(s) of studied visual or oral
text(s), with supporting evidence.
Analyse significant aspects of unfamiliar written
text(s) through close reading, using supporting
evidence
Produce a selection of crafted and controlled writing.
Int
4
Y
Int
3
Y
Ext
4
Y
Ext
4
Y
Ext
4
Y
Int
6
Y
Int
3
Y
Int
4
Y
IInt
4
Y
Demonstrate a geographic understanding of an
extreme natural event.
Demonstrate geographic understanding of
population concepts.
Apply concepts and basic geographic skills to
demonstrate understanding of a given environment.
Conduct geographic research, with direction.
Ext
4
Y
Ext
4
Y
Ext
4
Int
4
Y
Describe aspects of a contemporary geographic
issue.
Describe aspects of a geographic topic at a global
scale.
Demonstrate geographic understanding of a large
natural environment.
Demonstrate geographic understanding of
differences in development.
Apply concepts and geographic skills to
demonstrate understanding of a given environment.
Conduct geographic research with guidance.
Int
3
Y
Int
3
Y
Ext
4
Y
Ext
4
Y
Ext
4
Y
90853
90854
90856
English L2
91098
91099
91100
91101
91102
91105
91106
Geography L1
91007
91008
91010
91011
91012
91013
Geography L2
91240
91242
91243
91244
91245
91246
History L1
91001
91002
91003
91004
91005
91006
History L2
91229
91230
91231
91232
History L2
91233
Construct and deliver a crafted and controlled oral
text.
Use information skills toform developed
conclusion(s)
Form developed personal response to independently
read texts supported by evidence.
Y
Int
5
Y
Explain aspects of a contemporary geographic
issue.
Explain aspects of a geographic topic at a global
scale.
Int
3
Y
Int
3
Y
Carry out an investigation of an historical event, or
place, of significance to New Zealanders.
Demonstrate understanding of an historical event, or
place, of significance to New Zealanders.
Interpret sources of an historical event of
significance to New Zealanders.
Demonstrate understanding of different perspectives
of people in an historical event of significance to
New Zealanders.
Describe the causes and consequences of an
historical event.
Describe how a significant historical event affected
New Zealand society.
Carry out a planned inquiry of an historical event, or
place, of significance to New Zealanders.
Examine an historical event, or place, of significance
to New Zealanders.
Examine sources of an historical event of
significance to New Zealanders.
Interpret different perspectives of people in an
historical event of significance to New Zealanders.
Examine causes and consequences of a significant
historical event.
Int
4
Y
Int
4
Y
Ext
4
Y
Int
4
Y
Ext
4
Y
Ext
4
Y
Int
4
Y
Int
5
Y
Ext
4
Y
Int
5
Y
Ext
5
Y
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Num
Y
Y
Page 23
Literacy and Numeracy Requirements (continued)
Subject
ID./No
Title
Mathematics and
Statistics L1
Int/Ext
Credits
91026
Apply numeric reasoning in solving problems.
Int
4
Y
91027
Apply algebraic procedures in solving problems.
Ext
4
Y
91028
Ext
4
Y
91029
Investigate relationships between tables, equations
or graphs.
Apply linear algebra in solving problems.
Int
3
Y
91030
Apply measurement in solving problems.
Int
3
Y
91031
Apply geometric reasoning in solving problems.
Ext
4
Y
91032
Apply right angled triangles in solving measurement
problems.
Apply knowledge of geometric representations in
solving problems.
Apply transformation geometry in solving problems.
Int
3
Y
Int
3
Y
Int
2
Int
4
Y
Y
Int
3
Y
Y
91037
Investigate a given multivariate data set using the
statistical enquiry cycle
Use the statistical enquiry cycle to investigate
bivariate measurement data.
Demonstrate understanding of chance and data
Ext
4
91038
Investigate a situation involving elements of chance
Int
3
91256
Int
2
Y
91257
Apply coordinate geometry methods in solving
problems.
Apply graphical models in solving problems
Int
4
Y
91258
Apply sequences and series in solving problems.
Int
2
Y
91260
Use networks in solving problems.
Int
2
Y
91261
Apply algebraic methods in solving problems.
Ext
4
Y
91262
Apply calculus methods in solving problems.
Ext
5
91264
Use statisticalmethods to make an inference.
Int
4
Y
Y
91267
Apply probability methods in solving problems.
Ext
4
Y
Y
91268
Investigate a situation using a simulation
Int
2
Y
Y
91269
Apply systems of equations in solving problems.
Int
2
91248
Demonstrate understanding of the relationship
between a media product and its audience.
Demonstrate understanding of narrative in media
texts.
Demonstrate understanding of an aspect of a media
genre.
Complete a developed media product using a range
of conventions, from a design and plan.
Demonstrate understanding of an ethical issue in
the media.
Ext
91033
91034
91035
91036
Mathematics and
Statistics L2
Media Studies L2
91249
91251
91253
91254
Music L1
91094
91095
Music L2
91276
91277
91278
Physical
Education L1
90963
90965
90966
90967
90970
Physical
Education L2
91328
91329
91332
Lit
Y
Y
Y
Y
Y
Y
Y
Int
4
Y
Xt
4
Y
Int
6
Y
Int
3
Y
Demonstrate knowledge of conventions used in
music scores.
Demonstrate knowledge of two music works from
contrasting contexts.
Demonstrate knowledge of conventions in a range of
music scores.
Demonstrate understanding of two substantial
contrasting music works.
Investigate an aspect of New Zealand music.
Ext
4
Y
Int
6
Y
Ext
4
Y
Ext
6
Y
Int
4
Y
Describe the function of the body as it relates to the
performance of physical activity.
Describe the implications for self and others of
societal influences on physical activity.
Demonstrate interpersonal skills and use on-going
reflection to explain the effects on the functioning of
a group or team.
Demonstrate and describe the factors/strategies that
influence performance of a physical activity.
Demonstrate self management strategies and
describe the effects on participation in physical
activity.
Explain how biophysical principles relate to the
learning of physical skills.
Apply biophysical principles to training for physical
activity and explain the application.
Apply and explain appropriate leadership strategies
that contribute to the effective functioning of a group.
Int
5
Y
Int
4
Y
Int
4
Y
Int
3
Y
Int
2
Y
Int
4
Y
Int
5
Y
Int
4
Y
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Num
Page 24
Literacy and Numeracy Requirements (continued)
Subject
ID./No
Title
Physics L2
91168
91170
Carry out a practical investigation that leads to a
non-linear mathematical relationship
Demonstrate understanding of waves.
91171
Demonstrate understanding of mechanics.
91172
Demonstrate understanding of atomic and nuclear
physics.
Demonstrate understanding of electricity and
electromagnetism.
91173
Int/Ext
Credits
Lit
Num
Int
4
Y
Y
Ext
4
Y
Y
Ext
6
Y
Y
Int
3
Y
Ext
6
Y
y
90816
Describe key features of a sacred text
Int
6
Y
90817
Describe a significant aspect within the development
of a religious tradition.
Examine the meanings within a sacred text.
Int
6
Y
Int
6
Y
90823
Explain the significance of a key belief within two
religious traditions.
Int
6
Y
90930
int
4
Y
Ext
4
Y
Int
4
Y
90943
Carry out a practical chemistry investigation, with
direction.
Demonstrate understanding of aspects of
mechanics.
Investigate the implication of electricity and
magnetism in everyday life.
Investigate the implication of heat in everyday life.
Int
4
90948
Demonstrate understanding of genetic variation.
Ext
4
Y
90955
Investigate an astronomical or Earth science event.
Int
4
Y
Technology
(Generic)
91044
Undertake brief development to address a need or
opportunity.
Int
4
Y
Materials
Technology
91059
Demonstrate understanding of basic concepts used
to construct with building materials.
Demonstrate understanding of basic concepts
related to machines.
Ext
4
Y
Int
3
Y
Produce instrumental, multi-view orthographic
drawings that communicate technical features of
design ideas.
Produce instrumental paraline drawings to
communicate design ideas.
Develop a spatial design through graphics practice.
Ext
3
Y
Ext
3
Y
Int
3
Y
Demonstrate understanding of basic concepts of
information management.
Demonstrate understanding of basic concepts of
digital media.
Demonstrate understanding of basic concepts from
computer science.
Demonstrate understanding of advanced concepts
of information systems used to manage shared
information.
Demonstrate understanding of the advanced
concepts of digital media.
Demonstrate understanding of advanced concepts
from computer science.
Ext
3
Y
Int
3
Y
Ext
3
Y
Ext
3
Y
Int
3
Y
Ext
3
Y
Int
4
Y
Int
4
Y
Int
4
Y
Int
4
Y
Religious Studies
L1
Religious Studies
L2
Science
90820
90940
90941
91062
Design and Visual
Communication L1
91064
91065
Design and Visual
Communication L2
91340
Digital
Technologies L1
91070
91072
91074
Digital
Technologies L2
91367
91369
91371
Visual Arts L1
90913
Visual Arts L2
91305
91306
91307
Demonstrate understanding of art and artworks from
Maori and other cultural contexts using art
terminology.
Demonstrate an understanding of methods and
ideas from established practice appropriate to
design.
Demonstrate an understanding of methods and
ideas from established practice appropriate to
painting.
Demonstrate an understanding of methods and
ideas from established practice appropriate to
photography.
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Y
Page 25
Approved Calculators List for External Assessments in
2014 17 Feb 2014
This approved list applies to all NCEA and New Zealand Scholarship external examinations in 2014. No
candidate in 2014, in an NCEA or New Zealand Scholarship external examination, will be permitted to
use any calculator that is not on the Approved Calculators List.
Approved Calculators List for 2014
The following scientific and graphing calculators are approved for ALL subjects:
Manufacturer
Model
Type
Canon
F-717SGA
Scientific
Casio
FX-82 (all variants)
Scientific
FX-83 (all variants)
Scientific
FX-100
Scientific
FX-991ES, 991ES plus
Scientific
FX-9750 (all variants)
Graphing
FX-9860 (all variants)
Graphing
FX-CG20
Graphing
Deskmaster
Scientific
Scientific
Home & Office
E6610
Scientific
Jastek
JasCS1
Scientific
Mahobe
Mahobe Scientific, DS-742CQ, Scientific
DS-742ET*, DS-750ET, DS950ES
DS-742DQ
Graphing
Sharp
EL531 (all variants)
Scientific
Texas Instruments
TI-30XB
Scientific
TI-Nspire (all non-CAS
variants)
Graphing
TI-84+ (all variants)
Graphing
*Note: The Mahobe DS-742ET model has the same functionality as the DS-742CQ and so is
included in this 2014 Approved Calculators List.
CAS calculators are approved for Level 3 Statistics, New Zealand Scholarship Statistics, and New
Zealand Scholarship Calculus only
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Page 26
In addition to calculators from the above list, from 2014 candidates entering Level 3 Statistics, New
Zealand Scholarship Statistics, and New Zealand Scholarship Calculus examinations may use approved
CAS-capable calculators. CAS calculators that are approved for these examinations are:
Manufacturer
Model
Casio
ClassPad (all variants)
FX-Algebra 2.0, 2.0plus
Hewlett Packard
HP40g, HP40gs
Texas Instruments
TI-Nspire CAS (all variants)
Voyage 200
TI89 Titanium
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Page 27
Literacy requirements for university entrance
Level 2 and 3 Achievement Standards that Contribute
to University Entrance Literacy Requirements
Y=Yes meets UE requirement
ID
N=No does not meet UE requirement
Subject
reference
Accounting
3.1
Accounting
3.4
Agric & Hort
Sci 3.2
Agric & Hort
Sci 3.3
Agric & Hort
Sci 3.4
Title
C
Demonstrate understanding of accounting concepts for a New
Zealand reporting entity
Prepare a report for an external user that interprets the annual
report of a New Zealand reporting entity
Research and report on the impact of factors on the
profitability of a New Zealand primary product
Demonstrate understanding of how market forces affect supply
of and demand for New Zealand primary products
Demonstrate understanding of how the production process
meets market requirements for a New Zealand primary
product(s)
91602
Agric & Hort
Sci 3.5
Art History
3.1
Art History
3.2
Art History
3.3
Art History
3.4
Art History
3.5
Art History
3.6
Art History
3.7
Art History
3.8
Art History
2.1
Art History
2.2
Art History
2.3
Art History
2.5
Biology 3.2
91603
Biology 3.3
91604
Biology 3.4
91605
Biology 3.5
91404
91407
91529
91530
91531
91532
91482
91483
91484
91485
91486
91487
91488
91489
91180
91181
91182
91184
R
W
4
I/E
r
EX
Y
N
5
IN
Y
Y
6
IN
Y
N
5
EX
Y
Y
4
EX
Y
Y
Analyse a New Zealand primary production environmental issue
5
EX
Y
Y
Demonstrate understanding of style in art works
4
EX
Y
Y
Examine how meanings are communicated through art works
4
EX
Y
Y
Examine the relationship(s) between art and context
4
EX
Y
Y
Examine the impact of media and processes on art works
4
IN
Y
N
Construct an argument based on interpretation of research in
art history
Examine the different values placed on art works
4
IN
Y
N
4
IN
Y
N
Examine the relationship(s) between a theory and art works
4
IN
Y
N
Analyse texts about art
4
IN
Y
N
Examine the effects of formal elements of art works
4
EX
N
Y
Examine the meanings conveyed by art works
4
EX
N
Y
Examine the influence of context(s) on art works
4
EX
N
Y
Communicate understanding of an art history topic
4
IN
Y
N
Integrate biological knowledge to develop an informed
response to a socio-scientific issue
Demonstrate understanding of the responses of plants and
animals to their external environment
Demonstrate understanding of how an animal maintains a
stable internal environment
Demonstrate understanding of evolutionary processes leading
3
IN
Y
Y
5
EX
Y
Y
3
IN
Y
N
4
EX
Y
Y
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Page 28
to speciation
91606
91607
Biology 3.6
Biology 3.7
Demonstrate understanding of trends in human evolution
Demonstrate understanding of human manipulations of genetic
transfer and its biological implications
Demonstrate understanding of how internal factors interact
within a business that operates in a global context
Demonstrate understanding of strategic response to external
factors by a business that operates in a global context
4
3
EX
IN
Y
Y
Y
N
91379
Business
Studies 3.1
Business
Studies 3.2
4
EX
Y
Y
4
EX
Y
Y
Business
Studies 3.3
Business
Studies 3.4
Business
Studies 3.5
Business
Studies 3.6
Business
Studies 3.7
Chemistry
3.1
Chemistry
3.3
Classical
Studies 3.1
Classical
Studies 3.2
Classical
Studies 3.3
Classical
Studies 3.4
Classical
Studies 3.5
Classical
Studies 2.1
Classical
Studies 2.2
Classical
Studies 2.3
Classical
Studies 2.4
Classical
Studies 2.5
Apply business knowledge to address a complex problem(s) in a
given global business context
Develop a marketing plan for a new or existing product
4
EX
Y
Y
6
IN
Y
N
Analyse a human resource issue affecting businesses
3
IN
Y
N
Carry out, with consultation, an innovative and sustainable
business activity
Investigate the exporting potential of a New Zealand business
in a market, with consultation
Carry out an investigation in chemistry involving quantitative
analysis
Demonstrate understanding of chemical processes in the world
around us
Analyse ideas and values of the classical world
9
IN
Y
N
3
IN
Y
N
4
IN
N
Y
3
IN
Y
Y
4
EX
Y
Y
Analyse the significance of a work(s) of art in the classical world
4
EX
Y
Y
Analyse the impact of a significant historical figure on the
classical world
Demonstrate understanding of significant ideology(ies) in the
classical world
Demonstrate understanding of the lasting influences of the
classical world on other cultures across time
Examine ideas and values of the classical world.
6
EX
Y
Y
6
IN
Y
N
6
IN
Y
N
4
EX
Y
Y
Examine the significance of features of work(s) of art in the
classical world.
Demonstrate understanding of a significant event in the
classical world.
Examine socio-political life in the classical world.
4
EX
Y
Y
4
IN
Y
N
6
EX
Y
Y
Demonstrate understanding of the relationship between
aspects of the classical world and aspects of other cultures.
6
IN
Y
N
91594
91595
Dance 3.7
Dance 3.8
4
4
EX
EX
N
Y
Y
Y
91632
Digital
Technologies
3.40
Digital
Technologies
3.44
Analyse a dance performance
Demonstrate understanding of the development of dance in
Aotearoa/New Zealand
Demonstrate understanding of complex concepts of
information systems in an organisation
4
EX
Y
Y
Demonstrate understanding of areas of computer science
4
EX
Y
Y
91380
91381
91382
91383
91384
91385
91387
91389
91394
91395
91396
91397
91398
91200
91201
91202
91203
91204
91636
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Page 29
91638
91512
Digital
Technologies
3.47
Digital
Technologies
3.50
Drama 3.1
91514
Drama 3.3
91515
Drama 3.4
91516
Drama 3.5
91517
Drama 3.6
91518
91519
91520
91213
91215
Drama 3.7
Drama 3.8
Drama 3.9
Drama 2.1
Drama 2.3
91216
Drama 2.4
91217
91218
Drama 2.5
Drama 2.6
91219
Drama 2.7
91220
91221
91410
Drama 2.8
Drama 2.9
Earth &
Space Sci 3.1
Earth &
Space Sci 3.2
Earth &
Space Sci 3.4
Earth &
Space Sci 3.5
Earth &
Space Sci 3.6
Economics
3.1
Economics
3.2
Economics
3.3
Economics
3.4
Economics
3.5
Economics
2.1
Economics
2.2
91641
91411
91413
91414
91415
91399
91400
91401
91402
91403
91222
91223
Demonstrate understanding of complex concepts used in the
design and construction of electronic environments
4
EX
N
Y
Demonstrate understanding of wide area network technologies
4
IN
Y
N
Interpret scripted text to integrate drama techniques in
performance
Interpret a prescribed text to demonstrate knowledge of a
theatre form or period
Select and use complex performance skills associated with a
drama form or period
Demonstrate understanding of the work of a drama or theatre
theorist or practitioner
Perform a substantial acting role in a significant production
4
IN
Y
N
4
EX
Y
Y
4
IN
Y
N
4
IN
Y
N
5
IN
Y
N
Demonstrate understanding of live drama performance
Script a drama suitable for live performance
Direct a drama performance
Apply drama techniques in a scripted context.
Discuss a drama or theatre form or period with reference to a
text.
Perform features of a complex drama or theatre form or
period.
Examine the work of a playwright.
Perform a substantial acting role in a scripted production.
4
5
5
4
4
EX
IN
IN
IN
EX
N
N
Y
Y
Y
Y
Y
N
N
Y
4
IN
Y
N
4
5
IN
IN
Y
Y
N
N
Discuss drama elements, techniques, conventions and
technologies within live performance.
Script a scene suitable for drama performance
Direct a scene for drama performance
Carry out an independent practical Earth and Space Science
investigation
Investigate a socio-scientific issue in an Earth and Space Science
context
Demonstrate understanding of processes in the ocean system
4
EX
N
Y
4
4
4
IN
IN
IN
N
Y
Y
Y
N
Y
4
IN
Y
Y
4
EX
Y
Y
Demonstrate understanding of processes in the atmosphere
system
Investigate an aspect of astronomy
4
EX
Y
Y
4
IN
Y
N
Demonstrate understanding of the efficiency of market
equilibrium
Demonstrate understanding of the efficiency of different
market structures using marginal analysis
Demonstrate understanding of micro-economic concepts
4
EX
Y
Y
4
EX
Y
Y
5
IN
Y
N
Demonstrate understanding of government interventions to
correct market failures
Demonstrate understanding of macro-economic influences on
the New Zealand economy
Analyse inflation using economic concepts and models
5
IN
Y
N
6
EX
Y
Y
4
EX
N
Y
Analyse international trade using economic concepts and
models
4
EX
N
Y
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Page 30
91224
91227
91228
Economics
2.3
Economics
2.6
Economics
2.7
Analyse economic growth using economic concepts and models
4
EX
N
Y
Analyse how government policies and contemporary economic
issues interact
Analyse a contemporary economic issue of special interest
using economic concepts and models
All standards not considered as they will be reviewed in 2013
6
IN
Y
N
4
IN
Y
N
Respond critically to specified aspect(s) of studied written
text(s), supported by evidence
Respond critically to specified aspect(s) of studied visual or oral
text(s), supported by evidence
Respond critically to significant aspects of unfamiliar written
texts through close reading, supported by evidence
4
EX
Y
Y
4
EX
N
Y
4
EX
Y
Y
Produce a selection of fluent and coherent writing which
develops, sustains, and structures ideas
Develop an informed understanding of literature and/or
language using critical texts
Analyse specified aspect(s) of studied written text(s), supported
by evidence
Analyse specified aspect(s) of studied visual or oral text(s),
supported by evidence
Analyse significant aspects of unfamiliar written text(s) through
close reading, supported by evidence
Produce a selection of crafted and controlled writing
Use information literacy skills to form developed conclusion(s)
6
IN
N
Y
4
IN
Y
N
4
EX
Y
Y
4
EX
N
Y
4
EX
Y
Y
6
4
IN
IN
N
Y
Y
N
Form developed personal responses to independently read
texts, supported by evidence
Write a crafted text using researched material in English for an
academic purpose
4
IN
Y
N
5
IN
N
Y
Read and process information in English for academic purposes
5
IN
Y
N
Undertake a critique of a technological outcome's design
4
EX
N
Y
Demonstrate understanding of how technological modelling
supports technological development and implementation
4
EX
N
Y
Generic Tech
3.6
Generic Tech
3.7
Generic Tech
3.8
Generic Tech
3.9
Demonstrate understanding of material development
4
EX
N
Y
Demonstrate understanding of operational parameters in
complex and highly complex technological systems
Demonstrate understanding of consequences, responsibilities
and challenges involved in technology
Demonstrate understanding of how the fitness for purpose of
technological outcomes may be broadly interpreted
4
EX
N
Y
4
IN
Y
N
4
IN
Y
N
Generic Tech
3.14
Geography
3.1
Geography
3.2
Demonstrate understanding of the application of a technical
area to a specific field
Demonstrate understanding of how interacting natural
processes shape a New Zealand geographic environment
Demonstrate understanding of how a cultural process shapes
geographic environment(s)
4
IN
Y
N
4
EX
Y
Y
4
EX
Y
Y
Education for
Sustainability:
91472
English 3.1
91473
English 3.2
91474
English 3.3
91475
English 3.4
91479
English 3.8
91098
English 2.1
91099
English 2.2
91100
English 2.3
91101
91105
English 2.4
English 2.8
91106
English 2.9
22750
English for
Academic
Purposes
English for
Academic
Purposes
Generic Tech
3.10
Generic Tech
3.5
22751
91617
91612
91613
91614
91615
91616
91619
91426
91427
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Page 31
91428
Geography
3.3
Geography
3.4
Analyse a significant contemporary event from a geographic
perspective
Demonstrate understanding of a given environment(s) through
selection and application of geographic concepts and skills.
3
IN
Y
N
4
EX
Y
Y
Analyse aspects of a contemporary geographic issue
3
IN
Y
N
Demonstrate geographic understanding of a large natural
environment.
Demonstrate geographic understanding of differences in
development.
Analyse a New Zealand health issue
Analyse an international health issue
Evaluate health practices currently used in New Zealand
Analyse a contemporary ethical issue in relation to well-being
4
EX
Y
Y
4
EX
Y
Y
91461
91462
91463
91464
Geography
3.6
Geography
2.1
Geography
2.3
Health 3.1
Health 3.2
Health 3.3
Health 3.4
5
5
5
4
IN
EX
IN
IN
Y
Y
Y
Y
N
Y
N
N
91465
91434
Health 3.5
History 3.1
5
5
EX
IN
Y
Y
Y
N
91435
History 3.2
5
IN
Y
N
91436
History 3.3
4
EX
Y
Y
91437
History 3.4
5
IN
Y
N
91438
History 3.5
6
EX
Y
Y
91439
History 3.6
6
EX
Y
Y
91229
History 2.1
4
IN
Y
N
91230
History 2.2
5
IN
Y
N
91231
History 2.3
4
EX
Y
Y
91232
History 2.4
5
IN
Y
N
91233
History 2.5
5
EX
Y
Y
91234
History 2.6
5
EX
Y
Y
91466
Home Econ
3.1
Home Econ
3.3
Home Econ
3.4
Home Econ
3.5
Home Econ
3.6
Home Econ
2.2
Home Econ
2.6
Latin 3.4
Evaluate models for health promotion
Research an historical event or place of significance to New
Zealanders, using primary and secondary sources
Analyse an historical event, or place, of significance to New
Zealanders
Analyse evidence relating to an historical event of significance
to New Zealanders
Analyse different perspectives of a contested event of
significance to New Zealanders
Analyse the causes and consequences of a significant historical
event
Analyse a significant historical trend and the force(s) that
influenced it
Carry out an inquiry of an historical event or place that is of
significance to New Zealanders.
Examine an historical event, or place, of significance to New
Zealanders.
Examine sources of an historical event that is of significance to
New Zealanders.
Interpret different perspectives of people in an historical event
that is of significance to New Zealanders.
Examine causes and consequences of a significant historical
event
Examine how a significant historical event affected New
Zealand society.
Investigate a nutritional issue affecting the well-being of New
Zealand society
Analyse a food related ethical dilemma for New Zealand society
5
IN
Y
N
5
IN
Y
N
Investigate the influence of multinational food corporations on
eating patterns in New Zealand
Evaluate conflicting nutritional information relevant to wellbeing in New Zealand society
Analyse the influences of food advertising on well-being
5
IN
Y
N
4
EX
Y
Y
4
EX
N
Y
Analyse the relationship between well-being, food choices and
determinants of health.
Evaluate health promoting strategies designed to address a
nutritional need.
Analyse a Roman viewpoint
4
EX
N
Y
4
EX
N
Y
4
IN
Y
Y
91429
91431
91240
91242
91468
91469
91470
91471
91300
91304
91509
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Page 32
91510
91584
91266
91490
91493
91497
91248
91251
91255
91425
91502
91505
91527
90824
90826
90827
91596
91597
91598
Latin 3.5
Mathematics
and Stat 3.12
Mathematics
and Stat 2.11
Media
Studies 3.1
Media
Studies 3.4
Media
Studies 3.8
Media
Studies 2.1
Media
Studies 2.4
Media
Studies 2.8
Music
Studies 3.10
Physical Educ
3.5
Physical Educ
3.8
Physics 3.7
Religious
Studies 3.1
Religious
Studies 3.3
Religious
Studies 3.4
Social
Studies 3.1
Social
Studies 3.2
Social
Studies 3.3
Analyse the influence of Latin text(s) on subsequent culture(s)
Evaluate statistically based reports
3
4
IN
EX
Y
N
Y
Y
Evaluate a statistically based report
2
IN
Y
N
Demonstrate understanding of an aspect of a media industry
4
EX
Y
Y
Demonstrate understanding of a relationship between a media
genre and society
Write a media text to meet the requirements of a brief
3
EX
Y
Y
3
IN
N
Y
Demonstrate understanding of the relationship between a
media product and its audience
Demonstrate understanding of an aspect of a media genre
3
EX
Y
Y
4
EX
Y
Y
Write developed media text for a specific target audience
3
IN
N
Y
Research a music topic
6
IN
Y
N
Examine a current physical activity event, trend, or issue and its
impact on New Zealand society.
Examine contemporary leadership principles applied in physical
activity contexts
Use physics knowledge to develop an informed response to a
socio-scientific issue
Analyse a significant theme in a sacred text
4
IN
Y
N
4
IN
Y
N
3
IN
Y
N
6
IN
Y
N
Examine the response of a religious tradition to a
contemporary ethical issue
Compare and contrast a religious tradition with a secular
world view
Demonstrate understanding of ideological responses to an
issue(s)
Conduct a critical social inquiry
6
IN
Y
N
6
IN
Y
N
4
EX
Y
Y
6
IN
Y
N
Demonstrate understanding of how ideologies shape society
4
EX
Y
Y
This is the list of Te Reo Māori and Te Reo Rangatira standards that contribute to University Entrance Literacy
requirements from 2014. This is an interim measure until level 2 and 3 Te Reo Māori and Te Reo Rangatira
standards have been reviewed against the new University Entrance Literacy criteria.
7258 v7
7258 v6
7259 v8
7259 v7
7260 v8
7260 v7
Reo Māori
(Level 2)
Reo Māori
(Level 2)
Reo Māori
(Level 3)
Reo Māori
(Level 3)
Reo Māori
(Level 4)
Reo Māori
Scholarship if achieved in 2004
Tuhituhi kōrero mōna ake me ana mahi
6
INT
Y
Y
Tito kōrero poto mo nga take mai i nga kōrero
5
INT
Y
Tuhituhi kōrero mō tētahi tangata me tōna taiao
7
INT
Y
Tuhi kōrero kia hāngai ki tetahi kaupapa
7
INT
Y
Tuhituhi kōrero mō tōna ao o ia rā, o ia rā
1
0
9
INT
Y
INT
Y
Tuhi i nga momo kōrero whai kiko
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Y
Page 33
7266 v6
7266 v7
7267 v8
7267 v7
7268 v8
7268 v7
90752
90754
90753
90755
90786
90787
90789
90790
91286
91287
91288
91652
91653
91654
(Level 4)
Reo Māori
(Level 2)
Reo Māori
(Level 2)
Reo Māori
(Level 3)
Reo Māori
(Level 3)
Reo Māori
(Level 4)
Reo Māori
(Level 4)
Te Reo
Rangatira 2.3
Te Reo
Rangatira 2.4
Te Reo
Rangatira 2.8
Te Reo
Rangatira 2.9
Te Reo
Rangatira 3.3
Te Reo
Rangatira 3.4
Te Reo
Rangatira 3.8
Te Reo
Rangatira 3.9
Te Reo
Māori 2.3
Te Reo
Māori 2.4
Te Reo
Māori 2.5
Te Reo
Māori 3.3
Te Reo
Māori 3.4
Te Reo
Māori 3.5
Pānui rarangi tuhinga mo nga take o te wa
5
INT
Y
Pānui i ngā tuhinga kōrero mō tētahi atu
6
INT
Y
Pānui i ngā pūrongo kōrero mō te tangata me tōna taiao
7
INT
Y
Tatari haere i nga kupu tauhou o tetahi tuhinga
7
INT
Y
Pānui i ngā whakapuakinga kōrero o ia rā, o ia rā
INT
Y
Panui i nga tuhituhi ahakoa te kaupapa
1
0
9
INT
Y
Pānui i te reo tawhito
3
EX
Y
Whakaputa i te tuhinga
4
INT
Pānui i te reo hōu
3
EX
Titotito i te kōrero whakangahau
3
INT
Pānui i te tuhinga roa
3
INT
Whakaputa i te tuhinga roa
3
INT
Pānui i ngā tuhinga popoto
3
EX
Tuhituhi whakaaro e hāngai ana ki te kaupapa
3
EX
Pānui kia mōhio ki te reo o te ao torotoro
6
EX
Tuhi i te reo o te ao torotoro
6
INT
Y
Waihanga tuhinga i te reo o te ao torotoro
6
INT
Y
Pānui kia mōhio ki te reo Māori o te ao whānui
6
EX
Tuhi i te reo Māori o te ao whānui
6
EX
Y
Waihanga tuhinga whai take i te reo Māori o te ao whānui
6
INT
Y
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
Y
Y
Y
Y
Y
Y
Y
Y
Y
Page 34
Approved subjects for University Entrance from 2014
Approved Subject
Achievement Standards
Accounting
91404, 91405, 91406, 91407, 91408, 91409
Agriculture &
91528, 91529, 91530, 91531, 91532
Horticulture
Biology
91601, 91602, 91603, 91604, 91605, 91606, 91607
Business Studies
91379, 91380, 91381, 91382, 91383, 91384, 91385
Calculus – New 2013
91573, 91574, 91575, 91576, 91577, 91578, 91579, 91587
Chemistry
91387, 91388, 91389, 91390, 91391, 91392, 91393
Chinese
91533, 91534, 91535, 91536, 91537
Classical Studies
91394, 91395, 91396, 91397, 91398
Computing - Expired end N/A
2013
91620, 91621, 91622, 91623, 91624, 91625, 91626 and 91627, 91628, 91629,
Construction and
91630, 91631 and 91632, 91633, 91634, 91635, 91636, 91637, 91638, 91639,
Mechanical Technologies
91640, 91641, 91642 and 91643, 91644 and 91608, 91609, 91610, 91611,
– New 2013
91612, 91613, 91614, 91615, 91616, 91617, 91618, 91619
Cook Islands Maori
91538, 91539, 91540, 91541, 91542
Dance
91588, 91589, 91590, 91591, 91592, 91593, 91594, 91595
Design (Practical Art)
91440, 91445, 91450, 91455
and 91460
91627, 91628, 91629, 91630, 91631 and 91620, 91621, 91622, 91623, 91624,
Design and Visual
91625, 91626 and 91632, 91633, 91634, 91635, 91636, 91637, 91638, 91639,
Communication – New
91640, 91641, 91642 and 91643, 91644 and 91608, 91609, 91610, 91611,
2013
91612, 91613, 91614, 91615, 91616, 91617, 91618, 91619
91632, 91633, 91634, 91635, 91636, 91637, 91638, 91639, 91640, 91641,
Digital Technologies – 91642 and 91627, 91628, 91629, 91630, 91631 and 91620, 91621, 91622,
New 2013
91623, 91624, 91625, 91626 and 91643, 91644 and 91608, 91609, 91610,
91611, 91612, 91613, 91614, 91615, 91616, 91617, 91618, 91619
Drama
91512, 91513, 91514, 91515, 91516, 91517, 91518, 91819, 91520
Earth and Space Science
91410, 91411, 91412, 91413, 91414, 91415
– New 2013
Economics
91399, 91400, 91401, 91402, 91403
Education for
90828, 90829, 90830, 90831, 90832
Sustainability
English
91472, 91473, 91474, 91475, 91476, 91477, 91478, 91479, 91480
French
91543, 91544, 91545, 91546, 91547
Geography
91426, 91427, 91428, 91429, 91430, 91431, 91432, 91433
German
91548, 91549, 91550, 91551, 91552
Graphics - Expiried end N/A
2013
Health Education
History
History of Art
91461, 91462, 91463, 91464, 91465
91434, 91435, 91436, 91437, 91438, 91439
91482, 91483, 91484, 91485, 91486, 91487, 91488, 91489
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
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Home Economics
Indonesian
Japanese
Korean
Mathematics - Expired
end of 2013
Statistics and Modelling
- Exp end of 2013
Mathematics – New
2013
Media Studies
Music Studies
Painting (Practical Art)
91466, 91467, 91468, 91469, 91470, 91471
91645, 91646, 91647, 91648, 91649
91553, 91554, 91555, 91556, 91557
91558, 91559, 91560, 91561, 91562
N/A
N/A
91573, 91574, 91575, 91576, 91577, 91578, 91579, 91587 and 91580, 91581,
91582, 91583, 91584, 91585, 91586
91490, 91491, 91492, 91493, 91494, 91495, 91496, 91497
91416, 91417, 91418, 91419, 91420, 91421, 91422, 91423, 91424, 91425
91441, 91446, 91451, 91456
and 91460
Photography (Practical 91442, 91447, 91452, 91457
Art)
and 91460
Physical Education
91498, 91499, 91500, 91501, 91502, 91503, 91504, 91505
Physics
91521, 91522, 91523, 91524, 91525, 91526, 91527
Printmaking (Practical
91443, 91448, 91453, 91458
Art)
and 91460
91643, 91644 and 91632, 91633, 91634, 91635, 91636, 91637, 91638, 91639,
Processing Technologies 91640, 91641, 91642 and 91627, 91628, 91629, 91630, 91631 and 91620,
– New 2013
91621, 91622, 91623, 91624, 91625, 91626 and 91608, 91609, 91610, 91611,
91612, 91613, 91614, 91615, 91616, 91617, 91617, 91819
Religious Studies
90824, 90825, 90826, 90827
Samoan
91563, 91564, 91565, 91566, 91567
Science - New 2013
91601, 91602, 91603, 91604, 91605, 91606, 91607 and 91387, 91388, 91389,
91390, 91391, 91392, 91393 and 91410, 91411, 91412, 91413, 91414, 91415
and 91521, 91522, 91523, 91524, 91525, 91526, 91527
Sculpture (Practical Art) 91444, 91449, 91454, 91459
and 91460
Spanish
91568, 91569, 91570, 91571, 91572
Social Studies
91596, 91597, 91598, 91599, 91600
Statistics – New 2013
91580, 91581, 91582, 91583, 91584, 91585, 91586
Technology - New 2013 91608, 91609, 91610, 91611, 91612, 91613, 91614, 91615, 91616, 91617,
91618, 91819 and 91643, 91644 and 91632, 91633, 91634, 91635, 91636,
91637, 91638, 91639, 91640, 91641, 91642 and 91627, 91628, 91629, 91630,
91631 and 91620, 91621, 91622, 91623, 91624, 91625, 91626
Te Reo Māori
91650, 91651, 91652, 91653, 91654
Te Reo Rangatira
90536, 90785, 90786, 90787, 90788, 90789, 90790, 90791
Qualification Requirements Summary
Level One
Level Two
Level Three
80 credits including
80 credits
80 credits
10 literacy (English) and 10 numeracy credits (maths)
(at least 60 must be at L2) and L1 Literacy & Numeracy
(at least 60 must be at L3 and 20 at Level 2 or better)
UE requirements change from 2014 with no transition year
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
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Any Yr 12 and Yr 13 students who didn’t achieve UE literacy by end 2013 will need to get all 5 reading
and 5 writing credits from the new list to meet the new UE literacy requirements.
Endorsements
Certificate Endorsements: Excellence endorsements require 50 Excellence credits
Merit endorsements require 50 Merit credits (can be a mix of Excellence and Merit grades)
Course endorsements: Students must have at least 14 Merit/ Excellence credits in a subject, including
3 internal credits and 3 external credits.
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Please make sure a parent/caregiver reads this information
I confirm that I have read the information in this booklet.
Parent/caregiver’s
signature________________________________________________Date___________
St Bede’s College NQF policies and Procedures: Information for Students & Caregivers 22 February 2014
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