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2027

QMC Year 11 Foundations For Futures Award Subject Selection Handbook

QMC YEAR 11 FOUNDATIONS FOR FUTURES SELECTION HANDBOOK | 2027 – 2028

Live. Learn. Lead | Queen Margaret College

Introduction Welcome to the Queen Margaret College Year 11 Subject Selection Handbook. The purpose of this booklet is to help students make the wisest subject choices now and in the long term, bearing in mind that at the end of Year 11 students have the opportunity to choose which senior secondary school qualification they will take in Years 12 and 13, the International Baccalaureate Diploma or the National Certificate of Educational Achievement (NCEA). Students are advised to study this guide very closely – in particular the curriculum overview at the back of this book – and carefully discuss options with those people who can assist them to make an informed choice. As well as talking to teachers, parents and friends, help is available from a variety of sources.

STAFF WHO CAN ASSIST WITH COURSE SELECTION Principal Deputy Principal – Learning and Teaching Deputy Principal – Wellbeing Careers Director

Jayne-Ann Young Holly Payne Fiona Crawford Michael Parkes

HEAD OF LEARNING AREAS English Humanities Languages Mathematics PE & Health Arts Science (Acting) Technology Religious Studies

Annabel Harris Adrian Hardy Florence Hamon Matthew Kavanagh and Mike Lockwood Aimee Francois Tim Jenkin Ashley Renaud and Mary Tesan Richard Knuckey Deborah Wilson

2027 SCHOOL DEANS Year 11 Year 12 Year 13

Coralie Morisson Ian Leslie Lauren Johns

Deans, subject teachers and tutor teachers are more than happy to help but ultimately this is a family decision. Even though it is early days, it is also sensible to check university websites regarding entry requirements for particular courses.

QMC YEAR 11 FOUNDATIONS FOR FUTURES SELECTION HANDBOOK | 2027 – 2028

Living, Learning and Leading Courageously The Foundation for Futures Award is our bespoke Year 11 programme, carefully designed to empower young women to thrive in an ever-changing world. At its heart is a commitment to developing students who can live, learn and lead courageously, guided by a strong sense of purpose, character, and responsibility.

providing learning opportunities that are both deep and broad, connecting academic knowledge with authentic, real-world contexts. The programme is aligned with curriculum expectations and informed by contemporary educational and industry perspectives, ensuring students develop the capabilities required for future success.

Recognising that the future demands much more than academic success alone, this programme focuses on preparing students for life, not simply for a career. Through future-focused learning experiences, students are encouraged to think critically, collaborate effectively, embrace challenges and develop the confidence to lead themselves and others with integrity.

A key strength of the Foundation for Futures Award is that it has been carefully designed to prepare students for the skills, knowledge and learning approaches required for both NCEA and the International Baccalaureate Diploma Programme (IBDP). Through an emphasis on critical thinking, communication, collaboration, and independent learning, students develop a strong academic foundation and the confidence to excel in either pathway. As a result, learners are exceptionally well prepared to make informed decisions about their future studies and to thrive in whichever qualification pathway they choose.

The Foundation for Futures Award is grounded in the values of generosity, respect, resilience, integrity and courage. These values shape every aspect of the programme, helping students build the knowledge, skills and dispositions needed to navigate complexity, contribute positively to their communities, and pursue meaningful pathways beyond school. Offering flexibility and choice, the programme acknowledges that success looks different for every learner. It supports multiple and diverse pathways while

The Foundation for Futures Award is more than a Year 11 programme. It is a foundation for life, empowering young women to become courageous learners, compassionate leaders and active contributors in a rapidly changing world.

Students select from one of two options: Option 1 This course comprises six assessed courses. Students will take English, Mathematics and Essential Science and select three other subjects from our current offerings. Students will also take Religious Education, Life Literacy, Future Leaders and Health, and Future Thinkers which are not assessed.

English

Maths

Essential Science

Option 1

Option 2

Option 3

ϐ R.E/LIFE Literacy ϐ Future Leaders & Health ϐ Future Thinkers

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Option 2 This course comprises five assessed courses. The semester courses will not be assessed but will have key learning outcomes that will challenge the students’ thinking and extend their skills, while providing an opportunity to experience subjects not previously offered. Students will take English, Mathematics and Essential Science and select two other subjects from our current offerings. Students will also take Religious Education, Life Literacy, Future Leaders and Health, and Future Thinkers which are not assessed.

English

Maths

Essential Science

Option 1

Option 2

Semester Course 1

ϐ R.E/LIFE Literacy

Semester Course 2

ϐ Future Thinkers

ϐ Future Leaders & Health

Foundation For Futures Award Students entering Year 11 should be making subject choices related to their long-term educational goals and (possible) career choices. At this stage, students are encouraged to keep their options open and take a wide range of subjects. Students should be aware of their abilities, aptitudes and interests and are encouraged to take this information into account when they select their subjects. In Year 11 the following are compulsory subjects: English, Mathematics, Essential Science, and a programme of Religious Education, Life Literacy, Future Leaders and Health, and Future Thinkers. Students choose TWO or THREE other subjects. Please note: Every effort is made to accommodate each student’s subject choices. However, sometimes it is not always possible to do this. Where there are clashes in subject choice or the class size is too small, students may be asked to make another choice. ϐ The Year 11 Foundations for Futures award recognises more than academic success. Students are also required to demonstrate engagement in the wider programme by completing the Change Maker Project and participating in the ‘Day in the Life’ Experience, Careers and Entrepreneurial Speaker Series, and attending the Abrahamic and Dharmic Faith Days. ϐ

ϐ Each assessed course will be graded out of 7 at the completion of the programme. ϐ Students will be awarded with a certificate based on their performance across all areas of the Foundations for Futures Award. Awarded with: ϐ Participation ϐ Merit ϐ Distinction ϐ High Distinction

QMC YEAR 11 FOUNDATIONS FOR FUTURES SELECTION HANDBOOK | 2027 – 2028

Subjects CHINESE Recommended Previous Study: Completion of Year 10 Chinese, at least two years previous study of Chinese or approval by Deputy Principal – Learning and Teaching. Course description: In this course, students will build on their prior knowledge and further develop communicative and interactive abilities. The programme will cover the four strands of language learning: reading, writing, listening, and speaking, while strengthening cultural competencies and

global awareness. The study of Chinese will help students to develop an appreciation of diverse backgrounds, experiences, and perspectives through learning and reﬂecting on their own identity and culture. The topics covered in this course are personal identities and relationships, school life, holiday and travel, health, culture, celebrations and events. Contributions: A course workbook will be provided at a small cost, approximately $10.

ASSESSMENT Topic

Assessment Mode

• Personal identities and relationships • Education – school life holiday and travel health • Culture, celebrations and events

Weighting

• Writing portfolio 25%

• At least three written tasks without resources (and two will be submitted)

• Personal identities and relationships

• Interaction portfolio

• Education – school life holiday and travel • Technology and media

• Minimum of two unrehearsed conversations

• School examination

• Reading and Listening examinations

25% 25% each 50% overall

DIGITAL ART Recommended previous study: Completion of the Year 10 Visual Art programme, or approval by Deputy Principal – Learning and Teaching. Course description: This course will further develop skills and understanding in digital drawing, photography, and visual communication. Students will build on their foundational knowledge of digital tools, including Adobe Creative Suite, and apply

this in the creation of original artworks. They will develop perceptual, imaginative, technical, and critical skills while exploring creative problem-solving and contemporary art practices. The course will provide a foundation for further study in Digital Art and specialist art disciplines in Years 12 and 13. Contributions: There will a material and consumables charge of $100.

ASSESSMENT Topic

Assessment Mode

Weighting

• Resolved Work

• Practical: Resolved artwork

25%

• Process Portfolio

• Written/Digital: workbook

25%

• School examination

• 1 panel folio exhibition

50%

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

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DIGITAL INNOVATION Recommended previous study: Completion of the Year 10 Digital Technology programme or approval by Deputy Principal – Learning and Teaching. Course description: This course develops students’ ability to design and develop digital outcomes for authentic users through research, iteration, testing, and reflection. Students will investigate real-world problems and create solutions such as apps, websites, games, or interactive media.

Students will apply user-centred design and HumanComputer Interaction (HCI) principles while developing computational thinking and programming skills. They will engage with authentic contexts, including communitybased projects, and learn how digital technologies are used in industry to solve meaningful problems. Contributions: Unknown at the moment, perhaps: Occasional costs may be associated with fieldwork, community interviews, or project-based activities.

ASSESSMENT Topic

Assessment Mode

Weighting

• Research in an Authentic Context

• Written brief and recorded presentation

15%

• Design & Develop a Digital Outcome

• Project (design, development, documentation, and testing checkpoints)

35%

• Game Design & Development

• Game project with iterative development and testing

30%

• Testing, Evaluation & Reflection

• Written test (HCI) and portfolio / evaluation

DRAMA

20% (Exam)

Recommended previous study:

performance skills and interpretive understanding. The course will provide a basis for further study in Drama in Years 12 and 13.

Completion of Year 10 Drama or approval by Deputy Principal – Learning and Teaching.

Contributions: None.

Course description: This course will further develop skills and understanding in Performing, Creating and Responding to Theatre. Students will build on their foundational understanding of theatre theory and apply this in developing dramatic work for performance. Students will also further develop their

ASSESSMENT Topic

Assessment Mode

Weighting

• Production

• Performance

45%

• Devising

• Performance

30%

• Responding to Theatre

• Written response (in class)

15%

• Techniques

• Performance

10%

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

QMC YEAR 11 FOUNDATIONS FOR FUTURES SELECTION HANDBOOK | 2027 – 2028

ECONOMICS Recommended previous study: Completion of Year 10 Business and Economics or approval by Deputy Principal – Learning and Teaching. Course description: Year 11 Economics examines how individuals, businesses, and governments make decisions within an environment of limited resources. Students will study how scarcity drives consumer demand, analyse the supply and production choices made by businesses, and use the Circular Flow

model to track the movement of money, resources, and goods throughout the broader economy. Ultimately, the course provides the foundational analytical skills required for senior pathways in further Economics and Business Management. Contributions: $40 – Resources and Field trips.

ASSESSMENT Topic

Assessment Mode

Weighting

• Understanding of decisions, a producer makes about production

• Case study investigation

30%

• Circular Flow of the Economy

• Case study investigation

20%

• Demand and Supply

• In-class test – Examination style

25%

• School examination

• Written examination – Market Equilibrium

25%

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

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ENGLISH LANGUAGE AND LITERATURE (COMPULSORY) Recommended previous study: Completion of Year 10 English or approval by Deputy Principal – Learning and Teaching. Course description: The English Language and Literature course focus is on understanding language use in particular contexts such as film, literature, and the real world. Students will show a developed awareness of how aspects of te ao Māori are woven through texts by reading and viewing a range of both New Zealand and world literature. Creative and critical responses will be practised throughout each term in

preparation for the three assessments. Collaboration in the media project will be student led and is an exciting pathway into future film and media courses. Contributions: Education Perfect subscription to prepare students for the grammatical and analytical language needed for the examination.

ASSESSMENT Topic

Assessment Mode

Weighting

• Creative Writing portfolio – poetry, prose fiction, script

• Written

30%

• Collaborative Media Project – thematic ties to real world issues in literary texts

• Multimodal options (film, podcast, print, oral panel discussion)

20%

• School examination

• Written essays responding to literature

50%

ESSENTIAL SCIENCE (COMPULSORY) Recommended previous study: Completion of Year 10 Science or approval by Deputy Principal – Learning and Teaching. Course description: This course integrates the study of biology, chemistry and physics. Students will build their understanding of fundamental ideas surrounding genetic variation,

chemical reactions and mechanics. This course provides a foundation for further study in all Senior Science courses. Contributions: Student booklets may be provided with a small cost, approximately $10.

ASSESSMENT Topic

Assessment Mode

Weighting

• Genetic Variation

• Written test

10%

• Chemical Reactions

• Written test

10%

• Mechanics

• Written test

10%

• Practical Investigation

• Written report / Speech / Poster / PowerPoint

20%

• School examination

• Written examination assessing genetic variation, chemical reactions and mechanics topics

50%

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

QMC YEAR 11 FOUNDATIONS FOR FUTURES SELECTION HANDBOOK | 2027 – 2028

FRENCH Recommended previous study: Completion of Year 10 French, at least two years previous study of French or approval by Deputy Principal – Learning and Teaching. Course description: In this course, students will develop communicative and interactive abilities in French. The course will cover the four strands of language learning: reading, writing, listening, and speaking, while building cultural competencies and global

awareness. The study of French will help students develop an appreciation of diverse backgrounds, experiences, and perspectives through learning about other cultures and reflecting on their own identity and culture. This course provides a foundation for further study in all Senior French courses. Contributions: A photocopied vocabulary and grammar booklet approximately will be provided at a small charge, approximately $5.

ASSESSMENT Topic

Assessment Mode

Weighting

• Writing portfolio • My social life and celebrations / my place in the • At least three written tasks without world and my home / Tourism in Aotearoa resources (and two will be submitted)

25%

• Interaction portfolio • Me and my people / my habits and routines

• Minimum of two unrehearsed conversations

• School examination

• Reading and Listening examinations

25% 25% each 50% overall

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

Live. Learn. Lead | Queen Margaret College

GEOGRAPHY Recommended previous study: Completion of Year 10 Humanities or approval by Deputy Principal – Learning and Teaching. Course description:

geographic issues are investigated with particular focus on the impacts on people and environments. Natural processes and extreme natural events are also studied with topics such as earthquakes as a focus. Contributions:

Geography explores the relationships and interactions between people and environments. Students develop research skills and learn to interpret maps, graphs and visual images. Identifying viewpoints and understanding different perspectives are also key skills. During this course,

Skills workbook (approx. $35) – to be charged to account. Potential costs associated with trips – to be advised once finalised.

ASSESSMENT Topic

Assessment Mode

Weighting

• Research – exploring an environment using data

• Written Report/Poster

20%

• Population Distribution – trade, aid, development, migration

• Written Report/Poster/PowerPoint/Video

30%

• Geographical Skills

• In-class test

15%

• School Examination

• Written examination assessing understanding of how natural processes operate in the environment

35%

HISTORY Recommended previous study: Completion of the Year 10 Humanities programme, or approval by Deputy Principal – Learning and Teaching Course description: History is a dynamic and interesting subject that continues to link to present day events. Through studying History, students develop many skills that are useful for the modern world such as research skills, analysing sources of information and communicating ideas logically. It also

teaches how to identify opinion from fact, and how to gain an understanding of differing perspectives, hence developing empathy. The two main topics will be Civil Rights, with a focus on the USA in the 1950 and 1960s, and the origins and significance of World War II. Both topics will make links to how these events impacted Aotearoa New Zealand. Contributions: $30 for skills book, $40 for possible field trip.

ASSESSMENT Topic

Assessment Mode

Weighting

• Civil Rights

• Research Assignment

25%

• World War Two

• Report on Historical Significance

25%

• Resource Test – Questions from Civil Rights or World War Two

• In-class test

25%

• School examination

• Essay style examination and short answer questions

25%

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

QMC YEAR 11 FOUNDATIONS FOR FUTURES SELECTION HANDBOOK | 2027 – 2028

INVESTIGATIVE SCIENCE investigative approaches. This course is designed for students that are thinking about taking multiple science courses in Year 12 or for those who have a real passion for the subject.

Recommended previous study: Completion of Year 10 Science or approval by Deputy Principal – Learning and Teaching. Course description:

Contributions:

This optional science course integrates the study of biology, chemistry, environmental science and physics. Students will build their understanding of fundamental ideas surrounding animal biology, solubility, electricity and heat, and secondary data collection through different

Student booklets may be provided with a small cost, approximately $10.

ASSESSMENT Topic

Assessment Mode

Weighting

• Animal Biology

• Presentation

15%

• Precipitation and Solubility

• Practical with a written component

15%

• Energy

• Investigation

15%

• Biodiversity

• Poster

15%

• School examination

• Written examination assessing all topics

40%

JAPANESE Recommended previous study: Completion of Year 10 Japanese, or at least two years previous study of Japanese or approval by Deputy Principal – Learning and Teaching. Course description: In this course, students will develop communicative and interactive abilities in Japanese. The course will cover the four strands of language learning: reading, writing, listening, and speaking, while building cultural competencies and global awareness. The study of

Japanese will help students to develop an appreciation of diverse backgrounds, experiences, and perspectives through learning about other cultures and reflecting on their own identity and culture. The topics covered in this course are Hauora (Wellbeing), Kura (School) and Manaakitanga (Holiday trips). This course provides a foundation for further study in all Senior Japanese courses. Contributions: A photocopied textbook and vocabulary/ grammar booklet will be provided at a small charge, approximately $10.

ASSESSMENT Topic

Assessment Mode

• School life (Kura)

• Writing portfolio

• Wellbeing (Hauora) • Travel to Japan (Manaakitanga)

• At least three written tasks without resources (and two will be submitted)

• School life (Kura)

• Interaction portfolio

• Wellbeing (Hauora) • Travel to Japan (Manaakitanga)

• Minimum of two unrehearsed conversations

• School examination

• Reading and Listening examinations

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

Weighting 25%

25% 25% each 50% overall

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MATERIALS INNOVATION Recommended previous study: Completion of Year 10 Materials Technology or approval by Deputy Principal – Learning and Teaching. Course description: In this hands-on, creative course, students will complete two exciting units of work across the year, exploring and experimenting with multi‑materials and a wide range of construction processes. Students will learn how different materials behave and interact, developing practical skills in the manipulation of materials to shape, form, combine, and transform them in innovative ways. Students will think critically about material choices, product life cycles, and responsible design decisions. Through authentic, real‑world challenges, students will design and create outcomes that respond to an identified need or opportunity for a person, whānau, or the wider community.

Each unit takes students through the full design journey – from investigating contexts and researching ideas, through design development, testing, and refinement, to the construction of a high-quality practical outcome. Along the way, students will learn by making, experimenting, and problem-solving, building creativity, confidence, and pride in their final designs. Contributions: There is a $50+GST annual consumables fee for Materials Innovation. This will be charged to your school account. Students will work on individual projects that will require them to purchase some of their own material resources. There may be planned trips throughout the year. You will be notified of any costs associated with any trips (eg: travel, entry fees). Costs incurred will be charged to your school account.

ASSESSMENT Topic

Assessment Mode

Weighting

• Storage Solution

• Practical outcome + portfolio

50%

• Adornment

• Practical outcome + portfolio

30%

• School Examination

• Reflection portfolio with curated visual evidence derived from Storage Solution topic

20%

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

QMC YEAR 11 FOUNDATIONS FOR FUTURES SELECTION HANDBOOK | 2027 – 2028

MATHEMATICS (COMPULSORY) Recommended previous study: Completion of Year 10 Mathematics or approval by Deputy Principal – Learning and Teaching. Course description: This course requires students to think statistically and mathematically in a range of contexts, to interpret data and develop solutions for both real-life and abstract problems.

Topics include statistics, number, measurement, geometry, algebra and graphs for all students. The course is designed to extend mathematical knowledge and understanding in preparation for either NCEA or IB Diploma courses in Year 12. Contributions: $40 (TBC), for topic workbooks, DrFrost and NZGrapher subscriptions.

ASSESSMENT Topic

Assessment Mode

Weighting

• Functions and Graphs

• Written

25%

• Probability and Statistics

• Written

25%

• School examination

• Written examination assessing mathematical reasoning

50%

MUSIC application in Arranging and Analysis. Students will also further develop their performance skills and interpretive understanding. The course will provide a basis for further study in Music in Years 12 and 13.

Recommended previous study: Completion of Year 10 Music or approval by Deputy Principal – Learning and Teaching. Course description: This course will further develop skills and understanding in Performing, Creating and Researching. Students will build on their foundational understanding of music theory and apply this in developing their composition skills and their understanding of music works from a global context, with

Contributions: None.

ASSESSMENT Topic

Assessment Mode

Weighting

• Performing

• Live performance

25%

• Creating

• A completed Composition

25%

• Arranging

• A completed Arrangement

25%

• Analysis in Context (School examination)

• Portfolio presentation

25%

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

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PHYSICAL EDUCATION Recommended previous study: Completion of the Year 10 Physical Education programme, or approval by Deputy Principal – Learning and Teaching. Course description: In this course, we delve into biophysical principles to develop a deeper understanding of how the human body functions during physical activity. Students explore the interplay between the skeletal and muscular systems, gaining insight into how these systems work together to enable movement. Biomechanics is a key focus, with students investigating how these principles can be applied to enhancing sporting performance. This course also aims to broaden students’ exposure to a wide range of sports and physical activities. Through engaging and practical experiences, students

actively participate in and develop skills in sports such as badminton, basketball and volleyball. They apply and reflect on their interpersonal skills within team environments, considering the impact these have on performance and group dynamics. In addition, students take part in diverse activities such as Les Mills classes, squash, and yoga, as well as an adventurous day trip designed to explore risk management principles. Through these experiences, they examine factors that influence participation and consider how risk management strategies impact the planning and delivery of a local day trip. Contributions: As part of this course, students will participate in a variety of activities such as Fergs, Les Mills, yoga, squash and outdoor education. These activities will be charged to parents’ accounts as they take place.

ASSESSMENT Topic

Assessment Mode

Weighting

• Interpersonal skills in team environments

• Practical application and written task

25%

• Practical performance

25%

• Influences on participation and risk management

• Reflection logbook

25%

• School examination

• Oral anatomy and biomechanics assessment

25%

RELIGIOUS STUDIES Recommended previous study: None Course description: All students take three lessons of Religious Studies a fortnight for half a year as part of their Y11 studies. Students study of a range of religious communities in Aotearoa New Zealand today. This includes an exploration of how our social, geographical, political, and other factors have uniquely shaped these community identities

in this country. Students will then choose and describe a community that shares religious or spiritual beliefs, evaluating the significant factors in the development of the community, with reference to the wider social context. A highlight of Year 11 is the Faiths Days, spread across the year, in which students visit important places of worship in both the Abrahamic and Dharmic faiths. Contributions: $50 cost of Faith Day visits.

ASSESSMENT All students will complete a Faiths Project in which they produce a report on a chosen religious or spiritual community in Aotearoa, New Zealand.

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

QMC YEAR 11 FOUNDATIONS FOR FUTURES SELECTION HANDBOOK | 2027 – 2028

SPANISH Recommended previous study: Completion of Year 10 Spanish, at least two years previous study of Spanish or approval by Deputy Principal – Learning and Teaching. Course description: In this course, students will develop communicative and interactive abilities in Spanish. The course will cover the four strands of language learning: reading, writing, listening, and speaking, while building cultural competencies and global awareness.

The study of Spanish will help students to develop an appreciation of diverse backgrounds, experiences, and perspectives through learning about other cultures and reflecting on their own identity and culture. This course provides a foundation for further study in all Senior Spanish courses. Contributions: A photocopied textbook and vocabulary/ grammar booklet will be provided at a small charge, approximately $10.

ASSESSMENT Topic

Assessment Mode

• Whakawhanaungatanga – making connections • Kura – school life • Manaakitanga – the place where I live • Hauora – heathy habits and routines • Whakawhanaungatanga – making connections • Kura – school life • Manaakitanga – the place where I live • Hauora – heathy habits and routines • School examination

Weighting

• Writing portfolio 25%

• At least three written tasks without resources (and two will be submitted)

• Interaction portfolio 25%

• Minimum of two unrehearsed conversations • Reading and Listening examinations

25% each 50% overall

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

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TE REO MĀORI Recommended Previous Study: Completion of Year 10 te reo Māori or approval by Deputy Principal – Learning and Teaching.

the latter. Students will build cultural competencies and language awareness through multiple contexts including school, home, hobbies and events.

Course description:

Contributions:

In this course, students will develop communicative and interactive skills in Te Reo Māori. The students will be immersed in the four language skills including reading, writing, listening, and speaking, with a strong focus on

We are likely to have shared kai fortnightly and practise conversational skills in an authentic context. Therefore, students will be expected to contribute by bringing in some kai from home to share with everyone in the class.

ASSESSMENT Topic

Assessment Mode

• My reo journey

• Writing portfolio

• My future aspirations • Te Reo Māori Revitalisation

• At least three written tasks without resources (and two will be submitted)

• Making connections: family, friends, and self

• Interaction portfolio

• School life: subjects, timetable, uniform and extra-curricular activities

• Minimum of two unrehearsed conversations

• School examination

• School examination • Reading and Listening examinations

Weighting 25%

25% 25% each 50% overall

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

QMC YEAR 11 FOUNDATIONS FOR FUTURES SELECTION HANDBOOK | 2027 – 2028

VISUAL ART Recommended previous study: Completion of the Year 10 Visual Art programme, or approval by Deputy Principal – Learning and Teaching. Course description: This course will further develop skills and understanding in painting and printmaking. Students will build on their foundational knowledge of materials and techniques, applying these in the creation of original artworks across

a range of approaches. They will develop perceptual, imaginative, technical, and critical skills while exploring creative problem-solving and contemporary art practices. The course will provide a foundation for further study in specialist art disciplines in Years 12 and 13. Contributions: There will a materials and consumables charge of $150.

ASSESSMENT Topic

Assessment Mode

Weighting

• Resolved Work

• Practical: Resolved artwork

25%

• Process Portfolio

• Written/Digital: workbook

25%

• School examination

• 1 panel folio exhibition

50%

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

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SEMESTER COURSES Creative Technologies

Engineering Solutions

Course description:

This exciting semester course will foster and develop students’ creative skills. By developing their understanding of a range of technologies, students will gain knowledge and skills that will promote entrepreneurship and a willingness to take on impact projects. Examples of the knowledge and skills covered in this course include mixedmaterials technology, product design, computer aided design (CAD), laser cutting, 3D printing, electronics, and use of microprocessors. Students will also learn to visually communicate product design ideas through 2D and 3D drawings, prototyping ideas and following the design process through to a final product. Students will learn by trial and error, making models and sketching to test and trial new ideas. They will look at existing products and design alternative solutions to re-purpose or even remake them.

Introduces students to a number of different real-world problems. Students will investigate issues and possible solutions to a range of problems such as transport, energy production, and water use. Practical design and construction of simple devices and structures to achieve desired outcomes will be a core part of the course.

Course outcomes: Students will: ϐ Develop creative, innovative, and technical skills through hands‑on mixed‑materials technology. ϐ Build confidence using 2D and 3D CAD software to design real‑world products. ϐ Create with precision using laser cutting and 3D printing technologies. ϐ Discover electronics, from reading circuit diagrams to soldering working components. ϐ Design and build a customised, fully functional Bluetooth speaker from concept to completion. ϐ Explore future career pathways in technology, design, engineering, and entrepreneurship. Contributions: There is a $50+gst fee for this course. This covers the basic materials and components used in the course. Students may also wish to purchase additional materials for customized projects.

Contributions: There will be a cost for day field trip/s to local engineering firms and/or projects. Course outcomes: Students will: ϐ Appreciate the wide range of skills and knowledge needed to solve real world engineering problems ϐ Gain experience in working collaboratively ϐ Plan their time for completing a project ϐ Reflect on their work objectively ϐ Present their findings.

Enterprise and Innovation Course description: This dynamic course is designed to ignite the entrepreneurial spirit and empower young women to become the confident, strategic business risk-takers of the future with a community focus. Students will step out of the traditional textbook environment to develop innovative, real-world business ideas. By actively collaborating with the school network and the wider business community, students will learn how to identify market gaps, pitch creative solutions, and navigate the exciting journey from a simple concept to a viable enterprise. It is a hands-on, engaging programme that balances the formal principles of commercial strategy with the creative thrill of innovation. Contributions: $40–$50. Trips to local businesses and innovation hubs and entry for enterprise competitions, start-up capital or materials for prototype development may incur a small, variable cost depending on the student's chosen business project. This will be communicated prior to development.

QMC YEAR 11 FOUNDATIONS FOR FUTURES SELECTION HANDBOOK | 2027 – 2028

Course outcomes:

Outdoors for the Soul

Students will:

Course description:

ϐ Evaluate and embrace calculated risks. They will develop the resilience needed to pivot from setbacks and the confidence to drive future business ventures. ϐ Learn how to identify real-world problems and design creative, viable business solutions, applying formal business planning principles to their entrepreneurial concepts. ϐ Gain valuable insights from the wider community, learning how to leverage mentorship and stakeholder feedback to refine their business models and operations. ϐ Use their knowledge to pitch their business ideas in a formal 'Dragon's Den' style scenario, equipping them with the ability to communicate persuasively, articulate their value proposition, and defend their strategic choices in a professional setting.

An immersive and engaging course that focuses on the great outdoors, the local environment, and personal wellbeing. This course provides a unique opportunity for students to learn about the natural world around them, embracing the principles of kaitiakitanga, while also promoting a healthy and active lifestyle. Students will participate in a variety of outdoor activities, such as hiking, snorkelling, and canyoning, which will allow them to explore the diverse landscapes of our local area. Course requirements: Students must be able to ride a bike and are required to provide a well-serviced mountain bike and approved helmet for the second half of the course. Biking activities will take place at various locations around the greater Wellington area. Contributions and costs:

Journalism, Film and Production Technology Course description: Students produce media texts across print, audio, and screen platforms using appropriate conventions and technologies. Using the vast community resources in Wellington as the Creative Hub of New Zealand, students will apply scriptwriting, research, and production processes to create original media work, demonstrating understanding of audience, purpose, and narrative in both journalistic and film contexts. Contributions: There is a $50+gst fee for this course. This covers the basic materials and local excursions. Students may also wish to purchase additional materials for customised projects such as lighting and sound equipment to enhance their media projects.   Course outcomes: Students will: ϐ Develop and apply both preproduction and production skills in multimedia contexts.   ϐ Develop a basic understanding of lighting for stage and film ϐ Develop a basic understanding of sound

Students will participate in a variety of outdoor activities which may include snorkelling, rafting, mountain biking, and other outdoor pursuits. Please note that a nonrefundable deposit will be required to secure a place in the course. Costs associated with these activities will be communicated and charged to fee payers’ accounts at the end of the semester. Course outcomes: Students will: ϐ Develop a greater understanding of the importance of maintaining a healthy and active lifestyle ϐ Gain a comprehensive understanding of water safety practices and develop essential skills in snorkelling. They will learn about equipment usage, rescue techniques, and how to respond to different water conditions ϐ Learn to manage their fears, overcome obstacles, and adapt to changing environments ϐ Learn about marine ecosystems, environmental sustainability, pest eradication, and the impact of human activities on the oceans. They will become advocates for marine conservation and develop a greater understanding of their role in protecting our natural world.

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Politics, Trade and International Relations Course description: This course introduces students to the dynamic and complex world of politics, governance, and international relations. Students will develop a foundational understanding of different systems of government, political ideologies, and electoral processes, while exploring how power operates at local, national, and global levels. Through engaging learning experiences such as a Model United Nations simulation, students will analyse the roles of countries and organisations in addressing global challenges. The course also encourages students to critically examine contemporary global issues with a New Zealand context, developing informed perspectives and proposing possible solutions. Drawing on real-world case studies, students will build essential skills in research, communication, and critical thinking. This course provides an excellent foundation for further study, including the IB Diploma Global Politics course.

Contributions: There will be field trips to organisations and guest speakers. Possible cost $40. Course outcomes: Students will: ϐ Explain and compare different systems of government and organisational structures ϐ Participate effectively in a Model United Nations simulation ϐ Analyse political ideologies and electoral systems ϐ Investigate a global issue with a New Zealand context ϐ Develop and communicate informed solutions to global challenges.

QMC YEAR 11 FOUNDATIONS FOR FUTURES SELECTION HANDBOOK | 2027 – 2028

‘FUTURE READY’ COURSES Future Leaders and Health Education Course description Future Leaders and Health Education in Year 11 aims to prepare students for leadership and future pathways, by combining leadership development with career exploration. The Health Education component aims to develop skills and strategies to enhance personal and community wellbeing (hauora) through the study of nutrition, decision making, sexuality, and interpersonal relationships. . Learning objectives ϐ Future Leaders: This leadership unit empowers students to discover and celebrate their unique leadership “superpowers” by exploring their values and strengths. Students are challenged to think boldly, set ambitious goals, and take risks while questioning traditional leadership stereotypes. Through examining identity, overcoming bias, and developing self-advocacy skills, they will build resilience and confidence as leaders. The course also fosters allyship and social leadership, culminating in a final session that celebrates personal growth and progress.

sexual diversity. They will learn about reproductive health, safe sex practices, contraception, sexually transmitted infections (STIs), and the importance of informed decision-making regarding their sexual health. ϐ Nutrition: Students will explore the principles of nutrition and their impact on overall health and wellbeing. They will examine balanced diets, food groups, the importance of hydration, and the effects of nutrition on physical and mental performance. Students will also learn to evaluate food labels, make informed dietary choices, and develop healthy eating habits.

‘Day in the Life’ Experience This workplace shadowing day scheduled for Tuesday 8 June, 2027 is when students spend a day with a professional in a career area of interest, gaining first-hand insight into workplace expectations, career pathways, and industry opportunities. The programme helps students build career confidence, raise aspirations, and make informed decisions about their future.

ϐ Careers Education: This mini unit prepares students for a “Day in the Life” workplace shadowing experience by helping them explore their interests and understand future pathways. Students build key workplace skills such as communication, etiquette, and self-management while gaining insight into labour market realities. They apply this learning during a real-world experience, observing and engaging in a workplace setting. The unit concludes with structured reflection to support informed decisions about next steps for Level 2/3Year 12 and 13 study and future careers. ϐ Mental Health: Students will explore the concept of mental health, including common mental health disorders, their causes, symptoms, and treatment options. They will learn strategies for promoting positive mental health and resilience, with a focus on examination preparation and managing stress, as well as recognising and supporting others who may be struggling. ϐ Sexuality Education: Students will receive comprehensive sexuality education that promotes healthy relationships through understanding consent, power and control, and understanding of

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

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Careers and Entrepreneurial Speaker Series

Contribution:

In Term 4, post school examinations, students spend the day hearing from a diverse range of professionals and entrepreneurs who share their career journeys, insights, and advice. It’s an inspiring opportunity to explore different pathways and gain real-world perspectives on future possibilities.

Learning objectives:

Future Thinkers Course description:

None

Students will: ϐ Develop independent thinking skills • Analyse how ideas are shaped and influenced • Identify and apply effective learning strategies • Reflect on and improve personal thinking and learning habits • Demonstrate agency as a critical thinker.

Future Thinkers is an engaging, forward-focused course designed to empower students to think critically, question deeply, and act thoughtfully in an increasingly complex world. Across three dynamic units, learners build the skills and dispositions needed to navigate information, challenge assumptions, and contribute meaningfully to their communities. ϐ In Thinking for Ourselves, students explore what it means to be an independent thinker. They learn how to justify claims with evidence, recognise and avoid confirmation bias, and identify the influence of loaded language and common cognitive mistakes in everyday reasoning. ϐ In The World We Live In, students examine how ideas, information, and perspectives are shaped by social and digital environments. They investigate concepts such as echo chambers, short-versus long-term thinking, and the impact these have on decision-making at both personal and global levels. ϐ The third unit, Learning How to Learn, draws on Professor John Dunlosky’s research into effective study strategies. Students are introduced to a taxonomy of ten widely used study techniques, exploring which approaches are most effective and in what contexts. Through practical application, they test and refine strategies such as retrieval practice, spaced practice, and elaboration— developing not just better study habits, but a deeper understanding of how learning itself works. ϐ Throughout the course, students are encouraged to see themselves as agents of change – capable of questioning, challenging, and shaping the future. By combining critical thinking with effective learning strategies and a strong sense of agency, Future Thinkers equips learners to engage thoughtfully with the world and act with purpose.

The achievement standards listed for each subject have been chosen carefully, but are subject to change.

QMC YEAR 11 FOUNDATIONS FOR FUTURES SELECTION HANDBOOK | 2027 – 2028

Life Literacy

Change Maker Project

Course description: Combines financial knowledge with real-world insights from industry professionals and financial institutions, alongside building theoretical and practical AI literacy for the modern world. Students will learn how to manage their lifelong financial journey, with a focus on: ϐ Financial literacy: Equips students with the skills to manage their lifelong financial journey with confidence. Students learn to set meaningful financial goals, analyse income and spending, and develop practical budgeting plans. The course also introduces key concepts such as banking, insurance, KiwiSaver, and investing. By the end, students are prepared to make informed, responsible financial decisions for their future.

The Change Maker Project is an individual student-driven inquiry where learners: ϐ Investigate a real-world issue ϐ Understand it as a part of a complex system ϐ Design and test a solution that creates positive change ϐ This moves students from learning about problems to actively improving them. Key components: ϐ The Timeline: From Term 4, weeks 4–9 all subject options (excluding compulsory subjects) conclude and are replaced with Change Maker project time.

ϐ AI literacy: Introduces the fundamentals of artificial intelligence, including how it works, how it differs from algorithms and automation, and where it appears in everyday life.

ϐ The Process: A cycle of inquiry, action, and reflection documented throughout the project.

• Students explore the benefits, risks, and ethical considerations of AI, including bias, privacy, misinformation, and responsible use.

ϐ The Exhibition: An exhibition of ideas will be showcased through mediums such as TED talks, podcasts, exhibition booths, prototypes.

• They develop critical thinking skills to evaluate AI outputs, fact-check information, and understand limitations such as errors and hallucinations.

ϐ Awards: A variety of award categories such as Impact, Innovation, Creativity, Research Excellence, Problem-solving, Sustainability and Passionate Change Maker will be presented.

• Practical prompting skills are taught to help students use AI effectively for learning, creativity, and problem-solving. • The course also examines the future of work and equips students to be informed, responsible digital citizens in an AI-driven world.

ϐ The Product/Outcome: A tangible or intangible result (e.g. website, business plan, film, model).

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International School Trips Recognising the increased financial demands on families, we are committed to a more structured, transparent, and sustainable approach to student travel. Our goal is to ensure that these trips are both educational and manageable for everyone involved. Sports and other cocurricular trips to remain opportunistic and outside the fixed calendar. The plan for 2027–2029 is as follows:

YEAR

FOCUS LEVEL

INDICATIVE TRIPS (NOT LIMITED TO)

YEAR LEVELS

2027

Humanities, Business, Arts

Europe (History/Geography), New York (Business)

Years 11–13

2028

Languages

Chile, Japan, Tahiti, China (Languages)

Years 11–13

2029

Humanities, Business, Arts

Europe (History/Geography), New York (Business)

Years 11–13

Choosing Your Pathway For many, the question of “Where to?” after secondary school looms large. The internet has numerous sites which offer advice and guidance for secondary students. A New Zealand website that might be worth visiting is www.careers.govt.nz/plan-your-career/.

Students are also welcome to seek advice from the school’s Careers Director. University websites contain a wealth of relevant information and should be consulted before final decisions are made about future tertiary or career pathways.

University websites Please check with your preferred university directly. A few possibilities are shown below.

New Zealand

World Wide

University of Auckland www.auckland.ac.nz

Australian National University www.anu.edu.au

Auckland University of Technology www.aut.ac.nz

University of Melbourne www.unimelb.edu.au

University of Canterbury www.canterbury.ac.nz

Monash University, Australia www.monash.edu.au

Lincoln University www.lincoln.ac.nz

University of Queensland www.uq.edu.au

Massey University (Albany, Palmerston University of Sydney North, Wellington) www.usyd.edu.au www.massey.ac.nz Cambridge University, UK University of Otago www.cam.ac.uk www.otago.ac.nz Oxford University, UK Victoria University of Wellington www.ox.ac.uk www.vuw.ac.nz Duke University, USA University of Waikato www.duke.edu www.waikato.ac.nz Harvard, USA Wellington Institute of Technology www.harvard.edu www.weltec.ac.nz

MIT, USA www.mit.edu Princeton University, USA www.princeton.edu Stanford University, USA www.stanford.edu Yale University, USA www.yale.edu Monash University www.monash.edu.au University of Queensland www.uq.edu.au University of Sydney www.usyd.edu.au

QMC YEAR 11 FOUNDATIONS FOR FUTURES SELECTION HANDBOOK | 2027 – 2028

Curriculum overview PYP *Year 1 – 6

MYP Year 7

Year 8

Year 9

Year 10 (NCEA co-requisite numeracy and literacy tests)

Arts

Visual Arts

Visual Arts Music Technology Music Theatre Dance

Music Theatre Dance

Music Theatre

Design

Technology

Materials Technology Digital and Product Design

Individuals & Societies

Humanities

Humanities Business and Economics

Language & Literature

English

Language Acquisition

Languages

French Spanish Japanese Chinese Te Reo Māori

Mathematics

Physical & Health Education

Physical Education

Sciences

Special Character

Religious Education

* Year 1– 6 Transdisciplinary Approach: Six Key Themes are studied over the course of the year. These themes cover all learning areas. In addition we offer specialist teaching in Music, Dance, French, Te Reo Māori and Religious Education.

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FUTURES AWARD Year 11

NCEA

IB DIPLOMA

Year 12

Year 13

Year 12 & 13

Level 2

Level 3

(2 year course)

Music Drama

Photography Visual Arts Design Music Drama

Photography Painting Printmaking Design Music Drama

Visual Arts Music Theatre Film

Materials Innovation Digital Innovation

Materials Technology Digital Technology

Visual Arts: Textiles Computer Science

History Geography

History

Economics

Business and Economics

Business Management

Digital Art Visual Art

Environmental Systems and Societies Psychology Global Politics

English

English Media Studies

English – Literature Language A - Mother tongue

French Spanish Japanese Chinese Te Reo Māori

French Spanish Japanese Chinese Spanish Ab Initio English

Mathematics

Mathematics Statistics

Statistics Calculus

Mathematics: Analysis and Approaches

Physical Education

Creativity, Activity, Service, Sports, Exercise & Health Science

Essential Science Investigative Science

Physics Chemistry Biology

Physics Chemistry Biology Environmental Systems and Societies

Religious Education

Ethics, Philosophy, Religion

Theory of Knowledge and Extended Essay

Mathematics: Application and Interpretation

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