Te pūtaiao whenua me te ātea | Earth and Space Science

The Earth, a "pale blue dot" in the vast emptiness of space. As far as we are aware, the only life in our potentially infinite universe exists within a thin shell, approximately 20km thick, above and below our planet's surface. This course will begin to try to examine how that came to be - how do stars and planets form, and what are the processes within them that allow life to spring into existence.

Recommended Prior Learning: Students should have a fair grasp of level 6 science.

Course aims / learning outcomes

• This is a multi-level, year-long science course. The exact content will be decided based on the numbers, levels and interests of the students that sign up. There are strong links with Astronomy, Biology, Chemistry, Climate Science, Environmentalism, Geology, Geography, Meteorology, Outdoor Education, Physics and Sustainability. Students interested in future tertiary study or employment in these areas will benefit from following this course.

Course content

• We will be looking at our planet, how it works, and how humans (and other organisms) interact with and affect their environment. We will be working towards a range of assessments, and there is the possibility of multiple field-trips/ camps to support course content.
• Term 1 - Energy and the Earth
  How are energy and matter transferred around our planet, the oceans and the atmosphere? How is this affected by, and impact on, life on Earth?
• Term 2 - when Rūaumoko grows restless
  What are the geological processes that drive the development of our planet and how do they affect humans and other animals. How can we estimate the ages of stars, planets and geological events?
• Term 3
  The history and development of the whole universe, and how humans are limited in our ability to investigate and understand it. How are stars and planets born, live and die? How did biological life get started? Is there anything special about us or our planet?
• Term 4 - Life, the Universe and Everything...
  Bringing it all together, given the available data. What has happened in the past, is happening now, and what is likely to happen in the future.

Assessment statement

• Level 2 - up to 6 x 4 credit assessments - 3 internal, all report based (working in and out of class) 3 external
• Level 3 - up to 5 x 4 credit assessments - 3 internal, all report based (working in and out of class) 2 external

Students will agree with subject LA which assessments they wish to undertake. 

Authenticity

• Assignments that take place over time will be produced in an online system such as Google Docs. Learning Advisors will monitor student work by accessing document history. A portion of work will need to be completed during class time under Learning Advisor supervision.
• Students may be required to sign an authenticity statement, perform certain parts of assessment tasks under close supervision, or show through interview and the existence of notes and supporting material that the work submitted by the student is genuinely his/her own work.

Appeal Procedures

• Students have the right to appeal the mark they have been awarded. If a student wishes to appeal a grade, they should initially talk to the subject learning advisor about the marking process immediately after the marked assessment task is shown to them. If still dissatisfied the student should make an appointment and discuss grades with the Principal’s Nominee who will check that the correct procedures have been followed as outlined in the school and subject policies taking into account any special circumstances.

Table of Assessments (level 2)

Table of Assessments (level 3)