Social Sciences

Discover the World We Live In

The Social Sciences learning area is about how societies work and how people can participate as critical, active, informed, and responsible citizens. Contexts are drawn from the past, present, and future and from places within and beyond New Zealand.

At St Bede’s College, the Social Sciences comprise a wide variety of subjects including: Geography, History, Classical Studies, Social Studies, Economics, Accounting and Business Studies.

If you would like more information about the Social Sciences at St Bede’s, please contact the Head of Faculty, Mr Callum Wilson 

Social Studies is about how societies work and how people can participate in their communities as informed, critical, active, and responsible citizens.

History examines the important and interesting events from the past to better understand the present.

Geography is the study of the natural environment and people’s interaction, and impact, within it.

Classical Studies is the study of the ancient world, particularly Greece and Rome. It is a mixture of History, Drama, Art History, and more.

Economics helps to explain and predict how goods and services will be produced and consumed. It will tell you who gets what, how, and why.

​Accounting gives students the tools to make real life financial decisions in a constantly changing and uncertain world.

The study of business is about how individuals and groups of people organise, plan, and act to create and develop goods and services to satisfy customers.

Accounting

Why Accounting?

Prepare and maintain financial records
These could include the management of credit, understanding the concept of compound interest, establishing and monitoring Kiwisaver, maintaining a household or small business budget, and a basic understanding of the New Zealand tax system.

Manage financial affairs
An example would be communicating with a bank manger when applying for an overdraft facility. Effective financial management requires systematic planning to ensure deadlines are adhered to. Examples include claiming a tax rebate, meeting tax deadlines, payment of routine expenses, and loan repayments.

Act with integrity
Integrity involves being honest, responsible, and accountable. It requires individuals to act ethically at all times. Students will learn to justify and take responsibility for actions and decisions, obey the law, and keep accurate and confidential records. Examples include accurately claiming for contract hours worked and using business credit cards responsibly.

​Contribute to the wider community
This involves sharing their accounting knowledge and using their skills to contribute to their families, whānau, and communities. For example, becoming the treasurer of a local club or managing the family budget.

Business Studies

Why Business Studies?

Studying business enables students to appreciate the issues that challenge businesses and stakeholders. In a rapidly changing world, it is important that citizens are able to make informed and rational decisions about business matters.

Business contributes to the development of a culture of enterprise in New Zealand and supports our efforts to improve economic and community well-being. Business studies creates opportunities for students to:

  • understand the integral role of business in society and the economy
  • explore enterprise culture
  • develop the key competencies of The New Zealand Curriculum and ngā uara me ngā waiaro/values and attitudes of Te Marautanga o Aotearoa through the fostering of such qualities as initiative, resilience, and resourcefulness and the skills of problem solving, co-operation, decision making, negotiation, and communicating
  • gain knowledge and understanding of good business practice and of business as a productive activity
  • acquire greater financial capability.

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Evidence of an enterprising spirit abounds in New Zealand’s history and is an aspect of our multicultural national identity. Enterprise and business entrepreneurship are essential to New Zealand’s economic future.

Classical Studies

Why Classics?

It is interesting!
The vast majority of students that opt into Classical Studies do so because they enjoy it. They get the benefit of improving their critical inquiry, critical thinking, and communication skills, all whilst covering content that is highly engaging. Classical Studies is not only a UE approved subject offering 22 Level 3 credits, but it also gives students literacy credits in reading and/or writing for EVERY assessment they do. The aim of this course to is have students working well without it feeling like hard work due to enjoyment.

It affords better understanding for the working of the modern world.
By understanding the political, military, religious, philosophical, technological, artistic, and aesthetic developments of the ancient Greeks and Romans, students learn how the past continues to inform the present. From the rise and fall of powerful individuals and empires to the creativity and invention of artists and engineers and to the formulation of ethical systems and the evolution of social justice, students become increasingly aware of the debt owed to classical Greece and Rome.

Classical studies engages the minds and imaginations of students.
Classical studies encourages students to make links between past and present civilizations, to imagine a possible future. By exploring diverse values and traditions, viewed from their own cultural perspectives and those of others, classical studies prepares students for informed and active citizenship in New Zealand and the modern world.

What will students study in Classical Studies?

  • Greek and Roman Mythology – Many of the topics that could be covered include aspects of mythology such as the Odyssey, Athenian Vases and even the story of Alexander the Great.
  • Entertainment – A quick study of what ancient Greeks and Romans did for entertainment. Activities include the arena, horse racing, the theatre, dinner parties etc. This is compared with modern entertainment activities.
  • Blood Sports – A topic that encompasses the human interest in violence. It will cover the ancient Greek Olympic sport of pankration (think MMA without gloves), Roman gladiatorial games, Medieval jousting and melee, and modern MMA.
  • Alexander the Great – The most incredible ‘trueish’ story you’ll ever learn. One of the greatest military leaders and adventurers of all time. Alexander was conquering territories none in the Greek world knew even existed.
  • Homer’s Odyssey – The epic story of the Greek hero Odysseus’ return home from the Battle of Troy. Attributed to an ancient Greek known as Homer this could be considered as the worlds first novel. Packed full of action, monsters, Greek gods and sultry witches.
  • Augustus – The first Roman Emperor and the man that turned the Roman Republic into the Roman Empire.
  • Socrates – A famous philosopher and thinker from ancient Athens. He was the teacher of Plato, who then tutored Aristotle…pretty bright blokes.
  • Greek Philosophy – This topic looks at two rivalling schools of thought in ancient Greece for how best to live your life. On side side Epicureans argued you should try to avoid pain and seek out only that which gives you pleasure and happiness. On the other side the Stoics, who argued living a virtuous life was more important than pleasure.
  • Greek and Roman Military – This topic seeks to find continuity and change in how the Greeks and Romans fought battles. This includes tactics, gear and case studies. There will also be a more modern military studied such as England in the Hundred Years War, France in the Napoleonic Wars, or even Germany in WWII.
  • Hero Mythology – Dubbed “Homer to Hollywood” this topic looks at the specific influence of the ancient world on us today via hero mythology. Herakles (Hercules) might be looked at in Greek and Roman Times and contrasted with how hero myths are told today in stories such as Batman, Ironman or Superman.
  • Athenian Comedy – The study of the plays of Aristophanes. Perhaps the birthplace of your favorite comedies on the screen and stage today.
  • Athenian Vase Paintings – In ancient Athens vases of all shapes, sizes and uses were painted by expert painters for the pleasure of the vase owners. This topic studies both the various styles used but more importantly the subject of what was painted. These paintings are often of popular myths and tell us much of the society that so enjoyed their retelling.
  • Roman Religion – Study the beliefs and incredible superstitions the Romans had. Also, learn more about the cults that Romans bought back to Rome from the edges of their ever expanding empire.

What the students are saying..

Economics

Why Economics and Commerce?

Helps to solve issues people face in their everyday lives
Economics students explore decisions that directly affect their lives, such as:

  • whether to do homework or go to a movie
  • extract mineral resources today or save them for the future
  • charge the full price or subsidise education to make it more accessible.

By studying economics, students will consider how New Zealanders are affected by the economic decision-making of individuals, communities, businesses, and government agencies in New Zealand and overseas. They will:

  • develop an understanding of the New Zealand economy and the policies that the Government uses to manage it
  • make sense of economic problems that they may be facing, now and in the future
  • make connections between New Zealand’s economy and the global economy.

Students will understand why New Zealand consumers may experience price increases for products, such as cheese and butter, if local producers are exporting goods such as dairy produce for increasing returns.
Students will be challenged to find solutions to current macro-economic issues, such as unemployment, poverty, low economic growth, inflation, overuse of natural resources.

Recognises the different perspectives and values individuals and groups bring to economic decision making
Students will compare and contrast economic decisions affecting New Zealand in contexts in which resources are scarce.
Students will research the viewpoints different groups bring to negotiations. For example, an employer and an employee may have different views on what a fair wage increase might be.

Students will use analytical tools to present justified recommendations about resource issues. For example, a student could use efficiency and/or equity arguments to justify a policy like a carbon tax as a means of reducing global warming, or giving property rights to Māori as a means of conserving the foreshore.

By studying economics, students will learn to value all cultures and the contributions they make to economies. For example, a student might study the impact of immigration on the economy and what skills different immigrants bring to New Zealand.

Prepares students to participate effectively in the real world
Students will become financially capable. They will be able to:

  • complete tax returns
  • make reasoned decisions about use of credit (for example, whether to use fixed or floating interest rates)
  • develop spreadsheets and interpret business and economic statistics
  • use economic models (both macro and micro) to enable critical thinking about the real world and so be able to explain the real world or make predictions about it.

Such critical thinking skills are highly valued in global job markets. By studying economics, students will be able to use knowledge and technologies that will enable them to actively contribute in individual, business, government, and global financial contexts. They will see how their incomes will grow if they develop skills that employers demand.

Year 11 Commerce - Money Matters

This course is geared towards practical and fundamental knowledge and skills to increase students financial literacy (ability to make informed decisions regarding money). Students will develop their capability with money by gaining both the knowledge and confidence to make informed decisions associated with setting and meeting their personal financial goals and commitments. Having a sound foundation in financial capability provides a toolkit for greater economic wellbeing – in turn strengthening students’ personal and social wellbeing throughout their various life stages. This course is set up to cover financial literacy essentials for life.​​  

  • Consumer Decisions and Demand
  • Producer Decisions and Supply
  • Markets – the Combination of Supply and Demand
  • The interdependence of the Economics
  • Producer Decisions Involving Production

Year 11 Commerce - My World of Business

This course is geared towards students seeking a foundation in all things business. It is a course made up of components from traditional Economics, Accounting and Business Studies curriculums. It forms an introduction to the study of Commerce incorporating insights into economics, business, and finance. This course provides real-life and relevant learning opportunities for our students which will allow them to become more informed and active participants in their community in relation to the ever- changing world of commerce and how it impacts on their lives. There will be several opportunities for students to interact with business owners in the community and study critical economic concepts in the local economy.

Year 12 Economics

At Level 2 the course focuses on contemporary macro-economic issues such as inflation, international trade, economic growth, and unemployment. At this level, students will recognise the interdependent nature of the New Zealand economy by examining the impact government policies designed to address contemporary economic issues have on various groups in society. They will also understand that government policies may have unequal effects. 
The Level 2 course is a survey of New Zealand macro Economics, with topics such as:

  • Inflation
  • International Trade
  • Economic Growth
  • Unemployment
  • Government Policies
  • Contemporary Issues

​While studying Economics/Commerce in Y11 may be beneficial to students, not having studied this subject prior to Level 2 does not preclude a student from picking Economics up in Y12.

Year 13 Economics

At Y13 the course requires students to use more complex micro-economic models to gain an understanding of the efficiency of markets. Students will see that markets can provide the most efficient outcome, but also that it may be appropriate for government to override markets to deliver more efficient or more equitable outcomes. Analysis at this level will show that government intervention may involve a trade-off between efficiency and equity. Macro-economic analysis at this level involves looking at indicators to gain an understanding of the current state of the economy. 
The Level 3 course is a study culmination of micro and macro Economics, giving students a solid grounding for tertiary study in Commerce, with topics such as:

  • The efficiency of Market Equilibrium
  • The efficiency of different Market Structures using marginal analysis
  • Micro Economic Concepts
  •  Government Interventions in the Market
  • Macro Economic Influences on the New Zealand Economy

While studying Economics in Y11 or Y12 may be beneficial to students, not having studied this subject prior to Y13 does not preclude a student from picking Economics up in Level 3.

Geography

Why Geography

Geography stimulates a sense of wonder about the world
Geography students are better able to make sense of a complex and changing world and their place in it. In geography, students have the opportunity to:

  • build on and expand their personal experiences of natural and cultural environments
  • explore real and relevant contemporary contexts
  • think spatially – explore the ways in which features are arranged on the earth’s surface
  • look at the processes that shape our world
  • undertake fieldwork investigations in different locations outside the classroom
  • develop an awareness of the connections between people and places
  • participate in informed responsible action in relation to geographic issues that affect them

Geography inspires students to help shape a better future
By studying geography, students are able to recognise the responsibilities they have in relation to other people, the environment, and the long-term sustainability of the planet. Geography encourages students to think critically as they:

  • investigate contemporary geographic issues and consider possible solutions
  • explore the various perspectives of different groups of people
  • investigate important issues of relevance to New Zealand and the wider world

​Geography equips students with skills for the future
Geography equips students with the knowledge and skills to interpret the world in which they live.
Through purposeful study, students develop geographical understandings that lead to a diverse range of career options. Learn more about connections and pathways.

Year 11 - Man vs Earth

Living on Earth is tough. There are many challenges that we have faced in the past and continue to navigate today. Yet humans have survived and flourished. This course takes a journey through some challenges that we face, where we have settled and thrived, and how this has come about. We will also explore specific parts of our natural world and how they shape our existence.

​Geography also develops many transferrable skills that set students up to connect and transfer between multiple disciplines. Learning experiences in this course will include education outside the classroom – in nature and the local community-alongside some exciting, gamified activities inside the classroom. This course will develop students’ literacy, research, empathy, and critical thinking skills.

Year 12 Geography

In Level 2 Geography students will gain experiences, knowledge and understanding to learn about:

  • Global events such as the processes and impacts of volcanoes and earthquakes
  • The natural landscapes of the South Island High Country and the Amazon Rainforest
  • Contemporary geographic issues – Freedom Campers in New Zealand
  • Conducting geographic field research to collect, analyse and present data about the human impact on Aoraki Mount Cook National Park (involves a field trip)
  • Geographic skills concepts- Continue to build the skills and critical thinking skills.

Year 13 Geography

In Level 3 Geography students will gain experiences, knowledge and understanding to learn about:

  • Cultural processes in the development of the Queenstown tourism industry (involves a field trip)
  • Conducting geographic field research to collect, analyse and present data about the human impact on of the tourism industry in Queenstown (involves a field trip)
  • Investigating a contemporary issue of the student’s own choice
  • The global geographic issue of conflict diamonds and the impact this has on people, places and society
    Application of geographic skills and concepts.

History

Why History - Mythbusters

MYTH – History is just all essay writing.
BUST – Incorrect. At each level there is only ONE essay that is required. Though we like to think we improve the writing confidence and ability of students in History, there is very little essay writing and less writing in general than is thought.

MYTH – History is just in a classroom with dusty old textbooks.
BUST – Nope. Our History program seeks to bring History alive through interactive activities, use of technology and fantastic field trips.

MYTH – History might be interesting, but it is pointless for my career.
BUST – Not true. The essential skills covered in History are applicable to just about any career you can think of. Who would not want a doctor that is articulate and able to empathize? Who would not want an individual in marketing that could think critically? Careers such as those in law, politics and journalism are crying out for students skilled in history.

Learning History Outside the Classroom

Year 11 - Call of Duty

Throughout history humans have been called to action, either willingly or otherwise, to participate in war. This course will explore conflict across time. Starting with the ancient world, and moving right up to modern warfare, students will marvel at the similarities in the reasons, methods, and outcomes of conflicts. Students might compare the technology and tactics used by Napoleon in 1812 with Alexander the Great in 333BC. Or they might evaluate the importance of terrain in the D-Day landings during World War Two with the Battle of Thermopylae in the Greco Persian War. There will be choice for students in the battles and wars studied. This course will develop literacy, research, empathy, and critical thinking skills. These essential developments will be achieved using high interest learning experiences such as film, board games, reenactments, video games, and community engagement. There will be a local one-day field trip built into this course.

Year 12 History

The Y12 course is relatively flexible and driven by student interests. The general theme of the year in 2020 was ‘public enemies’, where students looked at 911, The War on Terror, The European Witch Hunts and Nazi Germany. The course also includes a two-day trip to Kaikoura and the Marlborough Sounds to study whaling in New Zealand.  

Year 13 History

The Y13 course covers the 1860’s Otago Gold Rush as a significant event in New Zealand history. This includes a three-day field trip to Arrowtown and the Central Otago area where students can walk over the goldfields, rifle through very old primary sources and try their hand at gold panning. The course also includes an in-depth analysis of the 1986 Chernobyl nuclear disaster. The causes and consequences of this enormously interesting and significant event are studied. The 1963 assassination of JFK is also analyzed. Students are required to evaluate reliability of perspectives and produce their own ‘who done it’ for this hugely contested event. The course also allows for students to select a significant event to study of their own choice and includes a week of playing the board game Diplomacy.  This course is setup to transition students towards tertiary study through lecture-like learning experiences and independent learning. 

Why Study History

“Those whom forget the past are doomed to repeat it.” – George Santayana

There are many high minded reasons for studying History as a subject. Perhaps none more so than the idea that a greater understanding of the past leads to a better sense of, and ability to respond to, the present. However, History is also a great option because many young men thoroughly enjoy and engage with the content. When engaging content is coupled with the skills historians develop and refine the benefit of taking History is clear. Please take a moment to watch the videos below of ex-students giving their thoughts for why History should be in consideration as an option.

How History Can Assist Young Men in their Careers

Though there are few career opportunities for becoming a professional historian, the skills developed throughout the study of History will be of universal application for any career path. Key skills developed include;

  • Advanced research skills
  • Resource analysis (i.e. strengths and limitations of information)
  • Critical thinking and decision-making
  • Empathy and understanding different perspectives
  • Articulating an argument
  • Basic reading and writing
  • Self-management

These skills have utility and are highly desirable in all manner of careers. We do note however that there is a high number of our History students that go on to study Law, Journalism and Political Science – these careers in particular have great need to history students.