King's College, Auckland:
Located in Otahuhu, Auckland, on the North Island of New Zealand, King’s College is one of the largest boarding schools in New Zealand, catering for students from all over the country, traditionally from rural areas, the Auckland region, and overseas. For the past 113 years, Boarders have formed the heart of King’s and their involvement in the sporting and cultural programmes of the College gives us the competitive edge. We have a very flexible boarding programme at King's, catering for 360 boys from Years 9 to 13 and 50 girls in Years 12 and 13. We provide for both 'weekly' (five-day) boarding and 'full' (seven day) boarding. King’s College is a progressive learning institution, with first-class facilities and modern computer technology. Dedicated and talented teaching staff ensure that every student is prepared for the future. Learning should be both challenging and enjoyable and, at King's, we strive to maintain that balance in everything we do.
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Academic Curriculum:
Our academic curriculum is broad ranging and includes Arts, Science, Commerce, Music, Practical Art, Physical Education, Religious Studies and Computer Technology. As a student progresses to more senior levels, greater individual choice is introduced 
into the curriculum and this allows for specialisation where required. We encourage our students to retain a broad range of subjects for as long as possible.
Student achievement and the pursuit of excellence are the mainstay of the King's College curriculum. The New Zealand Curriculum forms the basis of programme planning and delivery at Year 9 and Year 10. Senior students undertake courses in the Cambridge International Examinations and/or the National Certificate of Educational Achievement.
Students are encouraged at all levels to monitor and evaluate their own achievement and progress. Students at the College enjoy a variety of opportunities for learning and a wide range of subject options. King's College has a clear vision to provide high quality learning opportunities for all students.
Age of Entry:
Students normally enter King's College at Year 9 and are usually aged 13 years. However it is possible, in the event of places being available, to enter the College at levels above Form Three. It is considered that a commitment of two years education at the College is a minimum requirement, and therefore entry to Year 13 is not possible.
Level of Achievement in English:
Level of Achievement in EnglishIt is a requirement that each applicant has a satisfactory level of English language usage. Applicants whose first language is not English will be expected to demonstrate a level of competence and ease of communication in the English language, before commencing at the College. This will include the ability to express themselves in both written and spoken English to a degree of competence that will allow them to follow the academic courses at the level at which they enter.
Junior School (Year 9 and 10):
A school curriculum is only partly defined by the content of the subjects that are taught. Whilst it is very important that students learn traditional subject content, students also study a curriculum which consists of the skills, attitudes and values that are learned through the delivery of that subject content.
The Junior School Curriculum aims to deliver a course that implements this approach. Students in Year 9 and Year 10 will study core subjects English. Mathematics, Integrated Studies, Science, Physical Education and Social Studies with a language option at Year 9. In Year 10 there is greater option choice to allow students to explore subjects 
with regard to their future senior course of study.
Both Year 9 and Year 10 courses have subject modules in their programme. There will be an introductory 'common module' taught to all students at the beginning of Year 9. Students will be allocated classes for a defined period. Each subject department will deliver a common module to students. A General Studies programme will run in conjunction with the core subjects.
The result of subject assessments will assist in student class placements for the remainder of the year. The purpose of this introductory module is to focus students on the academic expectations and requirements of the College, to better identify the learning needs of all students and to clearly articulate the nature of the junior curriculum.
Senior School:
Students are advised to select a full NCEA pathway or a full CIE pathway, although a four subject/one subject split is acceptable to meet the common tertiary entrance standard. Tertiary institutions have strongly recommended to the College that students are more likely to meet the minimum University Entrance requirements by focussing on one of these qualifications. Students may put their entrance into tertiary institutions in jeopardy if they have a mixed NCEA/CIE course. Students should consult with the Senior Dean if they are uncertain whether their course of study will meet entrance requirements.
To gain the common tertiary entrance standard, students require the equivalent of four D grades in AS papers. To gain the common tertiary entrance standard students must also meet numeracy (14 Credits in Level One Mathematics or higher), and literacy requirements (4 credits at Level two, or above, in Reading and 4 credits at Level Two, or above, in Writing).
Credits are to be gained in "approved subjects". Students are advised to check the list of approved subjects which is common for all tertiary providers. Students should also check to ensure they meet literacy and entrance requirements.
In planning their courses, students should also consider entry requirements to restricted university courses, and additional requirements for entry to specific courses. Students will usually study 6 subjects at Level 1 and 5 subjects at Level 2 and 5 subjects at Level 3.
Students in the senior school will be allocated study periods to assist them in their time management. This time should be used for the large amount of self-directed study and assignment work that is expected of senior school students. It is essential that students use these periods wisely and productively.
Physical Education:
Ph
ysical Education aims to engender in the student a lifelong love of all forms of physical activity, a knowledge of the structure, function and healthy maintenance of the human body. It aims to aid students in their own personal development by improving their performance levels, personal health and fitness and their range of skills and activities. Finally we provide students with opportunities to develop leadership and responsibility within the school context.
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