Through engaging in the visual art, students learn how to discern in, and celebrate their own and others’ visual worlds. Visual arts learning, begins with students' curiosity and delight in their senses and stories and extends to communication of complex ideas and concepts. An understanding of Maori visual culture is achieved through exploration of Maori contexts. The arts of European, Pasifika, Asian and other cultures add significant dimensions to New Zealand visual culture.
In visual arts education, students develop visual literacy and aesthetic awareness as they manipulate and transform visual, tactile and spatial ideas to solve problems. They explore experiences, stories, abstract concepts, social issues and needs, both individually and collaboratively. They experiment with different media and materials, using processes and convention/s to develop their visual enquires and create both static and time-based art works. They view art works, bringing their own experiences, sharing their responses and generating multiple interpretations. Their meaning making is further informed by investigation of the contexts in which artworks are created, used and valued. As they develop their visual literacy, students are able to engage with a wider range of art experiences in increasingly complex and conscious ways.
The visual arts develop students’ conceptual thinking within a range of practices across drawing, sculpture, design, painting, printmaking, photography and moving image. Theoretical investigations also inform practical enquiry. Opportunities to explore and communicate in their visual arts continue to expand as technologies and multi-disciplinary practices evolve.
This is a broad-based theoretical and practical course, which involves students in drawing, painting, design,printmaking and/or three-dimensional work. Students will gain an understanding of contemporary artists and their working methods. The aim of the course is to develop perceptual, imaginative, technical and critical skills through the making and analysing of art works.
Three assessments will be offered throughout the year with the option of the remaining assessment offered as further credits and development.
Course Overview
Term 1 Internal Assessment 1.1
Use practice-based visual inquiry to explore Aotearoa New Zealand's Maori context and another cultural context.
Internal Assessment 1.2 Offered as further development and credits.
Produce resolved artwork appropriate to established art making conventions.
External Assessment 1.3
Explore Visual Arts processes and conventions to inform own art making.
External Assessment 1.4
Create a sustained body of related artworks in response to an art making proposition.
I
Term 2 Internal Assessment 1.2 Offered as further development and credits.
Produce resolved artwork appropriate to established art making conventions.
External Assessment 1.3
Explore Visual Arts processes and conventions to inform own art making.
External Assessment 1.4
Create a sustained body of related artworks in response to an art making proposition.
Term 3 External Assessment 1.3
Explore Visual Arts processes and conventions to inform own art making.
External Assessment 1.4
Create a sustained body of related artworks in response to an art making proposition.
Complete all images by end of term 3.
Term 4 External Assessment 1.4
Create a sustained body of related artworks in response to an art making proposition.
All work to be presented and sent for marking week one of term 4.
Drama is a unique, challenging, yet enjoyable subject that focuses on developing skills that are invaluable throughout life. Studying drama does not simply lead to being an actor, but it develops the confidence to excel in any career; especially working with people. It fosters important qualities such as creativity, communication, self-confidence, trust, teamwork, and cooperation. Drama at St John’s is a combination of appreciation, writing, analysing, and technical stagecraft experience.
No prior learning is required, but Year 10 drama is advantageous.
Drama is a learning mode that challenges students to make meaning of their world. It explores who we are, where we have come from, and where we could go.
This course aims to provide knowledge and skills that are transferable to a variety of artistic, social, and work-related contexts. This course encourages critical and creative thinking and innovation. It generates new ideas and reflects on trends in society. The work done in this course grows the learner's ability to comment on, challenge, and ultimately transform society.
Drama students demonstrate high engagement, empathy, and courage in their learning because it allows them to have fun while taking creative risks within a safe environment.
Course Overview
Term 1 Exploring the role of theatre in Aotearoa. Developing an understanding of live theatre.
Term 2 Exploring a range of plays, using drama skills to present sections of these. Continuing to develop an understanding of live theatre.
Term 3 Exploring societal issues and using drama skills to create a performance to raise awareness.
Term 4 Submission of external work showcasing knowledge of live theatre.
This course gives students a range of skills required in other subjects and all career pathways. A strong focus is on verbal and non verbal communication.
Contributions and Equipment/Stationery
There may be a small cost involved during the year to attend live theatre.
1x Pencil
1x Highlighter
1x Clearfile
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91940 v3
Drama 1.1 - Explore the function of theatre Aotearoa
1
I
5
A.S. 91941 v3
Drama 1.2 - Participate in creative strategies to create a drama
1
I
5
A.S. 91942 v3
Drama 1.3 - Perform a scripted role for an audience using drama techniques
1
E
5
A.S. 91943 v3
Drama 1.4 - Respond to a drama performance
Kia ora koutou! Welcome to the English Faculty page
Our subject asks our students to explore the human world they live in, not through experiments and measurement but through rational analysis, emotional insight and imagination.
Our vision for our learners in the faculty is for them to become:
Self-assured communicators who can speak, write, listen, and read with poise and confidence in a variety of situations for different audiences and purposes. Out students will be challenged to engage with new ideas through language and literature, gaining insight and understanding.
Critical thinkers who have the skills to challenge injustice and intolerance when they encounter it by showing empathy and understanding. Inherent in this is their development of a knowledge of Aotearoa’s bicultural heritage, and the ability to understand people, cultures, and situations from multiple points of view.
Curious and inspiredto continue their journey in literature beyond school, to follow creative pathways, and to always seek opportunities to expand their worldview.
The importance of literature has never been greater in an ever-changing world saturated by media, influenced by global politics, and impacted by rapid technological change. The English Faculty provide an outlet for students to seek connection by interpreting the world around.
There is no doubt that the job market is changing. We hear daily that jobs in many traditional fields from the trades to medicine, from accounting to horticulture, are becoming obsolete as they are increasingly automated or outsourced to the developing world. However, the research is clear that fields that involve the skills fostered in the humanities, like critical thought, emotional intelligence, philosophical and moral reasoning are in no danger of disappearing. Therefore, students focused on success in the 21st Century job market would be wise to pursue study in these fields, setting themselves up for the greatest variety of opportunities in their lives beyond school.
Level 1 English is the study, use, and enjoyment of the English language. The Level 1 English course provides a gateway for students to experience the study of written texts (novels, short stories, non-fiction, poetry, song lyrics, opinions), visual and oral texts (speeches, feature films, short films, advertisements, music videos, podcasts).
Students will study the structure and context of texts and the overall use of language. There will also be an observation of issues within texts and they will also produce their own work which focuses ideas and relevant themes to themselves.
This is an interesting and academically rigorous course composed of both externally assessed and internally assessed English Achievement Standards.
This course offers all four Internally and Externally assessed standards.
Course Overview
Term 1 We begin the year preparing with Achievement Standard 1.1 - Demonstrate understanding of how context shapes verbal language use. This will involve the study of a wide range of texts and issues. Work throughout the term will build towards the completion of a five credit assessment.
Term 2 Term Two follows in the footsteps of Term One with more text based study. The focus for this term is Achievement Standard 1.2 - Demonstrate understanding of specific aspects of studied text. This assessment will have a visual and verbal element to it and is also worth five credits.
Term 3 This term offers the first of two externally assessed standards. Students will focus on Achievement Standard 1.3 - Develop ideas in writing using stylistic and written conventions. It is during this term students will continue to craft and control their writing. Once teaching has taken place, students will develop, craft, edit and then submit a piece of writing completely independently. This work is assessed externally and is also worth five credits.
Term 4 Throughout the year, students would have learnt a great deal about texts, the purpose of the texts, language features, use of language and the overall structure of the texts. This will prepare them well for the final achievement standard of the year, Achievement Standard 1.4 - Demonstrate understanding of significant aspects of unfamiliar texts. This assessment will take place at the very end of the year during the NCEA Examinations. This assessment is marked externally and is worth five credits.
English Language courses are provided as an option for those students for whom English is a second language. The courses have been developed to improve students use of functional language to help them fully access the curriculum.
Level 1 English Language This course aims to improve the listening, speaking, reading and writing skills of students whose first language is not English. It includes NCEA Level 1 assessments following guidelines set down by the MoE and NZQA. English Language (EL) will help you lift the standard of your English in the hope that you will be better able to cope with your other subjects.
The Mathematics Programme utilises the Achievement Objectives set at Levels 3 to 5 of The New Zealand Curriculum, building on work already achieved at intermediate school level. Running through the course are the key competencies: thinking, using language, symbols and texts, managing self, relating to others, participating and contributing.
Testing is done in Years 9 and 10 to identify what curriculum levels students are at, and then used to develop programmes that address learning gaps in each class.
The course develops students' Number, Measurement, Algebra, Geometry, Statistics and Probability skills.
Students will be encouraged to develop their numeracy skills by being introduced to, and engaging with a range of mathematical problems. Students will have opportunities to develop their thinking skills; understanding of language, symbols and texts; self management; ability to relate to others and participate and contribute with the issue affecting the world around them.
Senior Mathematics and Statistics (NCEA Levels 1, 2 & 3)
A range of courses are available at the senior level catering for differing interests and ability levels.
Mathematics is compulsory at Year 11, as 10 Numeracy Credits are required to reach Level 1 NCEA. We offer both an external and an internal course.
Most students will also do Mathematics in Year 12, as it is a requirement for most tertiary courses, and its concepts and skills are fundamental to many science courses. Again St John's offers both external and internal courses.
In Year 13 we offer two Mathematics courses - Statistics and Calculus. Both require prerequisites from the Year 11 and 12 external Maths courses.
There is a combination of Internally and Externally Assessed standards. Internal Assessments will take place in Term 1 and Term 2. External Assessment will take during the November examination period.
The Music Program at St. John's college is designed to encourage and develop a student's passion for music in a creative environment. From the Year 9 option where students get a taste of what Music looks like at college through to NCEA where students create original music, perform to audiences as individuals and in groups, develop their theory knowledge and enhance their research skills.
Students have a range of music opportunities available to them through extra-curricular groups and they are encouraged to join these as music students. Skills learnt while playing music in a group situation help increase confidence and ability. Students will learn a variety of new skills each year, continuing on from the previous year with an increased focus on music technology and creativity present in the music industry today.
By Year 13 music students will be able to:
Understanding music in context
Identify and describe the characteristics of music associated with a range of sound environments, in relation to historical, social, and cultural contexts.
Explore ideas about how music serves a variety of purposes and functions in their lives and in their communities.
Developing practical knowledge
Explore and identify how sound is made and changed, as they listen and respond to music and apply knowledge of the elements of music, structural devices, and technologies.
Developing ideas
Express and shape musical ideas, using musical elements, instruments, and technologies in response to sources of motivation.
Represent sound and musical ideas in a variety of ways.
Communicating and interpreting
Prepare and present brief performances of music, using performance skills and techniques.
Respond to and reflect on live and recorded music.
Year 10 Music or similar, and two years formal tuition on an instrument. Or in consultation with TIC music.
This course is composed of internal and external Music Achievement Standards. Students will pursue performance, song writing, composition, theory and develop their aural skills. There will be 15 core credits available with the opportunity to gain a further 5 credits upon discussion with the teacher. The core credits will be in performance, composition and music theory and contexts. 5 more credits will be possible in aural recall. The entry criteria are based on a student’s Year 10 Music results and teacher recommendations. If a student has not taken Year 10 Music but would like to join Year 11 then it is recommended they are playing an instrument if you have any questions email Mrs McHugh. To have received formal tuition for a full year is an advantage. Formal tuition on a chosen instrument is a requirement and must continue throughout the year. End of course assessment criteria: •Performance is assessed at three year’s formal tuition. •Music writing is assessed at two years in classroom Music (Year 10 and 11). Year 11 Music pathway: •Provides opportunity for developing music skills including performance and writing •Is the foundation of music education through the NCEA journey, •Provides a deeper understanding and appreciation of music for life beyond school and into the community, and •Prepares students for prerequisites into further and tertiary education.
Course Overview
Term 1 Music 1.1- Use Music skills in a Music Style
Music 1.2 - Demonstrate performance skills
Term 2 Music 1.1- Use Music skills in a Music Style
Music 1.3 - Demonstrate understanding of Music in relation to contexts
Music 1.4- Shape Musical Ideas to create original composition
Term 3 Music 1.1- Use Music skills in a Music Style
Music 1.3 - Demonstrate understanding of Music in relation to contexts
Music 1.4- Shape Musical Ideas to create original composition
Music 1.2 - Demonstrate performance skills
Term 4 Music 1.1- Use Music skills in a Music Style
Music 1.2 - Demonstrate performance skills
Music 1.3 - Demonstrate understanding of Music in relation to contexts
This faculty is responsible for the provision of Physical Education, Outdoor Education, our Athlete Development program and Health.
The Physical Education Curriculum is designed to be taught in, through and about movement. It encapsulates four strands; Personal Health and Physical Development, Movement Concepts and Motor Skills, Relationships with Other People and Healthy Communities and Environments. Our curriculum is about enhancing the well-being of ourselves, others and society through health promotion, changing or challenging attitudes and values, using a socio-ecological perspectives and demonstrating principles of Hauora (well being).
At St John's College we endeavor to meet these curriculum goals by providing engaging innovative programs that challenge and motivate our students.
An interest in the Outdoors. An interest in a career in adventure tourism/ guiding/ instructing, conservation, event planning, risk management.
Students choosing this course will take part in a wide range of outdoor pursuits including; Mountain Biking, Kayaking, Caving and Orienteering. Students will be introduced to basic concepts like the environmental care code and sustainability. They will be shown how to use a range of different types of outdoor equipment and its purpose. They will get to hear from speakers from within the outdoors industry in relation to potential career pathways. Students will be out of school for approximately ten days.
Outdoor Education offers highly useful skills in real contexts. Skills which are both practical and also easily transferable into any workplace.
These skills, such as decision making, planning, risk management, team work, organisation, time management, communication, perseverance and resilience, just to name a few, are all learnt and practiced under pressure, often outside of their comfort zones, in real time, practical situations, much like todays work environments, making them invaluable to all students regardless of their career pathway.
This course also allows students to become more aware of how much they are really capable of by consistently working on the edge of or outside their comfort zones in order to complete challenges they may have initially thought they were not capable of. This allows for huge growth in self-confidence, self-worth and resilience. It aims to grow a connection with the outdoors and our role as kaitiaki (guardians) of the environment, to ensure it remains pristine for future generations to enjoy.
Course Overview
Term 1 Kayaking skills on flat and moving water. Rolling a Kayak, Preparation skills for an outdoor activity
Term 2 Tramping, Camping, Weather, Land Safety Code, Maps.
Caving, Responsible behaviour in the outdoors.
Term 3 Rock Climbing, Abseiling, Personal awareness and Positive Behaviour for an Outdoor Activity.
Skills, such as decision making, planning, risk management, team work, organisation, time management, communication, perseverance and resilience, just to name a few, are all learnt and practiced under pressure, often outside of their comfort zones, in real time, practical situations, much like todays work environments, making them invaluable to all students regardless of their career pathway.
Contributions and Equipment/Stationery
$350
Assessment Information
This is a Unit Standard course Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 425 v7
Participate in a day tramp
1
I
2
U.S. 426 v7
Participate in an overnight camp
1
I
2
U.S. 448 v7
Participate in introductory caving
1
I
2
U.S. 476 v7
Roll a decked paddle craft on flat water
2
I
2
U.S. 20152 v3
Demonstrate basic knowledge of safe abseil techniques
2
I
1
U.S. 20157 v3
Demonstrate novice rock climbing and belaying skills on Ewbank Grade 12 and above
2
I
2
U.S. 20210 v3
Demonstrate skills for introductory rock climbing
1
I
2
U.S. 20818 v2
Demonstrate paddling a craft on flat water
1
I
2
U.S. 32834 v1
Demonstrate introductory knowledge of weather, the Land Safety Code, and maps in the outdoors
1
I
3
U.S. 32837 v1
Demonstrate knowledge of introductory preparation for an outdoor activity
1
I
2
U.S. 32842 v1
Demonstrate personal awareness and positive behaviour during a group outdoor activity
1
I
3
U.S. 32848 v1
Demonstrate paddling skills on moving water
2
I
2
Total Credits
Total Credits Available: 25 credits. Internally Assessed Credits: 25 credits.
Students will participate in a variety of physical activities including aquatics, racquet sports and large and small ball sports. Students will devise offensive and/ or defensive strategies and then demonstrate them across three sporting contexts. Sporting contexts are likely to include a combination of; Pickleball, Badminton, Tennis, International Team Handball, Dodgeball, Football/ Futsal, Ultimate Frisbee, and Basketball.
This is an academic course and requires a good level of literacy. Students will learn about biophysical factors such as Functional Anatomy, Exercise Physiology and Biomechanics within the context of Basketball. They will also learn about sociocultural influences on participation in sport such as; socio-economic statues, family/ friends, access to equipment and facilities. Students will learn how te o maori concepts such as tuakana-teina, manakitanga and whanaungatanaga affect how we participate in a range of physical activities. Students will devise offensive and/ or defensive strategies and demonstrate them in three sporting contexts. Students will also learn about a range of health models, including whare tapa wha, and describe how their participation in physical activities affects their physical, social, spiritual and mental/ emotional wellbeing. Some of the sporting contexts expected to be used include; basketball, pickleball, badminton, tennis, disc golf, touch rugby, skateboarding, dodgeball, weight training, circuit training and CrossFit.
Religious Education at St John's College is a subject which presents the Christian message to all students at all levels of the school, through the traditions and ceremonies of the Catholic church.
The philosophy of St John's College is based on that of the founder of the Marist Brothers, St Marcellin Champagnat. Our Marist Pillars are- Simplicity, Presence, Family Spirit, In the Way of Mary, Love of Work.
Religious Education is a compulsory subject. All students will have been taught the Aotearoa RE Curriculum in the previous year.
Level 1 Religious Education Our RE curriculum is written by NCRS who provide the topics and work for this subject. It is assessed using NCEA Achievement Standards. Students study:
-A book of the Bible
-How the Catholic church responds to ethical issues in society
-The story of our church and our school
-Characteristics of Religions
Course Overview
Term 1 Sharing Stories
Demonstrate understanding of how a significant religious narrative relates to a cultural context or religious tradition
Term 2 Our School
Demonstrate understanding of the development of a community that shares religious or spiritual beliefs.
Term 3 Catholic Ethics
Demonstrate understanding of a religious community's approach to an issue
Science is a way of investigating, understanding, and explaining our natural, physical world and the wider universe. It involves generating and testing ideas, gathering evidence – including by making observations, carrying out investigations and modelling, and communicating and debating with others – in order to develop scientific knowledge, understanding, and explanations. Scientific progress comes from logical, systematic work and from creative insight, built on a foundation of respect for evidence. Different cultures and periods of history have contributed to the development of science.
This course introduces students to basic horticultural skills, the agribusiness sector in NZ and the factors that influence and support it. Major topics covered are: Preparing outdoor seedbeds to sow different varieties of seed – soil cultivation, recognising and applying soil amendments, regular maintenance and record keeping; Grow and maintain plants in containers from seed – Identify parts of seeds and different growing containers, grow and maintain plants in a greenhouse, and a diary record of plants from seed to the growing on stage; Undertake general garden maintenance - maintain gardens and lawns, and identify and care for horticultural hand tools; Factors that influence the purpose and location of primary production in NZ – physical, climatic and market factors that influence the location of Dairying, Kiwifruit and Wine grape growing in NZ.
Course Overview
Term 1 US 1 (Plant seeds in open plot) commences with garden preparation, adding of amendments and sowing of seed. Begin US 23783 (Grow and maintain plants in containers from seed)
Term 2 Complete US 1 (Plant seeds in open plot) and US 23783 (Grow and maintain plants in containers from seed). Begin US 23780 (Undertake general garden maintenance) and AS 1.2 (Demonstrate understanding of factors that influence the purpose and location of primary production.
Term 3 Continue US 23780 (Undertake general garden maintenance) and assess AS 1.2 (Demonstrate understanding of factors that influence the purpose and location of primary production.
Term 4 Any remaining assessment tasks to do with US 23780 (Undertake general garden maintenance) and AS 1.2 (Demonstrate understanding of factors that influence the purpose and location of primary production.
$10 towards seed cost in which all produce grown by students is theirs to take home.
2B5 book for note taking and plant diary record keeping.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 1 v6
Prepare and sow outdoor seedbeds manually
1
I
5
U.S. 23780 v2
Undertake general garden maintenance
1
I
5
U.S. 23783 v2
Grow and maintain plants in containers from seed
1
I
5
A.S. 91929 v3
Agricultural and Horticultural Science 1.2 - Demonstrate understanding of factors that influence the purpose and location of primary production
1
I
5
Total Credits
Total Credits Available: 20 credits. Internally Assessed Credits: 20 credits.
Students must have gained Achieved in at least 50% of all Year 10 Science tests at an Achieved grade or higher. Students must also have passed their end-of-year Yr 10 Science Exam. Consideration will be given to students interested in enrolling on this Year 11(I) General Science course in consultation with the Teacher in Charge (Mrs Fairweather) and the HOF (Mr Wood).
Whilst a Science option is not compulsory in Year 11, students are strongly encouraged to consider this subject as one of their options due to the opportunities it opens in terms of Level 2/3 courses in addition to future careers. It is a subject that gives breadth to their curriculum.
Science is an essential subject for many careers such as engineering, dentistry, veterinary science, medical professions, health and physical education careers, horticulture, farming, teaching and the food industry. As well as gaining scientific knowledge and understanding, there is a strong practical component in all Science subjects which appeals to many students. On this course, students will experience a range of science topics, such as biology, chemistry, physics and aspects of environmental science. Each achievement standard is assessed internally, which means that there are no external assessments in Term 4.
Course Overview
Term 1 To start you off on your Level 1 Science journey, Foundation Science will be taught and experienced in a variety of experiments and science theory. You will learn about the Nature of Science through observations, working on experiments, key terms and how to write detailed descriptions and explanations of these processes. Foundation Science is not assessed, but provides you with essential skills.
AS 92021 (CB 1.2) Lots of Metals:
In this achievement standard, there is the opportunity to identify different metal elements from the periodic table and investigate their properties which make them useful in society. These konganuku (metals) and their properties can be identified in a range of different experiments, including how well (or not) they react with acids. This is a practical achievement standard, which you will find interesting for everyday uses.
Term 2 AS 91921 Physics & Forces:
In this achievement standard you will experience how forces affect a range of different scenarios. There are two main types of forces: tōpana pā (contact force) and tōpana kore-pā (non-contact force). How can you figure out which is which? What experiment can you devise to help you? How do these forces, their key terms and processes affect our everyday lives? This is a practical achievement standard, which provides you with the opportunity for 'hands-on' experimental work, leading to explaining and linking how they work.
Term 3 AS 91920 (S 1.1): Respiration & Breathing in Sports:
In this achievement standard you will learn about physiology of the human body, the chemical and physical ways in which it works, lung capacity, oxygen absorption and your ability to apply these processes to a specific context. What happens to an individual when the duration or intensity of the activity increases? How can we make scientific recordings of these changes? What is hauora and how can we care for it? Enhancing your sporting performance can be tempting, but what is doping? What are the pitfalls? There is a focus on active observations and practical work, to ensure that detailed scientific information is recorded and written about.
Term 4 There will be time available to check that all of your assessments are up-to-date.
Fundamental Science is designed to focus the interest of those students who are specifically interested in the Science and would like to experience a range of sciences (biology, chemistry and physics). This Level 1 Science course is assessed internally (within school), and has no end-of-year exams. However, all important science concepts will be covered to allow the student access to Level 2 Internal Senior Science.
Contributions and Equipment/Stationery
Pens (black and blue) - students must bring and be responsible for their own pens for the duration of this course.
2 HB Pencils
30cm Ruler
Eraser
Sharpener
2B5/2B8 etc. or similar
Highlighter
Calculator
Assessment Information
All the achievement standards on this Level 1 Science course are assessed internally. There are no end-of-year exams. Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91920 v4
Science 1.1 - Demonstrate understanding of a science-informed response to a local issue
1
I
5
Y
A.S. 91921 v3
Science 1.2 - Demonstrate understanding of the use of a range of scientific investigative approaches in a context
1
I
5
A.S. 92020 v3
Chemistry and Biology 1.1 - Demonstrate understanding of the relationship between a microorganism and the environment
1
I
5
A.S. 92023 v3
Chemistry and Biology 1.4 - Demonstrate understanding of how the physical properties of materials inform their use
The Social Sciences prepare you for the world! – in all its aspects. You will get the most out of our wonderful world if you understand its diversity, its development, its issues and its humanity.
The Social Sciences provide students with a wide range of opportunities to broaden their experiences and skills to enable them to be engaged and socially aware members of society. In Year 9 and Year 10 all students study Social Studies. At year 10 students may take year 10 Business studies as an option.
The Senior Social Sciences split into Accounting, Economics, Geography and History. These subjects are available in all three levels of NCEA. Level 3 Tourism is available for year 13 students.
Results from Year 10 will used to assess capability for external assessment. Students must be capable of sitting external standards.
The course is designed for students wanting to go to university and will be useful in whichever subjects at university students may be interested in. It develops students’ skills in interpreting a variety of sources and literacy skills such as report and essay writing, which are key components of any tertiary course. You will learn how to undertake a research investigation, communicate information in a variety of ways and the causes and consequences of events. You will also learn how to use a wide range of sources and how to view an event from different perspectives.
These skills can be used in other subjects as well and are therefore extremely useful. The topics studied look at some of the major events of the 20th century. They include a Achieving Social Justice unit looking at groups such as the Civil Rights Movement, research assignments on a battle from World War Two and the 1981 Springbok Tour. This subject is useful for boys looking to go to university in any capacity and those with career interests in education, policing, advertising marketing, publicity, libraries/archive, publishing, law, journalism, broadcasting and all areas of research.
Course Overview
Term 1 Introduction
New Zealand in the Twentieth Century.
New Zealand in WWII
Research on a Battle New Zealand was involved in in WWII.
Waikato University Library trips Preferably week 5/6
A.S. 92024 v2 History 1.1 - Engage with a variety of primary sources in a historical context
Term 2 Finish report on research Achievement Standard 1.2: AS91002 Version 3 Demonstrate understanding of an historical event, or place, of significance to New Zealanders
The 1981 Springbok Tour (different perspectives)
A.S. 92025 v2 History 1.2 - Demonstrate understanding of the significance of a historical context
Term 3 Work on external assessments skills
A.S. 92026 v2 History 1.3 - Demonstrate understanding of historical concepts in contexts of significance to Aotearoa New Zealand
Essay writing using The Causes and Consequences of a battle in World War II
A.S. 92027 v2 History 1.4 - Demonstrate understanding of perspectives on a historical context
The 1981 Springbok Tour
Term 4 A.S. 92027 v2 History 1.4 - Demonstrate understanding of perspectives on a historical context
The 1981 Springbok Tour
Results from Year 10 will used to assess capability for external assessment
Geography is the study of the environment around us. We look at aspects of physical, human and environmental geography, developing an understanding of the interactions that occur between the cultural and natural environment.
We will be learning about:
Spatial distribution of features in the environment - we study a variety of global patterns and why things are located where they are - specifically focusing on the the factors and causes of the spread of COVID in March 2020, which caused it to be be in certain parts of the world and not others. They will be using ArcGIS software and creating a Story map to present their findings.
Research - conduct a field trip where research and data collection will occur in the field. We will be studying water quality from source to the river mouth - specifically starting off at the beautiful Putararu Blue Springs, following the river down to the town of Te Aroha testing water quality at sites along the way.
We will be improving students' breadth of knowledge of the natural processes that are necessary for natural hazards to occur - we will be looking at earthquakes, volcanoes, tropical cyclones, tsunamis, and flooding, looking specifically at case studies of Mt St Helens in relation to volcanoes, and Christchurch in relation to earthquakes.
We will also be learning about perspectives and how they influence planning and decision-making that is carried out in New Zealand and the Pacific. We will be studying a variety of geographic issues around the concept of resources, specifically looking at hydroelectricity here in New Zealand with the Waikato River, and how Karapiro dam was a contentious issue. We will also look at the conflict around wind farms in NZ, specifically Raglan and overseas. Students will be required to develop an understanding of how perspectives influence our use of the earths resources, in New Zealand and the Pacific.
We plan for the Level 1 course to be a comprehensive introduction to a range of geographic ideas so that students will have a broad understanding of geographic topics and issues by the end of the year.
To see what Level 1 students have done this year follow us on instagram@sjcgeography
Course Overview
Term 1 A.S. 91933 v2 Geography 1.2 - Explore te taiao using data- Internal
Term 2 A.S. 91932 v2 Geography 1.1 - Demonstrate understanding of the spatial distribution of phenomena and its impacts within te taiao - Internal
Term 3 A.S. 91935 v2 Geography 1.4 - Demonstrate understanding of geographic decision-making in Aotearoa New Zealand or the Pacific
Term 4 A.S. 91935 v2 Geography 1.4 - Demonstrate understanding of geographic decision-making in Aotearoa New Zealand or the Pacific - External
2B8 exercise book, Blue or Black pens, Ruler, Highlighters.
Pencils, Colouring pencils.
There will be costs involved with the fieldtrip to Putararu Blue Springs, and potentially a second fieldtrip around the Waikato looking at differing forms of energy sources (Karapiro hydro electric, Raglan wind farm, Huntly Coal).
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91932 v3
Geography 1.1 - Demonstrate understanding of the spatial distribution of a phenomenon and its impacts on place
1
I
5
Y
A.S. 91933 v3
Geography 1.2 - Explore an environment using data
1
I
5
Y
A.S. 91935 v3
Geography 1.4 - Demonstrate understanding of decision-making in response to a geographic challenge in the wider Pacific region
Results from Year 10 will used to assess capability for external assessment
Commerce is the use and exploration of accounting, economic, and business concepts and models to make sense of society and solve problems. In this subject, students will build the knowledge, skills, and values they need to navigate, and participate in, the economic world. They will learn how participants in the economic world make decisions, and they will analyse how these decisions impact on sustainability.
Students will learn that decision-making is necessitated by scarcity and that decisions are informed by a variety of cultural perspectives and lenses. Learning and assessment will examine different approaches to commerce, and business models from whānau and organisation contexts.
Students of Commerce will:
explore how different information and models can be used to communicate financial and non-financial decisions.
apply problem-solving skills to situations in their local communities.
learn to think about problems from the perspective of other people and groups.
understand that Māori, Pacific, and other perspectives have different models and concepts.
develop a toolkit which allows them to work through real-life problems relating to individual, whānau, and community financial wellbeing
begin exploring what role they play, or will play, in the economy, from both a cultural and professional viewpoint
make increasingly appropriate selections of models and concepts in appropriate circumstances.
There are numerous amounts of research and evidence out there to say that learning another language other than your native language will be beneficial for your cognitive (how you process information) understanding. Te Reo Māori is also one of two official languages of New Zealand and provides a uniqueness that identifies us from the world.
Course Progression
Te Reo Māori is available for every student at every level of the school. Year 9 students will begin with a compulsory programme for two terms where they will learn how St John's College implements Te Ao Māori into our school life and how we sustain it to and beyond Year 13.
Year 10 will add on from Year 9 learning and begin to look at NCEA Level 1 Māori and what to expect when entering Year 11. Year 11 will see the beginning of Level 1 Te Reo Māori then from there you will advance onto Year 12 Level 2 Te Reo Māori. Finally, the third and final stage of your journey here at St John's College will be to complete Year 13 Level 3 Te Reo Māori.
At this stage you will be at the beginning of your journey in learning Te Reo Māori. There are numerous other options and opportunities for you to continue learning Te Reo Māori. Job opportunities that Te Reo Māori can open up are increasing by the day. Kia Kaha Te Reo Māori!!
Tēnā koe e te akonga,Nau mai hoki mai ki te Kura o Hato Hoani. Ko te whakaaro tuatahi, ka riro ngā mihi, ngā roimata i runga i a rātou kua hūhua ki te pō, pō nui, te pō roa, te pō e kore e oti atu. Hēoi anō e ngä hunga wairua, kati. Koia rā e ngā hunga kitea, tātou mā e kawea nei i te ia ō nga tūpuna, Tïhei mauri ora.
After students have successfully completed Te Reo Māori at Year 10, students would have developed a strong foundation to study Te Reo Māori at NCEA Level One.
This course allows students to further develop their understanding of Te Reo Māori through contexts which students are familiar with. Students will be assessed throughout the year which will enhance the students listening, reading, writing and speaking skills in Te Reo Māori.
Like most Level One courses, Te Reo Māori offers four Achievement Standards. Two of the standards are assessed internally (10 credits) and two of the standards are assessed externally (10 credits).
Although Year 10 Māori would be an advantage to you in selecting this course, you may be able to enter at the discretion of the TIC of Te Reo Māori.
Course content includes:
communicate about past activities and events
communicate about present and past states, feelings and opinions
communicate about past habits and routines
describe, compare, and contrast people, places and things
give and follow instructions
communicate about problems and solutions
communicate about immediate plans, hopes, wishes and intentions
communicate in formal situations
These are covered through classroom teaching, guest speakers, field trips and mahi kainga. The most important resource needed is an open mind.
Technology Education is offered in four areas at St. Johns' College: Junior Materials Technology, Junior Food Technology, Digital Technology and Design and Visual Communication.
While the subject content varies between Technology areas, the practice used is very much the same with a focus on producing quality outcomes that are derived from issues that are of interest to our students.
While our major focus is around skill development and producing quality outcomes, students are also taught to self-manage, solve problems and work with others.
Students have the opportunity to visit local industry and work with Industry mentors. They will identify and work with end users and community groups from outside of our school environment. They will also have the opportunity to have contact with, visit and participate in activities with local tertiary providers.
While participating in senior Technology classes, students will be exposed to and have the opportunity to gain knowledge about a range of career pathways available to them.
Design and Visual Communication is about the interrelated strands of design thinking, visual communication, and design influences.
Design thinking encompasses the ideation, exploration, progression, and communication of design ideas into potential outcomes that serve a specific purpose, provide innovative possibilities.
Within Design and Visual Communication, design consists of product design and spatial design.
Product design focuses on the development of tangible items that have a specific function within people’s everyday lives.
Spatial design is about the designing of three-dimensional spaces in terms of how they are experienced, occupied, or used by people.
The aim is to stimulate self-confidence, self-esteem and a pride of achievement through enabling all students to achieve a high level of personal success in this subject.
Course Overview
Term 1 Students will develop product or spatial design ideas informed by the consideration of people. The consideration of people, encompasses connection to a place, that the context is
designed for, and keeping the possible users of the potential design outcome in mind.
Students will learn how to apply design principles and elements to their work. They will also explore the design process and how to use it in their design project.
Students will be able create physical models (such as hand built, 3D printed, laser cut), manual or digital rendered models (such as CAD packages), bubble diagrams, floor plans for spatial design, 2D and 3D sketches and drawings, section views, cross-sections, and elevations, rapid visualisation and/or drawing systems (isometric, oblique, planometric, orthographic, architectural, and perspective, etc).
Term 2 Students will use instrumental drawing techniques to communicate own product or spatial design outcome.
They will use CAD and 3D modelling software to present their final designs and creating orthographic (2D) and paraline (3D) drawings accurately, that visually communicate the construction or assembly features.
Term 3 Students will use representation techniques to visually communicate own product or spatial design outcome. CAD and 3D modelling software to present their final designs.
Students will learn refined techniques of how to make their drawings look real using colour tone and texture using hand-rendered presentation drawings, physical models (such as hand built, 3D printed, laser cut), rendered digital models (such as CAD packages), animations (such as flythroughs).
Term 4 Students will assemble their years work and present it in a portfolio for final marking.
Design, Architecture, Engineering, Graphic Art, Graphic Designer, Computer Graphics, Building Industry, Boat Building – Design and Construction, Landscape industry, All the Trades.
Contributions and Equipment/Stationery
Year Eleven DVC Stationery List
Qty OfficeMax Code Description
3 2803615 A3 Warwick 17C9U Drawing Pad Refill 110gsm
2 1022598 Staedtler Traditional Graphite 2H pencil
2 1022849 Staedtler Traditional Graphite HB pencil
2 1022563 Staedtler Traditional Graphite 2B pencil
1 2899604 30cm Clear Plastic Ruler
1 2802449 Eraser
1 1312650 Faber-Castell Coloured Pencils or 24pkt
1 1157957 26cm 450 Set Square
1 1158066 26cm 600 Set Square
1 2810948 Faber-Castell compass set
1 12822520 A3 Art Carry Bag (recommended)
1 2855844 Circle Guide
1 2852101 Metric Ellipse Template
1 2800373 Clear File A3 refillable display book
Optional Mechanical Pencil 0.5mm with 2H leads
Mechanical Pencil 0.5mm with HB leads
Mechanical Pencil 0.7mm with HB leads
Staedtler fibre tip pens pkt 0.1, 0.3, 0.5, 0.7mm
Credit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 92001 v3
Design and Visual Communication 1.2 - Use representation techniques to visually communicate own product or spatial design outcome
1
I
5
A.S. 92002 v3
Design and Visual Communication 1.3 - Develop product or spatial design ideas informed by the consideration of people
1
E
5
A.S. 92003 v3
Design and Visual Communication 1.4 - Use instrumental drawing techniques to communicate own product or spatial design outcome
This is an internally assessed practical based workshop course using Building, Construction and Allied Trades Unit Standards. Students will work through a number of set standards and practical projects to gain NCEA level 1 credits. There are no exams associated with this subject.
Course Overview
Term 1 We create an occasional table.
We also complete theory units on workplace safety and use of joints.
Term 2 We construct a cupboard.
Theory units include fastenings and workshop processes.
No prerequisites however, year 10 Food Technology would be beneficial.
This course utilises Service IQ unit standard resources. Students will: Gain food preparation skills and knowledge of food service in the Hospitality industry. Learn to practice a high standard of food safety and hygiene. Gain an understanding of various methods of cookery in the industry.
Course Overview
Term 1 Demonstrate knowledge of knife care, use, storage, and carrying for the hospitality industry.
Prepare and present meat in the hospitality industry.
Examples of recipes that the student will make: Ginger Chicken Stir-fry with rice noodles, Roasted stuffed Chicken breast in bacon, Roast rack of Lamb with mashed potato and minted peas, Herbed Lamb koftas with couscous and cucumber sauce, Lamb and Vegetable kebabs with satay sauce.
Term 2 Prepare and present food under the following topics: Hot finger foods, sauces and soups.
Examples of recipes that the student will make: Julienne Vegetable rice paper rolls, Cocktail pork spring rolls, Homemade sausage rolls, Cream of Chicken soup, Cream of Mushroom soup, Minestrone Soup, Butternut Puree soup.
Term 3 Prepare and cook a cake, a sponge and a batch of scones in the hospitality industry.
Prepare and present egg and cheese dishes in the hospitality industry.
Prepare and present fruit and vegetables in the hospitality industry.
Examples of recipes that the student will make: Eggs Florentine, Poached Pear, Berry Coulis, Berry Fool, Lemonade Scones, Cheese and bacon Scones, Mini Banana cake, Mini Carrot Cake, Swiss Roll, Chiffon Cake, Sponge cake.
Term 4 Consolidate all theoretical and practical work.
Successful completion of year 10 Digital or by negotiation with Teacher in Charge.
The primary objective is to build upon the key competencies acquired in Years 9 and 10 while following the technological process model. Through programming, students will enhance their problem-solving and coding skills.
In the domain of digital media, students will develop a website by identifying a need, creating a proposal, designing, and producing a solution that meets the identified purpose. Additionally, students have the option to use various media tools to create an outcome of their choice, such as Blender for 3D modeling, Adobe Animate for animation, or Adobe XD for app interface design.
Students will use text-based programming languages, including Python, to develop their projects. The digital media outcome will be crafted using HTML and CSS. These components will be compiled into a portfolio that encompasses two internal assessments and one external assessment.
Students will explore Human-Computer Interface (HCI) design. They will examine how users interact with interfaces, considering factors such as icons, color and shape, placement, and language, and how these elements influence the usability of an interface.
Course Overview
Term 1 Term 1 students work on developing a proposal that addresses a given problem, developing conceptual designs for the final outcome.
Term 2 Term 2 see the completion of the graphic digital media assessment and the start of programming.
Term 3 Term 3 sees the completion of the programming assessment. The class will then prepare for the external exam which is normally held at the start of term 4.
Term 4 Week 1 is the external exam for digital technology. Currently, this is based on Human-Computer Interfaces.
The world is increasingly "electronic", as the fast-evolving technology and its application continue to remodel our future society. Imagine what it will be like in 10 years time! “Science citizen” will play an active role in modern society, so you must be prepared for it. The Year 11 Electronics course provides a pathway of higher level learning related to Electronics and Electricity. It also caters to the interests of building electronic circuits and programming an integrated circuit. The course offers four Unit Standards and one Achievement Standard, which combine both theoretical and practical learning targets. The wide range of learning targets allow the students to develop an understanding of the basic electrical principles and concepts used in Electronics and will involve a large amount of prototyping on breadboard and soldering. Other topics covered include a knowledge of the various components used and the interaction between components in several electronic projects. Past students find the course interesting and challenging. Students who are equipped with a strong work ethic and keen to learn hands-on skills will enjoy the practical projects which reinforce the theory in Physics. The topics covered will prepare the students for Electronics in Years 12 and enhance their learning in related subjects.
Course Overview
Term 1 US5911 - magnetism theory and application
US15849 - soldering skills
US18242 - Soldering project
Term 2 US18242 continued
US18240 - circuit components and theories
Term 3 AS91357 - Undertake effective development to make and trial a prototype
This course will naturally lead on to the Level 2 ELectronic course that will be offered from 2022 (assuming sufficient student interest). This course will help students for towards a career as an electrician or electrical related industries.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 5911 v6
Explain basic magnetism and electromagnetism as applied to the electrotechnology industry
1
I
1
U.S. 15849 v7
Perform manual soldering and de-soldering procedures for electrotechnology work
2
I
2
U.S. 18240 v8
Demonstrate knowledge of basic electronic components
2
I
5
U.S. 18242 v8
Construct a simple printed circuit
2
I
3
A.S. 91357 v3
Generic Technology 2.4 - Undertake effective development to make and trial a prototype
2
I
6
Total Credits
Total Credits Available: 17 credits. Internally Assessed Credits: 17 credits.
This is an internally assessed practical based workshop course using Engineering Unit Standards. Students will work through 3 Unit Standards and a practical project to gain NCEA level 1 credits.
Skills involved will include problem solving, creativity, research, product reading, outcome development, project evaluation and practical engineering procedures.
There are no exams associated with this subject.
Course Overview
Term 1 Students will be engaged in two main activities:
Researching possible outcomes to address a given design brief and conceptual development to produce a practical project.
This work will cover one unit standard.
Term 2 Students will have commenced practical activity, working on the construction of their project.
This work will contribute to the second unit standard.
Term 3 Practical activity will continue in order to complete the construction, testing and evaluation of their practical project.
This will allow the third unit standard to be covered as well.
Term 4 Unit standard, design portfolio and project construction will have reached completion.
