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.
No prerequisites however Year 11 Art would be beneficial.
Year 12 Photography is an introduction to the art of using light. Students will learn to use the manual components of a DSLR camera, and edit images, considering their after effects. They will learn to analyse established photography practitioners and use them to inform the technical, formal and conceptual ideas that are important when considering the making of a photograph. There is an analytical written component to this course. This course will prepare students for Year 13 Photography.
Course Overview
Term 1 Analysing Photographic images
Using the camera
Software tutorials in Adobe Lightroom and Photoshop
Term 2 One body of work with three internal achievement standards - analysis, photographic image making and development of a thematic idea.
Term 3 External portfolio with development of own photographic theme.
Term 4 Final printing and submission of external portfolio.
A DSLR Camera. You will also need a USB stick to save your images. There will also be an estimated printing charge of $50 in term four for printing of portfolio at Warehouse Stationary.
Credit Information
This course is eligible for subject endorsement.
This course is approved for University Entrance.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91307 v2
Visual Arts 2.1 - Demonstrate an understanding of methods and ideas from established practice appropriate to photography
2
I
4
A.S. 91312 v2
Visual Arts 2.2 - Use drawing methods to apply knowledge of conventions appropriate to photography
Assessments:
Term: , Week:
2
I
4
A.S. 91315 v2
Visual Arts 2.3 - Develop ideas in a related series of drawings appropriate to established design practice
2
I
4
A.S. 91322 v2
Visual Arts 2.4 - Produce a systematic body of work that shows understanding of art making conventions and ideas within photography
Assessments:
Term: , Week:
Level 2 Art Students will study Design and Painting in two separate Achievement Standards. Work will also consist of drawing and painting studies, visual and written research, artist research and critical analysis of art and artworks.
Course Overview
Term 1 Internal Assessment 2.5
Personal Tattoo Design
Produce a resolved work that demonstrates control of skills appropriate to cultural conventions.
Students research, generate and develop a design that is suitable as a tattoo.
Term 2 Internal Assessment 2.5
Personal Tattoo Design
Produce a resolved work that demonstrates control of skills appropriate to cultural conventions.
Students research, generate and develop a design that is suitable as a tattoo.
External Assessment 2.4
Portfolio 2x A1 Boards
Produce a systematic body of work that shows understanding of art making conventions and ideas within painting.
Term 3 External Assessment 2.4
Portfolio 2x A1 Boards
Produce a systematic body of work that shows understanding of art making conventions and ideas within painting.
Work completed by end of term
Term 4 All folio work is presented and finalised within second week 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.
There are no prerequisites for this course however language-rich subjects are beneficial.
Level 2 Drama
The Level Two course comprises both external and internal Drama Achievement Standards. The course offers writing, researching, and performance-based standards in a supportive, fun, and rewarding environment.
Drama challenges students to make meaning of their world and provides knowledge and skills that are transferable to various work-related contexts. This course encourages students to take on new challenges and aims to get students out of the classroom and into new environments. Level Two drama students will be exposed to a range of aspects within creative industries; television filming, lighting workshops, and attending live theatre.
There are some opportunities to work individually but a core element of this course is working with others, so the willingness to be part of a team is essential.
Course Overview
Term 1 Students will explore a range of topical issues; selecting one to create a performance around. During this term, there will be an opportunity to attend live theatre in preparation for the exam in Term Four.
Term 2 This term focuses on the nature of a script - writing, editing, performing. This will explore stage vs screen and develop an understanding of stagecraft, voice, and teamwork. During this term, there will be an opportunity to attend live theatre in preparation for the exam in Term Four.
Term 3 Term 3 provides students with the option to select a practical assessment or a research-based assessment. The focus for this will be a play script and writer as chosen by the class. During this term, there will be an opportunity to attend live theatre in preparation for the exam in Term Four.
Term 4 This term will be focused on revision for the external exam.
Confidence, public speaking, creative thinking, ability to analyse, relating to others, and being able to develop ideas are valuable skills this course focuses on. These skills underpin a range of vocations including; Law, Marketing, Business, Human Relations, Politics, and Education.
Contributions and Equipment/Stationery
There may be a cost involved for viewing live theatre.
Highlighter
Pencil
Clearfile (optional)
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. 91213 v2
Drama 2.1 - Apply drama techniques in a scripted context
2
I
4
4r
A.S. 91215 v3
Drama 2.3 - Discuss a drama or theatre form or period with reference to a text
2
E
4
4r
A.S. 91216 v4
Drama 2.4 - Use complex performance skills associated with a drama or theatre form or period
2
I
4
4r
A.S. 91218 v2
Drama 2.6 - Perform a substantial acting role in a scripted production
2
I
5
5r
A.S. 91219 v2
Drama 2.7 - Discuss drama elements, techniques, conventions and technologies within live performance
2
E
4
A.S. 91220 v2
Drama 2.8 - Script a scene suitable for 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.
This course is composed of Level Two English Achievement Standards, and the option of one externally assessed standard. Students will build on the skills developed at Level One, with a focus on developing written, oral, and visual literacy. Some students may opt to attempt the visual standard in the external examination, assessed in the form of a literary essay. Whilst the focus of this course is internally assessed standards, this is still an academically rigorous course requiring an excellent attitude and work ethic.
Any student considering The University of Auckland should be aware of their entry requirement of at least 17 English credits at Level 2/3.
Course Overview
Term 1 We begin the year with an independent study of Connections Across Texts. This will enable you to choose a topic of interest and make perceptive judgements of how creators of texts approach that main theme. This will be assessed for your first 4 credits this term. We then move on to the first half of the 6 credit writing portfolio - a creative piece of writing.
Term 2 This term we move to another internally assessed standard Close Viewing where you analyse how aspects of film work together to help you understand the director's purpose in creating that text. To finish the term we begin to study the Unfamiliar Text standard for the external examinations should you decide to opt into it.
Term 3 Term three we finish the 6 credit Writing Portfolio. This will finish before your exam leave for the Mock Examinations. After the Mock's we begin the last internal standard, the Oral Presentation.
Term 4 This term we will be assessing the Oral Presentations before you leave for the NCEA examinations and end of year.
Students must have achieved at least 12 credits in Level One English, including at least an Achieved mark in one or more English external exams. However, students can discuss with the HOF if they have not met this criteria.
This is an academic course that builds on skills taught at Level 1. Focusing on written and visual literary texts, students will learn to critically analyse aspects such as author’s purpose, and the effectiveness of techniques used to communicate with the audience. The development of effective and engaging communication skills through writing and speech will help students navigate tertiary study and the challenges of the modern workplace. The course is comprised of both internally and externally assessed achievement standards.
Any student considering The University of Auckland should be aware of their entry requirement of at least 17 English credits at Level 2/3.
Course Overview
Term 1 This term we begin preparing for the Written Text external. We will be reading, studying language and learning to decode an author's intentions. This will culminate in a common test before then moving on to the first half of the six credit Writing Portfolio - a creative writing piece.
Term 2 Term 2 offers opportunities for more independent study with your own choice of texts for a Connections Study. The assessment for this is an Oral Presentation supported by visual aids, rather than the traditional written report. This way you can be rewarded with 7 internally assessed credits for this piece of work. We then move on to finishing the 6 credit Writing Portfolio with a more formal piece of writing.
Term 3 In the initial weeks of this term we finish another internal assessment, Close Viewing, before moving on to Unfamiliar Text which is the second external assessment. This study takes place in the three weeks prior to the Mock Examinations. We finish this term with the beginning of the revision period before the NCEA Examinations next term.
Term 4 We continue to revise the two externally assessed standards in the opening weeks of this term before you leave for final examinations.
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 2 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 2 assessments following guidelines set down by the MoE and NZQA. English Language will help you lift the standard of your English in the hope that you will be better able to cope with your other subjects.
This programme opens a pathway from school to the workforce for our senior boys. It is a great opportunity to blend school study with workplace learning.
Students identify an industry they are interested in and spend one day per week for a period of time in a work placement with an employer. Gateway class time is used to work on individual learning plans which will include Workplace Health and Safety, Work and Study Skills, Interpersonal Communications and Industry Related Standards. These standards are assessed both at school and the workplace and credits achieved go towards school NCEA qualifications and NZQA industry standards qualifications.
Time is also made available to catch up on work missed in other subjects while out on work placements.
Students will gain the following benefits;
A realistic insight into working life and real work experience
An understanding of available opportunities and possible future career prospects
Placements could lead to an apprenticeship or work opportunity
Gain workplace confidence by applying theory and practical skills learned in the workplace
Practical work experience (Highly valued by employers).
Credit achievement towards National Qualifications and NCEA.
This is an internally assessed course, using a combination of Generic and Industry Related Unit Standards as appropriate to each student’s preferred future career. Students are required to complete a 10 week work placement (one day per week) - arranged in conjunction with the Gateway Coordinator - with the opportunity to achieve at least 20 industry related NCEA credits in class, which will be done via unit standard workbooks and courses, such as First Aid and Health and Safety. Motivation, maturity, and a 'work ready' attitude are vital to ensure success on the Gateway transition programme. The programme of unit standards for each Gateway student may be adjusted from what is shown depending on each student's pathway.
Course Overview
Term 1 Students begin the year by working on unit standards relating to researching and planning their future pathways. They will also meet with our Gateway Co-ordinator to explore their potential work placement options. This term and next term, Gateway students will also complete a First Aid course, and a Health and Safety course.
Term 2 Students will continue working through unit standards related to employment and their future pathways, including completing a targeted CV. A number of students will also complete their work placement one day each week this term.
Term 3 Students will begin looking at unit standards related to financial literacy and life skills, including flatting and budgeting. A number of students will also complete their work placement one day each week this term.
Term 4 Term 4 will be used to complete their unit standard programme.
Due to the employment skills and work placement aspects of this course, it is useful for a wide variety of career pathways, as each student will be able to explore their own job interests through the unit standards we do.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 4252 v9
Produce a personal targeted CV (curriculum vitae)
2
I
2
U.S. 10781 v7
Produce a plan for own future directions
2
I
3
U.S. 12354 v6
Describe legal rights and responsibilities under tenancy law and means to prevent and resolve related problems
2
I
4
U.S. 12383 v9
Explore career options and their implications
2
I
3
U.S. 24695 v4
Explain taxation and other deductions relating to personal income
2
I
2
U.S. 28097 v3
Explain and select banking products and services in relation to personal finances
2
I
3
Total Credits
Total Credits Available: 17 credits. Internally Assessed Credits: 17 credits.
Each year a small group of students (approx. 15) who are entering Year 11 are identified and invited to join our JC Pathway. These students would find it challenging to see success in some elements of the mainstream programme. In its place is a more personalised learning pathway which still leads to NCEA L1 and L2. Once students start on this pathway they will stay on it until they leave St John’s College, moving from 11JC to 12JC and then on to tertiary training, apprenticeship, or job opportunities at the end of Year 12.
Academic provision in school is blended with access to STAR funded courses which give students the opportunity to undertake work related learning and gain relevant experience for the workplace. This leads into a more formal work experience placement that students undertake in Year 12 via the Gateway programme.
Once students have completed two years of the JC/Gateway transition programme - gaining a variety of Core Skills and Industry related NCEA credits - and having also completed a 10 week work placement, students should now be ready to move onto industry related tertiary study, an apprenticeship or full-time employment.
The Level 2 Job Creation Course consists of 5 compulsory subjects; English, Maths, Religious Education, Physical Education & Health and Gateway. Students choose an additional 2 options.
English The focus is on the development of careers and work related literacy skills within an English context. Students will sit Unit Standards that focus on a variety of skills in reading, writing, speaking and listening.
Mathematics The 12JC mathematics course provides students with the opportunity to get Level 2 credits in a highly valued subject. All standards are internally assessed.
Gateway & Lifeskills Students will gain a variety of Core Skills and Industry related credits. A compulsory part of the course is a work experience placement (1 day per week for 10 weeks). By the end of the course students should be ready to move onto industry related tertiary study, an apprenticeship of full-time employment
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.
Level 2 Mathematics (Internal) is designed for students who would find it difficult to work at the speed and level of difficulty required to achieve in the Level 2 Mathematics (External) course.
This course contains a minimal amount of algebra content; however, it does provide students with the opportunity to get Level 2 credits in a highly valued subject. It consists of 7 achievement standards worth a total of 17 credits. The majority of standards are internally assessed, with one external standard – ‘Apply probability methods’, worth 4 credits, which will be assessed externally in an end of year examination. All other standards will be assessed in class immediately on completion of the unit of work.
*Students who plan to take Level 3 Statistics or Calculus in Year 13 should not take this course.
*Students who select this course may be placed into Level 2 Mathematics (External) instead at the discretion of the Head of Faculty Mathematics.
Course Overview
Term 1 Weeks 2 – 6 2.1 91256 Trigonometric Relationships
Weeks 7 – 10 2.4 91258 Sequences and Series
Week 11 2.3 91259 Co-ordinate Geometry
Term 2 Weeks 1 – 3 Co-ordinate Geometry cont.
Weeks 4 – 7 2.5 91260 Network Methods
Weeks 8 – 10 2.14 91269 Systems of Equations
Term 3 Weeks 1 – 3 2.12 91267 Probability
Weeks 4 – 7 AS 2.13 91268 Investigate using a Simulation
Week 8 Senior Assessment Week
Weeks 9 – 10 Probability revision
Students who take Level 2 Mathematics (External) should have passed all the Year 11 external achievement standards.
AS 91027 Apply algebraic procedures in solving problems AS 91028 Investigate relationships between tables, equations and graphs AS 91037 Demonstrate understanding of chance and data
Level 2 Mathematics (External) is an academic course which requires a high level of algebraic manipulation. It is designed for students who have successfully completed Level 1 Mathematics (External) including success in Algebra and Tables, Equations & Graphs. There is a combination of Internally and Externally Assessed standards.
The Internal Standards are assessed immediately after the class work is completed for that standard. The other External Standards are assessed in the NZQA administered exams at the end of the year (3 hour examination).
*Students who select this course may be placed into Level 2 Mathematics (Internal) instead at the discretion of the Head of Faculty Mathematics.
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.
Level 1 Music or similar, or three years formal instrument tuition that is on going.
If you have not taken Music at Year 11 and would be interested in taking Year 12 Music then this is possible via discussion with the Music TiC.
This course is composed of internal and external Music Achievement Standards. Students will pursue performance, song writing, composition and research. Formal tuition on a chosen instrument is required throughout the year. Students must be at grade 4 performance level or above to be successful in the course. They should have been learning their chosen instrument for at least 3 years. There are 24 core credits in this course in composition, solo performance, group performance, music research and the external standard in music theory. There is also an opportunity to achieve extra 3 credits for performing on a second musical instrument that is at the same level as the first instrument. End of course assessment criteria: •Performance is assessed at four year’s formal tuition. •Song writing and composition is assessed at three years in classroom Music (Years 10 to 12). Year 12 Music pathway: •Provides opportunity for developing music skills including performance and music writing •Is a significant phase 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 Investigate an aspect of NZ music written research assignment
Theory bookwork - weekly activities to complete
Solo performance - perform one piece on your chosen instrument
Group performance
Term 2 Theory bookwork continued
Solo performance - perform a second piece on your chosen instrument
Group performance assessment
Term 3 Theory bookwork preparation for external exam
A.S. 91270 v2
Making Music 2.1 - Perform two substantial pieces of music as a featured soloist
Assessments:
Term: , Week:
2
I
6
A.S. 91271 v2
Making Music 2.4 - Compose two substantial pieces of music
Assessments:
Term: , Week:
2
I
6
A.S. 91272 v2
Making Music 2.3 - Demonstrate ensemble skills by performing a substantial piece of music as a member of a group
Assessments:
Term: , Week:
2
I
4
A.S. 91273 v2
Music Studies 2.8 - Devise an instrumentation for an ensemble
2
I
4
A.S. 91274 v2
Making Music 2.2 - Perform a substantial piece of music as a featured soloist on a second instrument
Assessments:
Term: , Week:
2
I
3
A.S. 91276 v3
Music Studies 2.6 - Demonstrate knowledge of conventions in a range of music scores
2
E
4
A.S. 91278 v2
Music Studies 2.9 - Investigate an aspect of New Zealand music
Assessments:
Term: , Week:
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.
14 Credits in NCEA level 1 Physical Education and/ or Outdoor Education or combination thereof. A good level of physical fitness. If a student has an interest in the outdoors/ adventure tourism and a satisfactory level of achievement in Science and English, an exception may be made after consultation with the TIC.
Students will participate in a range of outdoor pursuits including; 3-day overnight tramp, mountain biking, climbing & adventure based learning activities. Students may also be able to participate in a high and low rope courses and caving expedition. They will learn safety management procedures and skills associated with the planning, implementing and evaluating of these activities. Students considering this course should have an interest in outdoor pursuits. Students selecting this course should expect to miss approximately 6 days out of school.
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 of 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 Tramping, Camping, Weather, Survival Skills, Maps, Personal Contribution to a Group
Term 2 Caving, Kaitiakitanga/Guardianship, Conservation, Sustainability, Canyoning
Term 3 High Ropes, Weather, Preparation Skills for an Outdoor Activity, Mountain Biking, Mountain Bike Servicing,
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
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 457 v7
Demonstrate mountain biking skills on grade 2 terrain
2
I
2
U.S. 473 v7
Demonstrate safe practices for participation in high ropes course activities
2
I
1
U.S. 20133 v2
Demonstrate basic caving skills
2
I
2
U.S. 20138 v2
Set up and undertake basic maintenance of a mountain or cycle touring bike for outdoor recreation
2
I
2
U.S. 20159 v3
Demonstrate knowledge of weather information for an outdoor activity
2
I
2
U.S. 20817 v3
Demonstrate mountain biking skills on grade 3 terrain
3
I
2
U.S. 26249 v2
Demonstrate skills for an overnight tramp
2
I
2
U.S. 32835 v1
Demonstrate knowledge of weather information, introductory survival skills, and the use of maps in the outdoors
2
I
3
U.S. 32840 v1
Demonstrate knowledge of preparation for an outdoor activity
2
I
3
U.S. 32843 v1
Demonstrate knowledge of how personal contribution influences group functioning in an outdoor activity
2
I
3
U.S. 32847 v1
Demonstrate and apply knowledge of basic concepts of kaitiakitanga for outdoor recreation
2
I
2
Total Credits
Total Credits Available: 24 credits. Internally Assessed Credits: 24 credits.
Students will take part in a wide range of physical activities designed to keep them active and healthy with a view to promote ongoing wellbeing through movement after they have left school. Students may get a chance to perform a physical activity against the National Standards.
11 credits in NCEA level 1 Physical Education and Achievement Standard 90068 (structure and function of the body). Consideration will be given to those with satisfactory achievement in NCEA Level 1 English and Science, for those who have an interest in sport and / or by negotiation with HOD.
In Level 2 Advanced Physical Education we look at the current issues in physical activity at St John's College and compare them at a national level. Students will study Biophysical Principles such as: functional anatomy, biomechanics, skill learning principles and sport psychology through the context of a chosen Skateboarding skill. Students will complete a six week training programme using the school weights area. This programme will focus on principles and methods of training, energy systems, exercise physiology and sport psychology. Students will learn both interpersonal skills and leadership skills, which are vital for life. This will be done by coaching students from one of our contributing schools.
Course Overview
Term 1 Examine the role and significance of physical activity
Term 2 Training principles (Powerlifting)
Biomechanical analysis (Skateboarding)
Term 3 Biomechanical analysis (Skateboarding)
Leadership (Coaching)
This course is designed for those with an interest in sport provision but who struggle with the academic nature of the Advanced Physical Education classes. It has a high practical component. The course is made up of both Unit and Achievement Standards. Students will learn how to break skills into their key components for the purpose of coaching, apply basic functional anatomy while designing a weight programme and how to improve their communication skills so their teams can perform better. Students will also participate in four activities while demonstrating 'social responsibility'. Sporting contexts include; Touch Rugby, Ultimate frisbee, Volleyball, and Basketball.
U.S. 9677 v11
Communicate in a team or group which has an objective
2
I
3
U.S. 22768 v3
Conduct and review a beginner level coaching session
2
I
4
U.S. 30933 v1
Demonstrate exercise and stretching techniques
3
I
5
A.S. 91330 v3
Physical Education 2.4 - Perform a physical activity in an applied setting
2
I
4
A.S. 91334 v2
Physical Education 2.8 - Consistently demonstrate social responsibility through applying a social responsibility model in physical activity
2
I
3
Total Credits
Total Credits Available: 19 credits. Internally Assessed Credits: 19 credits.
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 followed the Understanding Faith Curriculum for Year 11
Level 2 Religious Education The focus in Year 12 is assisting students to widen their horizons. Students study a theme in the bible, how the Catholic church responds to social justice needs in our society and they also compare two world religions in their approach to a significant question for humanity.
This course offers 18 NCEA credits.
Course Overview
Term 1 Explain how the Catholic church and another world religion view an aspect of faith, such as What Happens when we Die.
Term 2 Explain the impact of Catholic Social Teaching in the daily lives of people
Term 3 Explain a theme in one of the books of the bible.
$10 for National Centre of Religious Studies Textbook License
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. 90822 v3
Religious Studies 2.3 - Explain how a contemporary social action derives from the ethical principles of a religious tradition
Assessments:
Term: , Week:
2
I
6
A.S. 90823 v3
Religious Studies 2.4 - Explain the key beliefs within two religious traditions in relation to a significant religious question
Assessments:
Term: , Week:
2
I
6
A.S. 91724 v2
Religious Studies 2.1 - Explain a significant theme in a sacred text within a religious tradition
Assessments:
Term: , Week:
2
I
6
Total Credits
Total Credits Available: 18 credits. Internally Assessed Credits: 18 credits.
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 continues on from the horticultural skills developed at level one. It is heavily weighted towards practical horticultural work. Included in this is planting and maintaining both a summer and winter raised Potager garden bed (flowers, herbs and vegetables) throughout the year. The second major practical component is caring for an established trees and shrubs planting adjacent to the Horticulture block. The third and final major practical component is planting trees and shrubs in a new native restoration zone in the gulley adjacent to the Horticulture block.
Course Overview
Term 1 Garden preparation and planting out of summer bedding plants for US21027 (Bedding plants). Landscape plan and basic theory around this carried out. US 29663 (care for trees & shrubs) area issued and practical work on this commences.
Term 2 Maintenance on bedding plants and trees & shrubs standards continue. Towards middle of term summer garden removed and replaced with winter plantings. US 29663 (care for trees & shrubs) practical work and workplace diary record keeping continues.
Term 3 Winter Garden maintained throughout term. US 2765 (PLant trees & shrubs) begins and is completed by end of the term. US 29663 (care for trees & shrubs) practical work and workplace diary record keeping is completed.
Term 4 Any remaining standards/catch up work completed.
Students need to have attained Level 1 Genetics at a Merit grade. Achieved or higher for Chemistry external is desirable too. Additionally, due to the high literacy content of this Science Reading and Writing skills need to be strong.
Biology is the Science of Life and is a useful subject for many career pathways such as medicine, dentistry, veterinary science, health and physical education, horticulture, agriculture, farming, teaching and in the food industry. It is also a subject of general interest for many people, in areas such as conservation, wildlife, stem cell research, genetic engineering and general health & well-being. Course Description: Ecology and Conservation; Students look at living organisms within their environment and study a community at the rocky shore. Cells; Students learn the fundamentals about cells and cell processes. Adaptation; Students study adaptations of different animals. Genetics and Evolution; This involves the study of genetic variation, genetic inheritance and evolution. Additionally students carry out biological investigations based around their learning in cell biology.
Must have attained a Merit grade or better in Science 1.5 (Acids and Bases) and Chemistry 1.1 (Practical Investigation), or HOF approval.
Chemistry is the science of matter and as such studies the elements and the compounds they form. The course shows how chemists use their knowledge to meet the needs of society. Chemical knowledge is a requirement or recommended for entry to university courses in medicine, dentistry, pharmacy, agriculture, engineering and materials technology.
14 credits in Level 1 Science and Mathematics including one Merit from either Physics 1.3 (electricity) or Science 1.1 (mechanics) and a Merit in 1.2 Algebra (91027) or HOF approval.
Physics is the study of the physical world around us, including motion of objects, forces, gravity and electromagnetism. Knowledge of Physics is a requirement for entry to university courses in Engineering (Mechanical, Chemical, Structural, Civil and Electrical), Architectural Design and Surveying.
Course Description:
Experimental Methods: Measurement and analysis of physical systems.
Mechanics: A look at how and why objects move in different situations.
Electricity and Electromagnetism: Electrical circuit behaviour. Electric and magnetic fields and the links between them.
Waves: The properties and behaviour of different types of waves including light and sound.
Course Overview
Term 1 Mechanics in the context of Motion, Force, Momentum and Energy.
Physics Investigation in the context of non-linear relationship.
Term 2 Electricity in the context of Static Electricity, DC Electricity and Electromagnetism.
Wave in the context of Light: Reflection, Refraction (including Total Internal Reflection) and Optical Instruments.
Term 3 Waves in the context of Reflection and Refraction, Superposition, and Double-Slits Diffraction.
Atomic and Nuclear Physics in the context of Nuclear Fission and Fusion Reactions.
Contributions and Equipment/StationeryCredit Information
This course is eligible for subject endorsement.
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91168 v2
Physics 2.1 - Carry out a practical physics investigation that leads to a non-linear mathematical relationship
Assessments:
Term: , Week:
2
I
4
A.S. 91170 v2
Physics 2.3 - Demonstrate understanding of waves
2
E
4
A.S. 91171 v2
Physics 2.4 - Demonstrate understanding of mechanics
2
E
6
A.S. 91173 v2
Physics 2.6 - Demonstrate understanding of electricity and electromagnetism
Achieved grade in 2 or more of Year 11 Internal Science Level 1 Achievement Standards OR 1 of the external Level 1 Science exams. Consideration will be given to students interested in enrolling on this Year 11(I) Science course in consultation with the Teacher in Charge (Mrs Fairweather) and the HOF (Mr Wood).
Year 12 Science is an Achievement Standards, based on Level 7 of the Science Curriculum document. This Course encourages students to relate what they have learnt in class to the world they live in, supporting report and writing skills. Applying content knowledge from research skills, relating this to biology, physics and Earth & space science, provides students with a wide range of experiences in senior sciences and to the world around them. Completing this course will allow students to select Year 13 Senior Science the following year. This is an internally assessed course, providing students with a range of opportunities within the different branches of science: Earth and space science, biology, physics and senior sciences.
Course Overview
Term 1 Introduction to Level 2 Senior Science: Getting ready for report writing, referencing and bibliography, setting you up for the course and course content, scientific principles and lab protocols.
AS 91169:
What forces affect Vehicle Crumple Zones (VCZ)? How do different areas of a vehicle deform upon impact? What is the point of having a VCZ? You can learn how the principles of physics affect how the chassis, body of a car and how crumple zones are affected by collisions. Using practical and visual aids, can you prevent injury to your passengers with the design of your own crumple zone?
Term 2 AS 91188:
What are mokonui (dinosaurs) and why aren't there any on Earth today? Where did they go? What actually happened? You will find out what the different theories are that lead to dinosaur extinction and the rise of whāngote (mammals).
AS 91160:
This Level 2 Biology achievement standard gives you a microscopic look at a variety of organisms and their life processes. Mātauranga koiora help us understand what is happening on both a microscopic level and larger. What can you learn from this standard?: How to prepare microscope slides; Viewing, identifying and recording cell structures; What a cell's specialised features are and what they enable it to do; Using plants and microscopic organisms to support your investigations.
Term 3 AS 91172:
Do you know what an FAQ is? What is nuclear power and how is it generated? How is can nuclear power beneficial to us? How does is impact the environment? How can we find out more about nuclear physics (mātai ahupūngao karihi)? These are all relevant questions relating to how nuclear power is generated, used, how it helps society and what the negative impacts are. You will find out what FAQ’s are and how they can help someone find out more information.
AS 91190:
How do rauropi (organisms) survive in extreme environments like our deep moana? What factors allow them to do this? Is this adaptations or urutaunga? How have organisms evolved to survive in such an extreme deep ocean environment. We can learn all about this topic by using the Angler Fish to help us.
Term 4 There will be time available to check that all of your assessments are up-to-date.
2B8 or 2B5 Exercise book
Highlighter
Pens (black and blue) - students must bring and be responsible for their own pens for the duration of this course.
Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
A.S. 91160 v2
Biology 2.8 - Investigate biological material at the microscopic level
2
I
3
A.S. 91169 v2
Physics 2.2 - Demonstrate understanding of physics relevant to a selected context
Assessments:
Term: null, Week: null
2
I
3
A.S. 91172 v2
Physics 2.5 - Demonstrate understanding of atomic and nuclear physics
2
I
3
A.S. 91188 v2
Earth and Space Science 2.2 - Examine an Earth and Space Science issue and the validity of the information communicated to the public
2
I
4
A.S. 91190 v2
Earth and Space Science 2.4 - Investigate how organisms survive in an extreme environment
Assessments:
Term: , Week:
2
I
4
Total Credits
Total Credits Available: 17 credits. Internally Assessed Credits: 17 credits.
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.
15 Credits level 1 Commerce or approval from the HOF. Progress in the practice exams in term 3 will used to determine suitability for the level 2 course.
Economics is a social science involving the study of people and their activities relating to production, consumption and exchange. It covers the behaviour of individuals, their work decisions of what to produce, where to locate and how to market, and the activities of government. The subject also explores major economic issues such as employment, inflation, budget deficits, trade, economic growth and government policies. Economics develops analytical and critical thinking skills, and as students progress to more advanced levels at St John's College, they will have the opportunity to specialise in varied areas such as financial markets, game theory, labour and environmental economics.
The Level 2 course is a full year introduction to Macro-Economics and the New Zealand economy. Students will explore the following key issues:
1. Price Stability
2. Trade and the Balance Of Payments
3. Economic Growth
4. Unemployment
5. Government Policies and the New Zealand economy
Students will be expected to keep current with developments in the New Zealand economy and the wider world in which New Zealand trades.
Course Overview
Term 1 This term will be reviewing the key knowledge needed from level 1 course. There will be then two units studied which are Inflation and Employment.
Term 2 In Term two the units studied will be International Trade and Economic growth.
Term 3 In Term 3 the last unit on Government Policies will be studied, and the term ill end with revision for the externals in term 4.
12 credits in NCEA Level 1 Geography or English or approval from TiC. If you do not attempt the Level 1 geography exam you will be required to have a conversation with TiC.
Geography is the study of the environment around us. We look at aspects of physical, human and environmental geography, developing an in-depth understanding of the interactions that occur between the cultural and natural environments at the local and global scale.
Students will be building on their knowledge of the processes that form New Zealand by conducting fieldwork in Tongariro National Park, this will involve a three-day field trip staying and researching the environment. This is the highlight of the year as we go down the end of term 2 when there is snow, weather dependent we get to go on the Sky Waka and sledding. They will be further developing their knowledge of the application of GIS (Geographic Information Systems) skills developing the ability to use and apply ARCGIS software which is used in many industries today.
Students will also be expected to understand the varying perspectives of A New Zealand Contemporary geographic issue.
Follow us on instagram @sjcgeography to see what we get up to in Geography, in and outside the classroom.
Course Overview
Term 1 A.S. 91243 v2 Geography 2.4 - Apply geography concepts and skills to demonstrate understanding of a given environment
Ongoing throughout the year. Students develop their geographic skills, graphing, mapping, and resource interpretation in a given context.
A.S. 91240 v2 Geography 2.1 - Demonstrate geographic understanding of a large natural environment
Tongariro National Park - this involves a three-day field trip in the snow to help with our understanding. We develop an understanding of the processes and elements that help to create the features we see in Tongariro National Park, and how people use the environment.
Term 2 A.S. 91243 v2 Geography 2.4 - Apply geography concepts and skills to demonstrate understanding of a given environment
Ongoing throughout the year. Students develop their geographic skills, graphing, mapping, and resource interpretation in a given context.
A.S. 91247 v2 Geography 2.8 - Apply spatial analysis, with guidance, to solve a geographic problem
This topic is selected from student choice. Students choose a topic of their choice, using ArcGIS global software to solve a geographic problem. In the past we have looked at Carbon sinking in the Waikato, Crime in Chicago, it is students choice.
A.S. 91245 v3 Geography 2.6 - Explain aspects of a contemporary New Zealand geographic issue
Should people have to pay to enter our national parks? Students look at different perspectives as to whether people should have to pay to enter NZs national parks or not.
Term 3 A.S. 91243 v2 Geography 2.4 - Apply geography concepts and skills to demonstrate understanding of a given environment
Ongoing throughout the year. Students develop their geographic skills, graphing, mapping, and resource interpretation in a given context.
A.S. 91244 v3 Geography 2.5 - Conduct geographic research with guidance
How altitude affects vegetation in Tongariro National Park - a three-day field trip to collect our research data.
A.S. 91240 v2 Geography 2.1 - Demonstrate geographic understanding of a large natural environment
Tongariro National Park - this involves a three-day field trip in the snow to help with our understanding. We develop an understanding of the processes and elements that help to create the features we see in Tongariro National Park, and how people use the environment.
Term 4 A.S. 91243 v2 Geography 2.4 - Apply geography concepts and skills to demonstrate understanding of a given environment
Ongoing throughout the year. Students develop their geographic skills, graphing, mapping, and resource interpretation in a given context.
A.S. 91240 v2 Geography 2.1 - Demonstrate geographic understanding of a large natural environment
Tongariro National Park - this involves a three-day field trip in the snow to help with our understanding. We develop an understanding of the processes and elements that help to create the features we see in Tongariro National Park, and how people use the environment.
$25 for Workbook and course materials
2B8 exercise book, Blue or Black pens, Ruler, and Highlighters.
Pencils, protractor, Colouring pencils.
There will be a field trip cost for the three-day trip to Tongariro National Park of approximately $280
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. 91240 v2
Geography 2.1 - Demonstrate geographic understanding of a large natural environment
2
E
4
4r
A.S. 91243 v2
Geography 2.4 - Apply geography concepts and skills to demonstrate understanding of a given environment
2
E
4
A.S. 91244 v3
Geography 2.5 - Conduct geographic research with guidance
2
I
5
A.S. 91245 v3
Geography 2.6 - Explain aspects of a contemporary New Zealand geographic issue
2
I
3
A.S. 91247 v2
Geography 2.8 - Apply spatial analysis, with guidance, to solve a geographic problem
10 Credits in Level 1 History or the equivalent in Level 1 external English.
This 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 has a lot of literacy reading and writing credits and so is a viable choice for those looking for alternative literacy credits. The skills developed include, critical source interpretation, persuasive argument and evaluation. Critical source interpretation involves interpreting a range of sources, what are they saying? How useful is the source and how reliable or useful is it? This develops your ability to understand the world as it is rather than how others say it is. Persuasive argument. This is the ability to convince others with well articulated ideas explained well and backed up with comprehensive evidence. Evaluation. History also gives you the skills to analyse perspectives and ideas to evaluate their comparative validity and usefulness, which has a number of real-world applications. Topics include the Russian Revolution, perspectives on the Vietnam War and a research task that will include trips to the University of Waikato Library.
Course Overview
Term 1 Introduction
Achievement Standard: 2.1 AS91229 Version 2
Carry out an investigation of an historical event, or place, of significance to New Zealanders; Nuclear Free New Zealand.
Topics can include
The sinking of the Rainbow Warrior
The break down of ANZUS
New Zealand protest against French Nuclear testing
Waikato University Library trips Preferably week 5/6
Term 2 Complete Achievement Standard 2.2: AS91230 Version 2
Examine an historical event, or place, of significance to New Zealanders; Nuclear Free New Zealand
Achievement Standard 2.4: AS91232 Version 2
Interpret different perspectives of people in an historical event that is of significance to New Zealanders: Perspectives on Indo China/SEA conflict.
A look at New Zealand's involvement in the the Malayan Emergency, the Borneo Confrontation and the Vietnam War.
Term 3 Work on external assessments skills
Achievement Standard 2.3: AS91231 Version 2
Examine sources of an historical event of significance to New Zealanders
Achievement Standard 2.5: AS91233 Version 2
Examine causes and consequences of a significant historical event; The Russian Revolutions.
Practice exam
Exam debrief and things to work on.
15 credits in Level 1 Commerce or approval from the HOF. Students who have not previously taken accounting will need to participate in out of class tutorials.
Accounting gives students the tools to make real life financial decisions in a constantly changing and uncertain world. It is the process of preparing and communicating financial information to a wide range of users. Accounting enhances financial literacy and helps individuals and organisations to be accountable to stakeholders for their actions. In addition to being a core prerequisite for almost every commerce degree in Australasia, accounting skills are important in all types of industries and highly valued in university graduates.
Level 2 gives students the tools to make real life financial decisions, enhance their financial literacy and help individuals and organisations to be accountable to stakeholders for their actions.
The course covers the following topics:
Processing simple and complex data into meaningful information using accounting software (Xero)
Accounts receivable and Inventory subsystems and the controls required for accurate information
Preparation and interpretation of financial reports which meet user needs and professional and legal requirements
Decision making - analyse and interpret financial information
Course Overview
Term 1 The first term will focus on two external papers: preparing financial information for an entity that operates accounting subsystems and interpreting accounting information for entities that operate accounting subsystems. These two topics will help students gain a base understanding for the accounting work that they will do all year.
Term 2 The first six weeks will focus on the internal assessment of demonstrating understanding of an accounts receivable subsystem for an entity. The final 4 weeks will be spent on the internal assessment of demonstrating an understanding of an inventory subsystem.
Term 3 The internal assessment on demonstrating understanding of accounting processing using accounting software, Xero will be the focus until the school exams. Revision for the externals will occur for the rest of the term.
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!!
Year 11 Te Reo Māori or at the discretion of the TIC Te Reo Māori.
The course will continue on from Year 11 Te Reo Māori and build on to the foundation of NCEA Level 1 skills in reading, writing, listening and speaking.
You will have an opportunity to choose your pathway of study this year in discussion with the teacher. There is no compulsion to attempt all assessments available.
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.
Recommended that students have completed a level one Building and Construction course.
This is an internally assessed practical skills based workshop course using Building, Construction and Allied Trades Unit Standards. Students will work through a number of set assignments and practical projects towards NCEA level two. There are no exams associated with this course.
Course Overview
Term 1 We create a bedside cupboard that has a drawer and a door.
Theory units include Make a Cupboard and safety legislation.
Term 2 We create garden furniture, an Adirondack chair and a trestle.
Theory units include: Make garden furniture.
Term 3 Continuation of projects.
Theory units, including hand tools.
Term 4 Completion of all projects and theory units.
12 Level 1 NCEA Graphics credits or by negotiation with HOF
The course is structured to enable students to extend their understanding and skills in designing to specific needs and requirements in Graphics Communication from research, conceptual ideas to final solution and presentation. There are no exams associated with this subject. All work for NCEA is either internally assessed, (teacher) or externally moderated.
Course Overview
Term 1 This term students will be designing a beach house for a specific section for their spatial design assignment.
Term 2 Students will complete architectural working drawings (house plans) of their beach house using CAD software.
They then will complete scaled 2-point perspective drawings of the house.
Term 3 Students will design a lighting feature as a product design for the house. The will use 3D modelling software to aid them and for the final presentation.
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
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 12822520 A3 Art Carry Bag (recommended)
1 2855844 Circle Guide
1 2800373 Clear File A3 refillable display book
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. 91338 v3
Design and Visual Communication 2.31 - Produce working drawings to communicate technical details of a design
Assessments:
Term: , Week:
2
E
4
A.S. 91341 v4
Design and Visual Communication 2.34 - Develop a spatial design through graphics practice
Assessments:
Term: , Week:
2
I
6
A.S. 91342 v4
Design and Visual Communication 2.35 - Develop a product design through graphics practice
Assessments:
Term: , Week:
No prerequisites however, level 1 Hospitality would be beneficial. Please contact Mrs Myburgh with any questions.
Students will: Complete the Service IQ level 2 unit standards professional cookery course. Gain food hygiene and safety qualifications and learn various methods of commercial cookery.
This is a vocational course that may lead to tertiary study and a career in the Hospitality industry.
Course Overview
Term 1 Practice food safety methods in a food business under supervision.
Handle and maintain knives in a commercial kitchen.
Examples of recipes that you will make: Lamb Koftas with couscous, Tsatsiki, Pan-fried Thai Beef salad, Roast Chicken drumsticks / Roast Vegetables with feta, Homemade Basil pesto, Spanish Omelette, Soufflé omelette, Grilled Lamb kebabs
Term 2 Prepare fruit and vegetable cuts.
Cook food items by roasting.
Examples of recipes that you will make:Teriyaki Chicken Sushi, Roast Beef and Yorkshire pudding, Roast Leg of lamb served with vegetables, Grilled Lemon Snapper with crispy crushed potatoes, Mixed Grill, Caesar salad with chicken, Warm chorizo pasta salad with red pesto dressing, Curried rice salad, Potato salad with bacon
Term 3 Cook food items by grilling.
Prepare and present salads for service.
Cook food items by frying.
Prepare and present basic sandwiches for service.
Examples of recipes that you will make: Deep fried Battered Gurnard, Crumbed Fish of the day served with potato wedges, Smashed Egg Mayonnaise Sandwich, Panini, “Full house” open sandwich, BLT, Club sandwich, Spicy Chicken crunchwrap, Bookmaker’s sandwich, Homemade Garlic bread
Term 4 Consolidation of the theoretical and practical components.
Level 1 Digital Technologies or negotiation with Teacher In Charge.
Year 12 Digital Technologies: Advanced Programming and Web Design
The Year 12 curriculum in Digital Technologies emphasizes programming and web design, with opportunities for personalization in Digital Media upon consultation with the Head of Department. This course is designed to cultivate essential skills outlined in the New Zealand curriculum, including problem-solving, project management, critical thinking, and interpersonal communication.
Students will select from the available standards and undertake a course of study that best suits their interests and abilities, while completing the learning and assessment that goes alongside that. Most students will complete the same standards, but those that have a specific interest can negotiate to work towards the standards that best suit their outcomes.
Core Components:
Programming:
Focus on text-based languages such as Python and JavaScript
Development of a functional prototype using industry-standard project management tools
Creation of purpose-built programs to address specific challenges
Compilation of a comprehensive portfolio throughout Terms 2 and 3
Web Design:
Mastery of HTML, CSS, and JavaScript
Creation of responsive websites adaptable to various screen sizes
Implementation of the design process: from prototyping to hand-coding
Emphasis on meeting stakeholder requirements and user needs
External Assessment:
Digital Common Assessment Task conducted at the commencement of Term Four
Evaluation of students' ability to articulate their solution development process
Flexibility for students pursuing creative pathways to report on their chosen topic
This curriculum is strategically designed to prepare students for advanced studies, particularly the COMP 101 course at the University of Waikato in Year 13. By engaging with real-world programming challenges and web design projects, students will develop a robust skill set applicable to future academic and professional endeavors in the digital technology sector.
Course Overview
Term 1 Students spend term 1 developing their programming and project management skills. And when ready undertake a portfolio of work where they will develop a program for a given problem. The focus is on the key competencies of problem-solving and thinking.
Term 2 Students spend term 2 completing the programming portfolio before undertaking a project of their choice. Most students will be encouraged to do the web design component, but other assessment tasks will be available for those with a specific interest such as animation, 3D modelling, video etc.
Once the programming task is completed, students will learn their respective software skills, plan and design an outcome. The creation of the outcome will usually be started late in Term Two, and then finished off in Term Three.
Term 3 Students complete their design assessment and start creating the final product. The last few weeks of term three are spent preparing for the external which is normally sat in week 1 of term 4.
A.S. 91891 v1
Digital Technologies and Hangarau Matihiko 2.2 - Apply conventions to develop a design for a digital technologies outcome
2
I
3
A.S. 91893 v1
Digital Technologies and Hangarau Matihiko 2.4 - Use advanced techniques to develop a digital media outcome
2
I
4
A.S. 91896 v1
Digital Technologies and Hangarau Matihiko 2.7 - Use advanced programming techniques to develop a computer program
Assessments:
Term: null, Week: null
2
I
6
A.S. 91897 v1
Digital Technologies and Hangarau Matihiko 2.8 - Use advanced processes to develop a digital technologies outcome
Assessments:
Term: null, Week: null
2
I
6
A.S. 91899 v1
Digital Technologies and Hangarau Matihiko 2.10 - Present a summary of developing a digital outcome
The successful candidates must have a record of sound work ethics. Prior learning of Year 11 Electronics is preferred but not a necessity.
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 in10 years time! “Science citizen” will play an active role in modern society, so you must be prepared for it. The Year 12 Electronics course provides a more detailed learning of electronic systems, circuit concepts and measurements for electronics. The course offers a combination of three Unit Standards and one Achievement Standard, which include both theoretical and practical learning targets. The wide range of learning targets allow the students to develop an understanding of the basic electronics theory and projects. Past students find the course interesting and challenging. Students who are equipped with a strong work ethic and keen to pursuit Electronics as a career pathway will enjoy the projects which reinforce theories in Electronics. The topics covered will prepare the students for learning Electronics on a higher level and enhance their learning in science and technology for the future.
Course Overview
Term 1 US18239 - Circuit theories
US18243 - Soldering project
Term 2 US18243 continued
US18241 - circuit measurements
Term 3 AS91894 - automatic vehicle project using PICAXE programming techniques
Year 12 Engineering leads directly into Year 13 Engineering.
Students will develop knowledge of machines and machining, cutting tools, and the application of good work practice while carrying out fabrication processes in an engineering environment.
Students will work on at least two projects. Mild steel funnel and a multi material gearknob.
Further tertiary opportunities include a wide selection of trade based careers, diploma and degree qualifications in mechanical, electrical, civil engineering.
Course Overview
Term 1 Students will work towards the completion of at least two practical projects; a sheet metal funnel.
Students will work to achieve three Unit Standards:
32051 Demonstrate and apply knowledge of mechanical engineering drawings and geometric construction in an Engineering environment.
32053 Demonstrate knowledge of and apply good work practices when performing machining operations in Engineering environment
32055 Demonstrate knowledge of and apply good work practices when performing simple fabrication operations in an Engineering environment.
Term 2 32051 will be assessed. First project should be finished before the end of this term.
Term 3 The second project will be started, if not already and should be completed by the end of this term.
32053 and 32055 will be assessed at the end of term three.
Term 4 Assessment and construction of projects will finish early in term four.
Studying Engineering will lead you into a challenging, flexible, and rewarding future with international opportunities. Engineers are responsible for the design and operation of the infrastructure which underpins our society including:
Contributions and Equipment/Stationery
$100 Materials/Photocopying.
Assessment Information
Internal assessment of the unit standards. Moderation from external moderators. Credit Information
Assessment
Level
Internal or External
Credits
L1 Literacy Credits
UE Literacy Credits
Numeracy Credits
U.S. 32051 v1
Demonstrate and apply knowledge of mechanical engineering drawings and geometric construction in MaPS environment
2
I
4
U.S. 32053 v1
Demonstrate knowledge of and apply good work practices when performing machining operations in MaPS environment
2
I
7
U.S. 32055 v1
Demonstrate knowledge of and apply good work practices when performing simple fabrication operations in MaPS environment
2
I
7
Total Credits
Total Credits Available: 18 credits. Internally Assessed Credits: 18 credits.
