Lincoln High School

In this course students will construct a functional item with some scope allowed for individual designs when following the technological design process.

The skill focus is mainly on

• using hand tools, equipment and machinery
• marking out and measuring
• accuracy and precision
• preparing cutting lists

This course establishes workshop practices such as

• collaboration
• following strict safety codes of practice
• independence

There is a major practical component to this course. However, in each project, students will be required to complete associated theory and a laptop is required..

At year 9, students will learn why agriculture has been important to New Zealand ever since Māori, the tangata whenua, started living and farming here over a thousand years ago. There is a strong practical side to this course, where students will learn about basic soil science, the importance of bees in agriculture and they will learn several different propagation techniques. Students will also be introduced to livestock farming activities in New Zealand.

Year 9 Art is a semester course that covers the basic skills and fundamental ideas of the visual arts. Importance is placed on learning how to develop creative thinking skills whilst equipping students with the technical skills to bring their ideas to life.

Practical work includes:

• Drawing.
• Painting.
• Printmaking.
• Pinhole Camera Photography

This single semester course is for those who wish to express themselves through dance and movement in a safe and supportive environment which encourages confidence building. While continuing to develop the key competencies, the dance elements are introduced and explored. Work is predominantly practical with opportunities to examine a range of social and cultural dance styles e.g. Bollywood, contemporary, tap, musical theatre, hip hop. Students will learn to work successfully with others, as they refine their ideas and create their own movement sequences to perform, using costumes and props where relevant.

Students are expected to wear stretch clothing and bare feet to allow full range of movement in dance class.

By teaching you a range of skills, as well as a strong understanding of ideation (the methods of creating ideas) and design history, you will build a passion and ability for all types of design, the emphasis of the course is more focused on Spatial Design, but with an opportunity for some Product Design as well.

Design and Visual Communication covers areas of sketching, instrumental drawing, modelling, and computer aided design. We teach these important skills in exciting project-based setting.

In this course you will learn:

• How to make high quality, personalised fashion accessories and garments.
• How to use a range of materials, including cotton, felt, wool, elastic, buttons and a range of embellishments.
• Several different techniques, including a variety of printmaking techniques, overlocking, seam types, hems, casings, pockets, embroidery/hand stitching techniques, applying of buttons, sequins and much more.

Other skills you will learn in becoming a designer are:

• Being inspired by the designs of others to show your own creativity in a range of ideas that meet a brief.
• Developing an outcome for a client.
• How to project manage an outcome by planning time and resource requirements.
• Exploring and problem solving given situations to create fashion items for particular needs.

In this course you will learn:

• How to make high quality, creative wearable arts.
• Collaborating in a group to come up with new, exciting ideas.
• Show understanding of colour, shape, size and repetition and using this knowledge to create good designs.
• Cleverly using upcycled materials to showcase the importance of sustainability in an ever-changing world.

Other skills you will learn in becoming a designer are:

• Being inspired by other wearable arts design to show your own creativity in a range of ideas that meet a brief.
• Developing ideas and skills in fashion drawing, to show form and texture of materials.
• Exploring and testing a variety of different materials, using different application methods, including led lights.
• Solving problems to come up with high quality finished solutions.

This is a semester course designed to give students an introduction to Digital Technologies

Students will develop skills and knowledge in:

• Designing and developing digital outcomes and Computational Thinking
• Using common software such as word processing, spreadsheets, and desktop publishing effectively
• Develop skills in basic web development
• Using programming concepts to create a computer program to solve a real-world problem
• Using the technology design cycle to turn ideas into fit for purpose prototype outcomes

Do you want to improve your confidence and communication skills?

Do you want to collaborate with others to create exciting performances?

Drama is a fun and inclusive practical subject where you get to perform a variety of scenes and styles over the 6 months course. Active participation in all activities is expected. As part of the course, we watch professional live Theatre and learn about the behind the scenes work in a backstage tour of the Court Theatre.

This course is based around level 3 of the National Curriculum.

Skills we learn:

• Improvisation
• Vocal and physical work
• Empathy- exploring different perspectives through a range of characters
• Critical thinking and evaluation skills

Year 9 English is a one semester course in Year 9.

This course follows the National English Curriculum at Level 4. In Year 9 English, students will gain a knowledge of the world around them through reading and writing, viewing and presenting, listening and speaking.

Reading and writing are central to this course. Students will read for their own enjoyment and personal growth, as well as study a range of other texts (novels, short stories, plays and poetry). Through this, students will learn the skills essential for writing and understanding language in a variety of contexts.

Students will expand their speaking and listening skills, as well as their ability to use oral language in more formal situations. Written language skills will be studied through creative writing using a variety of genres. Information literacy, in combination with BYOD, is also a strong focus.

This course follows the New Zealand Health & Physical Education Curriculum at Level 4/5. The course provides learners with rich opportunities to move and be active in a variety of contexts. Students will also explore wellbeing from personal, interpersonal, and societal perspectives.

It is expected that the Lincoln high physical education uniform is worn in practical sessions.

This course builds on from JHPEa and continues to follow the New Zealand Health & Physical Education Curriculum at Level 4/5. The course provides learners with rich opportunities to move and be active in a variety of contexts. Student will continue to develop skills for social contexts such as ‘Relationships and Sexuality’, ‘Drug and Alcohol’ and ‘Online Wellbeing’.

It is expected that the Lincoln high physical education uniform is worn in practical sessions.

• Safe and hygienic food handling practices.
• Food preparation techniques.
• Product design and development.
• Healthy food choices.

All students must follow Health and Safety regulations as required.

If you enjoy writing, any type of writing, then this course is for you. Running over a semester, the aim of this course is to nurture your love of writing as well as strengthening your punctuation and grammar skills.

We will look at published examples of formal and creative writing, including poetry, and then apply our learnings to our own work. We will write for fun. You will be encouraged to produce pieces to enter writing competitions.

The course has the STEPS to Literacy computer and workbook-based programme as its foundation, but also includes other activities designed to improve reading, comprehension and support the development of literacy skills.The STEPS courses are highly structured, multi-sensory and suitable for learners of all ages. It is excellent for learners with processing difficulties such as dyslexia and for learners who just need more structure and reinforcement.

This course follows the National Mathematics Curriculum at Level 4/5. During the semester students will study units covering the content areas: Statistics, Measurement, Number to Algebra (patterning).

Calculator work is introduced and each student should have a scientific calculator with a fraction key. They should also have a ruler.

This course follows the National Mathematics Curriculum at Level 4/5. During the semester students will study units covering the content areas: Chance, Geometry, Number to Algebra (generalising and manipulating) and NCEA Numeracy preparation.

Calculator work is introduced and each student should have a scientific calculator with a fraction key. They should also have a ruler.

What you will learn:

Media Production is a dynamic course that utilises skills in review writing, print design, photography, storytelling, production techniques, and critical analysis using television and film as study texts. Students will complete activities that include zines, stop-motion animation, photography, and TV interviewing and production.

Media Production also develops skills that are useful in a wide variety of media careers. The course improves students' self-confidence, their ability to organise their work, keep to deadlines, and to work as part of a team.

This is a one Semester course that focuses on developing an understanding of music through playing and creating using instruments and technology.

Units include:

• Performing music in groups
• Basic guitar and keyboard skills
• Foundational aural and music reading skills
• Instruments of the orchestra
• Music technology, and computer-based music
• Introduction to composition

This course follows the National Science Curriculum at Level 4/5.

The topics covered include:

• Kaitiakitanga
• Matter
• Waves

Teachers emphasise the relevance of Science to the lives of students, show how technology relates to Science and offer practical laboratory work to balance theory.

This course follows the National Science Curriculum at Level 4/5.

The topics covered include:

• Rock and Roll (Geology)
• Atomic Energy
• Electricity

Teachers emphasise the relevance of Science to the lives of students, show how technology relates to Science and offer practical laboratory work to balance theory.

This single semester course follows Level 5 of the Aotearoa-New Zealand Social Science Curriculum. Our vision is to produce akonga who explore how societies work and discover how they themselves can participate and take action as critical, informed, empathetic and responsible citizens.

Our junior course provides foundation knowledge in the breadth of Social Science subject areas, namely Classical Studies, History, Geography, Senior Social Studies, Business Studies and Media.

The teaching and learning programmes are based on core knowledge common to all classes. Learning strategies, activities and specific emphasis will be designed by the kaiako/teacher to suit the needs of the learners in those individual classes.

Areas of Learning:

• Turangawaewae - Aotearoa-New Zealand’s journey of identity, culture and heritage.
• Tagata Pasifika - The identity, culture and heritage of Pacific Island nations and their relationship with Aotearoa-New Zealand
• Beds are Burning - how has colonisation impacted on the people in Australia and the United States

Waihora taniwha, Waihora moana! Ka tuku te mihi maioha ki a koutou, a warm greeting to you all.

This course gives students an opportunity to experience the different aspects of Kapahaka, Māori Performing Arts. Students will be able to learn the history of the local area, and the origins of Māori Performing Arts through mōteatea, waiata, poi, haka, and waiata ā-ringa.

In this course, students will design, develop and construct projects incorporating various materials e.g. wood and/or metal and acrylic

The focus will be to develop and refine skills for

• the use of hand, power tools and machinery
• orthographic drawing
• preparing cutting and resource list
• accuracy and precision
• marking out and measuring

This course establishes workshop practices such as

• collaboration
• independence
• following strict safety codes of practice

There is a major practical component to this course. However, in each project, students will be required to complete associated theory and a laptop is required.

In this course students design and make a range of products out of a variety of materials. They identify a need or opportunity and explore ideas that can resolve the issue. They will learn how to operate within boundaries and specifications. There is an emphasis on testing and trialling ideas where students are encouraged to take risks.

The focus will be to refine skills for

• the use of hand, power tools and machinery
• orthographic drawing
• preparing cutting and resource list
• marking out and measuring
• accuracy and precision

This course establishes workshop practices such as

• collaboration
• following strict safety codes of practice
• independence

There is a major practical component to this course. However, in each project, students will be required to complete associated theory and a laptop is required. Which will also detail their projects progress/construction using photos and annotations.

Year 10 English is a two semester course in Year 10.

This course follows the National English Curriculum at Level 5. Year 10 consolidates the learning from Year 9. Students make meaning and create meaning through reading and writing, viewing and presenting, listening and speaking, as part of thematic units.

Reading and writing are central to this course. Students will read for their own enjoyment and personal growth, as well as study a range of other texts (novels, short stories, plays and poetry). They will develop a range of skills essential for writing and understanding language in a variety of situations.

Students will expand their interpersonal speaking and listening skills, as well as their ability to comprehend and use oral language in more formal situations. Visual language skills will be developed through studies of magazines, static images, television and film.

This course will offer you the opportunity to learn new, or to build on existing Agricultural/Horticultural knowledge. The course includes the following:

• Landscape design
• Plant husbandry
• Maintaining a vegetable and flower garden throughout the year
• Animal production systems

This is a semester course that allows students to express their ideas in the context of Sculpture and Painting. Students critical thinking, collaborative skills and creative abilities are fostered through student directed projects.

Projects include: Tape Figure Sculpture: A collaborative project where ākonga cast each other’s bodies in packaging tape to create a life scaled site-specific sculpture.

Aotearoa Peitatanga: Painting within the context of Aotearoa with a focus on establishing each students own visual representation of whakapapa.

For those wishing to study Art, Design or Photography beyond Y10 we recommend you take both Photography/Design and Painting/Sculpture Art courses.

This is a semester course that allows students to express their own ideas in Digital Photography and T-shirt design and Screen-printing. New techniques in digital and traditional artmaking methods and ideas are explored. Ākonga are encouraged to create their own ideas in these powerful visual mediums. Creative abilities are fostered through student directed projects.

Projects include:

Digital Photography

Screen-print T-shirt Design.

For those wishing to study Art, Design or Photography beyond Y10 we recommend you take both Photography/Design and Painting/Sculpture Art courses.

This course covers

• Business/Enterprise (how to start and operate a business, marketing, business plans, accounting transactions)
• Economics (economic concepts, demand, production)

Students are continuing their study of the Chinese language from JCHIa which they have built up more fluency in speaking and reading characters.

Students’ Chinese language presentation and four skills are more developed. They will have many opportunities to show their ability in communication and intercultural skills.

Topics include Everyday language such as: Schools, Country and Nationality, Sports, Hobbies and Food. Students will practise in groups, pairs, use audio, videos and character cards to help them to learn the language well.

Learning the language and culture of another country opens up a world of opportunities. Through the lens of a traveller, we will explore China .

This semester will equip students with the knowledge and language skills needed to explore China, through a focus on daily experiences, travel and spending time in either a home-stay, on exchange or as a traveller.

Students will have fun building their language skills through games, communicative activities, calligraphy and virtual tour exploration. We will continue our focus of genuine communication so that students build their language skills. There will be the opportunity to explore areas of interest in China, communicate with students from other Chinese speaking communities, try some Chinese food.

This single semester course is for those who wish to express themselves through dance and movement in a safe and supportive environment. Students will recap the elements of dance and use choreographic devices to create their own movement, presenting their ideas in group and solo pieces. Work is predominantly practical with opportunities to explore, compare and contrast a range of social and cultural dance styles and to examine live and recorded dance performances.

Students are expected to wear stretch clothing and bare feet to allow full range of movement in dance class.

This is the second junior semester, in DVC. The material in each semester will be different and it is advised you take both semesters, especially if you want to continue to Year 11 DVC.

By building on your range of skills taught in JDVCa, as well as a strong understanding of ideation (the method of creating ideas) and design history. You will build a passion and ability for all types of design, the emphasis of the course is more focused on spatial design, but with an opportunity for some product as well.

Design and Visual Communication covers areas of sketching, instrumental drawing, modelling, and computer aided design. We teach these important skills in exciting project-based settings.

This is the third semester of Junior DVC. The material in each semester will be different and it is advised you take both semesters, especially if you want to continue to Year 11 DVC.

By building on your range of skills taught in Year 9, as well as a strong understanding of ideation (the method of creating ideas) and design history. You will build a passion and ability for all types of design, the emphasis of the course is more focused on spatial design, but with an opportunity for some product as well.

Design and Visual Communication covers areas of sketching, instrumental drawing, modelling, and computer aided design. We teach these important skills in exciting project-based settings.

Get involved in the practical course where you will learn to design and make a range of outcomes including:

• Making a hoodie that you will be proud to wear.
• How to use a pattern and make a garment independently thus preparing yourself for Year 11 courses.
• Learning a variety of sewing techniques, including, seams, pockets, overlocking, adding buttons, using ribbing, interfacing, casings, eyelets and much more.
• How to design and build a sculpted wearable arts creation.
• Being inspired by themes and ideas from art eras.
• Plan and make an outcome of your choice, using the skills you have learnt throughout the Fashion courses.

Students will learn to write code in a text-based programming language. They will work through exercises designed to develop the ability to create good algorithmic, code-based solutions to problems. They will learn how to plan and test their programs and will deliver projects to create solutions for real-world problems using Design Thinking skills in a programming sense.

This course aims to:

• Develop an understanding of programming languages and their use in designing software applications
• Develop skills and techniques in organising, designing and managing resources involved in solving Digital Technologies problems
• Develop team management and communication skills
• Develop understanding of computer science concepts
• Develop Computational thinking skills

This course aims to:

• Develop an understanding of the functioning of electronic components
• Ability to correctly construct an electronic circuit
• Develop an understanding of programming languages and their use in designing robotic applications
• Develop skills and techniques in organising, designing and managing resources involved in solving Electronic Technology problems
• Develop team management and communication skills
• Develop an understanding of the ethics involved in robotics and artificial intelligence
• Build a robot and test that it is fit for the purpose

Do you want to improve your confidence in front of an audience while having fun in a supportive learning environment?

Do you want to improve your leadership, problem- solving and communication skills as we explore a range of contemporary Theatre Aotearoa scripts together?

Are you interested in experimenting with period- specific technologies such as costumes, props and staging?

This practical course focuses on character creation, text analysis and off and on text improvisations to prepare performers for a public audience. We will perform both period and contemporary scenes, incorporating a range of technologies. Participation in all practical activities is expected. We will also be visiting professional theatre companies and critiquing live theatre.

Ākonga who wish to take Drama at Year 11 are strongly encouraged to study both Year 10 Drama courses, JDRAb and JDRAc.

Do you want to improve your confidence while having fun in a supportive learning environment?

Do you enjoy developing your creative ideas alongside your peers?

This course focuses on developing our stage presence as a performer through our use of voice, body, movement and space. We also focus on creating original group performances through a devising processes, scriptwriting and improvisation. Participation in all practical activities is expected. We will also be visiting professional theatre companies and critiquing live theatre.

Ākonga who wish to take Drama at Year 11 are strongly encouraged to study both Year 10 Drama courses, JDRAb and JDRAc.

This course is aimed at using computer and music technology to create music and sound art. No previous knowledge of music is required. The course focuses on introducing the learner to music technology for creating electronic music and recording sounds. Students will learn how to use a DAW (Digital Audio Workstation) to record and edit sounds, programme and sequence drums and other instruments, how to use effects to manipulate audio as well as sampling and how to use a synthesizer.

Student will be expected to demonstrate their knowledge by creating pieces of electronic music which may include EDM, Drum and Bass, Hip Hop etc

Year 10 English is a two semester course in Year 10.

This course follows the National English Curriculum at Level 5. Year 10 consolidates the learning from Year 9. Students make meaning and create meaning through reading and writing, viewing and presenting, listening and speaking, as part of thematic units.

Reading and writing are central to this course. Students will read for their own enjoyment and personal growth, as well as study a range of other texts (novels, short stories, plays and poetry). They will develop a range of skills essential for writing and understanding language in a variety of situations.

Students will expand their interpersonal speaking and listening skills, as well as their ability to comprehend and use oral language in more formal situations. Visual language skills will be developed through studies of magazines, static images, television and film.

This course uses Banqer as a interactive tool, and covers:

• Personal finance
• Investment
• Budgeting
• Interests rates
• Share market
• Kiwisaver
• Flatting
• Consumer law

Learning a language opens up a world of opportunities. Students will have fun building their own language skills through games, communicative activities and songs.

This semester builds on knowledge and skills developed from the previous semester’s topics related to everyday situations. Practical topics such as eating and drinking prepare students for travel to a French speaking country. There is a continued focus on genuine communication as students learn to understand and produce language to express their ideas and describe aspects of their surroundings. There will also be the opportunity to communicate with students from other French speaking communities and to try some French food.

Learning the language and culture of another country opens up a world of opportunities. Through the lens of a traveller, we will explore France and French speaking countries.

This semester will equip students with the knowledge and language skills needed to explore France, through a focus on daily experiences, travel and spending time in either a home-stay, on exchange or as a traveller.

Students will have fun building their language skills through games, communicative activities and virtual tour exploration. We will continue our focus of genuine communication so that students build their language skills. There will be the opportunity to explore areas of interest in France, communicate with students from other French speaking communities and to try some French food.

Learning a language opens up a world of opportunities. Students will have fun building their own language skills through games, communicative activities and songs.

This semester builds knowledge and skills related to everyday situations. Practical topics such as eating and drinking prepare students for travel to Germany. There is a focus on genuine communication as students learn to understand and produce language to express their ideas and describe aspects of their surroundings. There will also be the opportunity to communicate with students from other German speaking communities and to try some German food.

Learning the language and culture of another country opens up a world of opportunities. Through the lens of a traveller, we will explore Germany and German speaking countries.

This semester will equip students with the knowledge and language skills needed to explore Germany, through a focus on daily experiences, travel and spending time in either a home-stay, on exchange or as a traveller.

Students will have fun building their language skills through games, communicative activities and virtual tour exploration. We will continue our focus of genuine communication so that students build their language skills. There will be the opportunity to explore areas of interest in Germany, communicate with students from other German speaking communities and to try some German food.

Junior HPEc course progresses from HPEa & b courses that learners have experienced previously. This gives our young people the opportunity to move and be active, for lifelong enjoyment and participation, form meaningful relationships and explore further health related topics relevant to young people lives.

It is expected that the LHS PE uniform is worn in practical sessions.

Learning a language opens up a world of opportunities. Students will have fun building their own language skills through games, communicative activities, song, anime and manga.

This semester builds on knowledge and skills developed from the previous semesters topics related to everyday situations. Practical topics such as eating and drinking prepare students for travel to Japan. There is a continued focus on genuine communication as students learn to understand and produce language to express their ideas and describe aspects of their surroundings. Students will continue to build their skills using the Japanese writing system, learning hiragana and some useful Kanji. There will also be the opportunity to communicate with students from Japan, try Origami, eat Japanese food and enjoy writing calligraphy.

Learning the language and culture of another country opens up a world of opportunities. Through the lens of a traveller we will explore Japan, a popular tourist destination with such an amazing culture.

This semester will equip students with the knowledge and language skills needed to explore Japan, through a focus on daily experiences, travel and spending time in either a home-stay , on exchange or as a traveller .

Students will have fun building their language skills through games, communicative activities, anime and virtual tour exploration. We will continue our focus of genuine communication so that students build their language skills. There will be the opportunity to explore areas of interest in Japan, communicate with students from Japan, try Japanese snack food and touch on aspects of the Japanese Writing system .

In this hands-on course students will:

• explore the magic of food through investigating how ingredients work and the processes involved in creating food products

• develop their nutritional knowledge which will be applied to creating healthy meals for a teenager.

This is one of two semester course options. Students can choose to take this course alone or in addition to JFNTc.

All students must follow Health and Safety regulations as required.

Students will:

• investigate the cuisine of Aotearoa and explore the different cultures that influence the food we eat today.
• develop their culinary skills and knowledge through their practical work.

This is one of two semester course options. Students can choose to take this course alone or in addition to JFNTb.

All students must follow Health and Safety regulations as required.

This course is a continuation of Māori - Part 1 (10MAOa). To do this course, (10MAOb*), you need to have completed the semester one course, (10MAOa) as the learning from semester one is needed for semester two.

E ngā kaihoe o te waka o te reo Māori, tēnā koutou. This course is a continuation from 9MAO and 10MĀO part 1 – Te Rito, during which students will continue to build on the four language skills. The primary focus is to develop a practical confidence across reading, writing, listening and speaking.

Topics to be covered include:

Tōku ao - My world.

Tōku whānau me ōku hoa - My family and friends.

Ngā tikanga – Protocol.

He waiata – Songs.

E ngā kaihoe o te waka o te reo Māori, tēnā koutou. This course is a continuation from 9MAO, during which students will continue to build on the four language skills. The primary focus is to develop a practical confidence across reading, writing, listening and speaking.

Topics to be covered include:

Tōku Kāinga – My home.

Tōku Kura – My school.

Ki-o-Rahi – Māori ball sport.

This course follows the National Mathematics Curriculum at Level 5. During the semester students will study units covering the content areas: number, geometry, measurement, statistics and algebra. Problem solving strategies will be taught throughout the semester as well as NCEA Numeracy preparation.

A Scientific calculator with a fraction key will be needed along with a ruler.

This single-semester (can be taken in Semester 1 or 2) course aims to develop practical, real-world media skills. There is a strong focus on students developing their own concepts for media products and publishing them.

This course will focus on the following:

• Media Consumption vs Media Production
• Representation of groups and individuals in the Media in New Zealand
• Rules that apply to Media Advertising in New Zealand
• Short Film-making (from original concept to production)
• Short Radio Opinion pieces (Broadcasting)
• Marketing and event promotion

Media Production develops skills that are useful in a wide variety of media careers. The course improves students' self-confidence, their ability to organise their work, problem-solve, keep to deadlines, and work as part of a team. It also challenges students to engage in critical viewing of media content.

Students who select this course should have a genuine enthusiasm for learning in, through and about movement.

This course explores key learning of anatomy, biomechanics and exercise physiology which underpins our Yr 11 courses. This will challenge students both practically and theoretically and encourage critical thinking around movement to enhance sports performance.

Students who select this course should have a genuine enthusiasm for learning in, through and about movement.

This course explores key learning of anatomy, biomechanics and exercise physiology which underpins our Yr 11 courses. This will challenge students both practically and theoretically and encourage critical thinking around movement to enhance sports performance.

Units include:

• Performance – students will be required to perform both individual and group pieces within a performance context.
• Composition/Arranging – Techniques will be covered, and ideas explored using composition devices and music software to explore ideas in original music in a variety of settings.
• Musical Knowledge – Elements of music theory and harmony will be studied alongside set music pieces covering a range of styles.
• Aural/Listening Skills – Learning how to identity elements of music through focussed listening.

Units include:

• Performance – students will be required to perform both individual and group pieces within a performance context.
• Composition – Techniques will be covered, and ideas explored using composition devices and music software to explore ideas in original music in a variety of settings.
• Musical Knowledge – Elements of music theory and harmony will be studied alongside set music pieces covering a range of styles.
• Aural/Listening Skills – Learning how to identity elements of music through focussed listening.

This course follows the National Science Curriculum at Level 4/5.

The topics covered include:

• Eat a Burger, Save the World (Biology)
• Oceans (Chemistry)
• Mission to Mars

Teachers emphasise the relevance of Science to the lives of students, show how technology relates to Science and offer practical laboratory work to balance theory.

This semester course follows Level 5 of the Aotearoa-New Zealand Social Science Curriculum. Our vision is to produce ākonga who explore how societies work and discover how they themselves can participate and take action as critical, informed, empathetic and responsible citizens.

Our junior course provides foundation knowledge in the breadth on Social Science areas, namely Classical Studies, History, Geography, Senior Social Studies, Business Studies and Media.

The teaching and learning programme are based on core knowledge common to all classes. Learning strategies, activities and specific emphasis will be designed by the kaiako/ teacher to suit the needs of the learners in those individual classes.

Topics include:

Get Up; Stand Up - how people have exercised their right to protest against injustices to bring about change

Human Rights - what are human rights and what challenges have people faced in regard to their rights

Knowing Me, Knowing You - The identity, culture and growth of nations in Asia and their relationship with Aotearoa - New Zealand

Waihora taniwha, Waihora moana! Ka tuku te mihi maioha ki a koutou, a warm greeting to you all.

This course gives students an opportunity to experience the different aspects of Kapahaka, Māori Performing Arts. Students will be able to learn the history of the local area, and the origins of Māori Performing Arts through mōteatea, waiata, poi, haka, and waiata ā-ringa.

Waihora taniwha, Waihora moana! Ka tuku te mihi maioha ki a koutou, a warm greeting to you all.

This course gives students an opportunity to experience the different aspects of Kapahaka, Māori Performing Arts. Students will be able to learn the history of the local area, and the origins of Māori Performing Arts through mōteatea, waiata, poi, haka, and waiata ā-ringa.

Investigate implication of electricity and magnetism

Students will investigate both through experiments and research to allow them to gain an understanding of electricity and magnetism in everyday life.

Concepts will include:

Static Electricity: positive and negative charge, conductors and insulators, uniform and non-uniform charge distributions, earthing, electrical discharge in air, separation of charge by friction, charging by contact.

Direct Current Electricity: voltage, current, resistance, power, series circuits and simple parallel circuits, circuit diagrams,

Magnetism: magnetic field directions (bar magnets, the earth’s magnetic field, magnetic fields due to currents in straight wires and solenoids); electromagnets;

Wave behaviour for everyday life.

Students will investigate both through experiments and research to allow them to show understanding of light and sound.

Concepts will include

Waves: longitudinal waves, transverse waves, period, wavelength, frequency, amplitude, speed, diffraction around a barrier

Light: reflection at a plane surface, reflection and refraction at a straight boundary, dispersion of white light through a triangular prism, total internal reflection, speed of light in different media

Fair Testing Investigation.

Based on a physics context

This course gives students an understanding of processing transactions for small business and preparing financial information for a community organisation.

Students cannot also take Accounting and Economics for a Small Business. (11ECA part 1 or 2)

There are no internal NCEA assessments.

This course gives students an understanding of preparing accounting information for small business and analysing this information to make informed decisions.

Students cannot also take Accounting and Economics for a Small Business. (11ECA part 1 or 2)

There are no internal NCEA assessments.

This course gives students an introduction to accounting for small businesses and the external economic factors that impact on their business.

Students cannot take 11ACCa, 11ACCb, 11ECBa, 11ECBb.

There are no NCEA assessments in this course.

Students will prepare and analyse accounting information and investigate external economic factors that influence small businesses.

Students cannot take 11ACCa, 11ACCb, 11ECBa, 11ECBb.

There are no NCEA assessments in this course.

This course will focus on both theoretical and practical aspects of animal management and husbandry. This course would suit students that are potentially interested in a career that relates to animals. There are no internal NCEA assessments.

Topics:

• Anatomy: animal structures and systems (teeth, digestion, bone and muscle structure – movement and conformation)
• Animal Health: responsible care, health checks, common illness and disease management
• Dietary Requirements: appropriate diet, weight management, diet comparisons, supplements
• Behaviour and Training: observing and identifying normal and abnormal behaviours, positive reinforcement, behaviour modification
• Husbandry: reproduction, selective breeding, genetics, artificial insemination
• Animal Careers: jobs in the animal sector, may include field trips or guest speakers
• Appropriate Containment: suitable shelter, stocking rates, enrichment, exercise requirements
• Herd Management: safety, herd behaviour, disease management, herd handling

Animals studied will include:

Domestic: dogs, cats, lagomorphs (rabbits), rodents (rats, mice and guinea pigs), birds, reptiles and fish.

Livestock: poultry, horses, pigs, deer and alpaca and llama.

Students will explore biological ideas that will allow them to:

• Develop an understanding of human body systems, with a focus on the circulatory and immune system including a heart dissection.
• Explore the biology of disease, looking at bacteria and fungi and how they invade the human body
• Introduce the concept of Rongoā and how native plants can be used for therapeutic purposes.

Students will explore biological ideas that will allow them to:

• Understand the marine environment and how unique organisms in New Zealand interact with each other.
• Understand the freshwater environment and how unique organisms in New Zealand interact each other.
• Investigate the impacts of whaling on the New Zealand marine environment.
• Investigate past, present and future conservation efforts in New Zealand to manage our marine and freshwater environments.
• Complete a personal action on the conservation of a freshwater or marine environment.

This course is a stand-alone single semester course open to Year 10 and Year 11 students.

In this course students will explore the Career Competencies of Self-Awareness and Exploring options. This includes:

Exploring a range of careers and pathways and an understanding of where different subjects can lead them

Developing a plan for their own future

Visiting some workplaces

Hearing visiting speakers from workplaces, industry and tertiary providers

Learn about employability skills

Chemistry in an acid base context which will include

• Atomic structure
• Ion formation, ionic compounds
• Covalent bonding
• Properties of acids and bases
• Rates of reaction and particle theory.
• Uses of acids in real life eg neutralisation, carbon dioxide formation, salt formation.

A multi-disciplinary subject that covers art, history, literature and philosophy of the ancient Greek world. Students study two topics:

Greek Social and Political Life – Look at how the Greeks lived and came up with many concepts that we still live with today like democracy.

Greek Mythology – Discover the fascinating world of myth. How did the Greeks believe the world began? Who were the Greek Gods? Can we see links to Maori mythology?

These ancient civilisations provide the foundations for concepts that can still be found today and are relevant to New Zealand society.

A multi-disciplinary subject that covers art, history, literature and philosophy of the ancient Roman world. Students study two topics:

Roman Social and Political Life - Examine how the Romans lived. Learn about what daily life was like, what they did for fun and why religion was central to their lives.

Key figures of Ancient Rome – Who was Julius Caesar and did he really revolutionize a republic? Explore the interesting life of Emperor Nero. Was he crazy or just misunderstood?

These ancient civilisations provide the foundations for concepts that can still be found today and are relevant to New Zealand society.

Heard of Enigma? It was a device used in the Second World War to send encrypted messages so enemies could not read them. Want to know how that worked? Want to learn the tricks for easily sending secret messages that only you and your friends can understand?

• Students will learn about a range of encryption algorithms and problems associated with encryption.
• Create Python programs to perform encryption, decryption and hack encrypted text.
• Be exposed to a range of awesome algorithms that will assist them to use advanced python techniques.

Topics will include:

• Computer programming using Python
• Encryption, a Core Computer Science concept
• Iterative process to develop a digital outcome
• How to test and debug computer program to prove it works

Skills:

• Planning and documenting computer solutions to a problem
• Creating simple computer programs
• Working with indexed data structures and or functions
• Testing procedures
• Computational Thinking and algorithm design
• How to evaluate algorithms
• Problem solving through the technological process

This course is designed for students who have good computer skills, and who want to design computer programs to make games. It encourages students to apply their existing knowledge and expand their learning in context-based projects. Students will learn the skills and techniques required to make a quality computer game to satisfy end-user needs, while also considering relevant implications.

Topics likely to include:

• Developing computer programming skills
• Proposal development
• Iterative process to develop a digital outcome
• Working with end-users to determine their requirements and needs
• Project planning and management

Skills:

• Planning and documenting computer solutions to address a real-world problem
• Creating simple computer programs
• Using a game engine
• Testing procedures and version control
• Computational Thinking and algorithm design
• Problem solving through the technological process

It is expected that students will engage with their projects beyond class time.

This course is a continuation of the semester one course and builds on the skills learned in Year 10 Drama. It is based around Level 5 of the National Curriculum.

Ākonga will perform in four performances over the year, presented to audiences beyond the class. These will focus on developing and enhancing confidence through more deliberate and controlled use of techniques, elements and conventions of Drama:

C: Let’s Act! Explore the Function of Theatre Aotearoa

Ākonga will perform scenes from selected Aotearoa New Zealand plays. Ākonga will research cultural, social, or historical contexts and how theatre connects, heals, educates, entertains, or transforms an audience.

D Let’s Embody!:

Ākonga will be able to develop empathy and the ability to consider multiple perspectives, while also developing their voice, body, movement and use of space techniques. Method Acting skills enable students to ‘step into another person’s shoes’. Students will be introduced to some of the best of New Zealand theatre and apply their learning through the performance of short groups scenes presented to whānau and friends.

This course builds on the skills learned in Year 10 Drama and is based around Level 5 of the National Curriculum. There are no NCEA assessments in this semester course. Ākonga will watch and respond to a theatre Aotearoa drama by watching live and recorded performances and develop critical thinking and evaluation skills.

Ākonga will perform in four performances over the year, presented to audiences beyond the class. These will focus on developing and enhancing confidence through more deliberate and controlled use of techniques, elements and conventions of Drama:

• A. Let’s Create: Students in groups will enhance their ability to shape and refine more complex narratives within an Aotearoa Histories context.
• B. Let’s Critique! Ākonga will watch and respond to a theatre Aotearoa drama by watching live and recorded performances and develop critical thinking and evaluation skills.

In English, you will choose two English courses. One from Group A and one from Group B.

If you need more support with literacy, you will be placed in 11ENL English Literacy as one of your courses.

You can choose 11ENW “The ‘Write’ Stuff: Writing in English in addition to your Group A and Group B Course.

GROUP A

Close Viewing assessment

GROUP B

Connections Across Texts assessment

OPTION

· 11ENGa General English

· 11ENY Dystopian English

· 11ENC War and Conflict

· 11ENGb General English

· 11ENS Sport and Adventure

· 11ENM Myths and Legends

· 11ENW Writing

. 11ENL Literacy

Students will learn about the genre of dystopian literature through a variety of texts such as The Hunger Games, Unwind and The Giver. We examine what categorizes this popular genre and why it continues to hold relevance in the world today. Students will learn about key dystopian themes such as power, control, and manipulation.

The key skills covered in this programme are:

• creative and formal writing
• literature short text studies
• close reading
• film analysis
• oral text kills

Students will be expected to complete an independent reading programme as part of this and all other English A courses.

The Dystopian course is an Option A course, completing the same skills as General English A, and War and Conflict but through a dystopian theme. All Year 11 students must select one course from Option A and one course from Option B to complete their English studies.

This course gives student a practical understanding of how businesses market and plan to sell their goods and services. Students will learn about how market forces impact purchasing by consumers and decision making within business.

Students cannot also take Accounting and Economics for a Small Business. (11ECA part 1 or 2)

This course gives students an understanding of how consumers (households and producers (business) operate in the market economy.

Students will investigate how supply and demand of goods and services operate in the New Zealand and International markets.

Students cannot also take Accounting and Economics for a Small Business. (11ECA part 1 or 2)

This course is aimed at using computer and music technology to create music and sound art. No previous knowledge of music is required. The course focuses on introducing the learner to music technology for creating electronic music and recording sounds. Students will learn how to use a DAW (Digital Audio Workstation) to record and edit sounds, programme and sequence drums and other instruments, how to use effects to manipulate audio as well as sampling and how to use a synthesizer.

Student will be expected to demonstrate their knowledge by creating pieces of electronic music which may include EDM, Drum and Bass, Hip Hop etc

In English, you will choose two English courses. One from Group A and one from Group B.

If you need more support with literacy, you will be placed in 11ENL English Literacy as one of your courses.

You can choose 11ENW “The ‘Write’ Stuff: Writing in English in addition to your Group A and Group B Course.

GROUP A

Close Viewing assessment

GROUP B

Connections Across Texts assessment

OPTION

· 11ENGa General English

· 11ENY Dystopian English

· 11ENC War and Conflict

· 11ENGb General English

· 11ENS Sport and Adventure

· 11ENM Myths and Legends

· 11ENW Writing

. 11ENL Literacy

Students will learn about a variety of texts through the genre of pūrākau, myths and legends. Students will look at a range of Greek, European, Pasifika, and Asian mythology as well as pūrākau from te ao Māori. Alongside this we will look at fascinating legends from across the globe. There are several opportunities for students to complete tasks based on their choice of myths or legends.

The key skills covered in this programme are:

• formal writing
• literature extended text studies
• information literacy skills
• oral text skills
• close reading
• connections between texts
• static visual text skills

The Myths, Legends and Pūrākau course is an Option B course, completing the same skills as General English B, Te Ao Māori and Sport and Adventure but through a Myths, Legends and Pūrākau theme. All Year 11 students must select one course from Option A and one course from Option B to complete their English studies.

In English, you will choose two English courses. One from Group A and one from Group B.

If you need more support with literacy, you will be placed in 11ENL English Literacy as one of your courses.

You can choose 11ENW “The ‘Write’ Stuff: Writing in English in addition to your Group A and Group B Course.

GROUP A

Close Viewing assessment

GROUP B

Connections Across Texts assessment

OPTION

· 11ENGa General English

· 11ENY Dystopian English

· 11ENC War and Conflict

· 11ENGb General English

· 11ENS Sport and Adventure

· 11ENM Myths and Legends

· 11ENW Writing

. 11ENL Literacy

Students will study a wide range of texts through the genre of sport and adventure. In this course, students will look at themes such as resilience and teamwork. There are several opportunities for students to complete tasks based on their choice of sporting heroes, adventurers explorers or other similar people.

The key skills covered in this programme are:

• formal writing
• literature extended text studies
• information literacy skills
• oral text skills
• close reading
• connections between texts
• static visual text skills

11ENS Sport and Adventure is an Option B course, completing the same skills as General English B, Literature in Te Ao Māori and Myths, Legends and Pūrākau but through a sport and adventure theme.

All Year 11 students must select one course from Option A and one course from Option B to complete their English studies.

In English, you will choose two English courses. One from Group A and one from Group B.

If you need more support with literacy, you will be placed in 11ENL English Literacy as one of your courses.

You can choose 11ENW “The ‘Write’ Stuff: Writing in English in addition to your Group A and Group B Course.

GROUP A

Close Viewing assessment

GROUP B

Connections Across Texts assessment

OPTION

· 11ENGa General English

· 11ENY Dystopian English

· 11ENC War and Conflict

· 11ENGb General English

· 11ENS Sport and Adventure

· 11ENM Myths and Legends

· 11ENW Writing

. 11ENL Literacy

Students will learn to examine various text types that are connected by the theme of war and conflict. In this course we examine the horrors and realities of war, studying key conflicts mostly from the World War Two era. Students will learn key themes such as the true nature of war, survival, honour and glory, and heroism. In this course we recognise what we can learn from the past conflicts and its relevance in society today.

The key skills covered in this programme are:

• creative and formal writing
• literature short text studies
• close reading
• film analysis
• oral text skills

Students will be expected to complete an independent reading programme as part of this and all other English A courses.

The War and Conflict course is an Option A course, completing the same skills as General English A, and Dystopian English but through the theme of war and conflict. All Year 11 students must select one course from Option A and one course from Option B to complete their English studies.

This is a combined course for both Level 1 and Level 2 students. Students have the opportunity to further develop their English language skills in reading, writing, speaking and listening. Students will also study a visual text, short stories, articles and develop research and essay writing skills.

Level 1 students will have the opportunity to gain Level 1 literacy credits.

Level 2 students will have the opportunity to gain Level 2 English and ELL credits, and 8 credits towards U.E. literacy.

This is a continuation of Semester One ESL001a and is a combined course for both Level 1 and Level 2 students. Students have the opportunity to further develop their English language skills in reading, writing, speaking and listening. Students will also study a visual text, short stories, articles and develop research and essay writing skills.

Level 1 students will have the opportunity to gain Level 1 literacy credits.

Level 2 students will have the opportunity to gain Level 2 English and ELL credits, and 8 credits towards U.E. literacy.

This course introduces students to working with a wide range of different food ingredients and investigates how ingredients are processed to produce different products.

Processing Technology has a focus on the understanding of the performance properties of ingredients through practical work and developing a wide range of practical skills.

This course covers:

• Creating a wide range of dishes suitable for the dietary requirements of teenagers.
• Nutrition specific to the needs of teenagers including specific dietary needs.
• Packaging information and marketing, which includes understanding the nutritional information panels on food packaging and how packaging information influences food choices and well- being.
• Investigating how cultural practices have influenced eating patterns in New Zealand.

The four skills of listening, speaking, reading and writing are further developed. The first six levels of the Learning Languages Curriculum are covered or revised. Students learn to communicate in French in a range of practical situations, about self, town and region as well as reporting on events in the past and expressing hopes and plans for the future. Although not assessed, intercultural aspects are integrated in the topics, raising students’ awareness and understanding of France and the French.

In English, you will choose two English courses. One from Group A and one from Group B.

If you need more support with literacy, you will be placed in 11ENL English Literacy as one of your courses.

You can choose 11ENW “The ‘Write’ Stuff: Writing in English in addition to your Group A and Group B Course.

GROUP A

Close Viewing assessment

GROUP B

Connections Across Texts assessment

OPTION

· 11ENGa General English

· 11ENY Dystopian

· 11ENC War and Conflict

· 11ENGb General English

· 11ENS Sport and Adventure

· 11ENM Myths and Legends

· 11ENW Writing

. 11ENL Literacy

Students will complete this course looking at a range of text types across various genres. Whilst other Year 11 English courses are studied in themes, General English A will study a variety of text types, themes and settings. This makes it a good choice for students who may dislike the thematic courses on offer or are simply willing to explore a wide range of literature and genres.

The key skills covered in this programme are:

• creative and formal writing
• literature short text studies
• close reading
• film analysis
• oral text skills

Students will be expected to complete an independent reading programme as part of this and all other English A courses.

This course is an Option A course, completing the same skills as Dystopian English, and War and Conflict but without a connected theme. All Year 11 students must select one course from Option A and one course from Option B to complete their English studies.

In English, you will choose two English courses. One from Group A and one from Group B.

If you need more support with literacy, you will be placed in 11ENL English Literacy as one of your courses.

You can choose 11ENW “The ‘Write’ Stuff: Writing in English in addition to your Group A and Group B Course.

GROUP A

Close Viewing assessment

GROUP B

Connections Across Texts assessment

OPTION

· 11ENGa General English

· 11ENY Dystopian English

· 11ENC War and Conflict

· 11ENGb General English

· 11ENS Sort and Adventure

· 11ENM Myths and Legends

· 11ENW Writing

. 11ENL Literacy

Students will complete this course looking at a range of text types across various genres. Whilst other Year 11 English courses are studied in themes, General English B will study a variety of text types, themes and settings. This makes it a good choice for students who may dislike the thematic courses on offer or are willing to explore a wide range of literature and genres.

The key skills covered in this programme are:

• formal writing
• literature extended text studies
• information literacy skills
• oral text skills
• close reading
• connections between texts
• static visual text skills

This course is an Option B course, completing the same skills as Sport and Adventure, Myths, Legends and Pūrākau and Literature in Te Ao Māori but without a connected theme. All Year 11 students must select one course from Option A and one course from Option B to complete their English studies.

The geography and location of Aotearoa, New Zealand makes it extremely vulnerable to extreme natural events such as earthquakes, volcanoes, and tsunamis. This course focuses on Aotearoa, New Zealand’s plate tectonics, geomorphology and natural disasters, whilst exploring the social, cultural, environmental and economic consequences and outcomes of these events. Geography skills such as mapping, resource interpretation and understanding different perspectives will also feature throughout the course.

There is an expectation that you will engage with exciting content, contribute to group discussions, and be self-motivated and committed to producing your best mahi.

The assessments consist of producing an infographic, a mapping and write-up task, and a geography skills test.

The potential field trip involves heading into town to visit Quake City, explore Ōtautahi, Christchurch post-earthquakes and look at the rebuild with a focus on the Ngāi Tahu Cultural Narrative.

In 2022, Chicago had 3,258 shooting incidents and from these 637 were killed. If this interests you then keep reading. This course focuses on identifying patterns of homicides, understanding and explaining the factors contributing to crime and the consequences and impacts this has on people and places. You will look at different case studies such as Aotearoa, London, Los Angeles, and Chicago with a focus on gang-related homicides.

There is an expectation that you will engage with exciting content, contribute to group discussions, and be self-motivated and committed to producing your best mahi.

The assessments consist of producing an infographic, a report, and a geography skills test.

History Events and People That Have Rocked our World covers important individuals, groups and events that have shaped Aotearoa New Zealand and the world.

Content includes:

The Plague.

Crime: Jack the Ripper and the women he murdered, The Parker Hulme Murder

Apartheid in South Africa.

Famous and infamous kiwis: Te Puea Hērangi, Charles Upham, Archibald McIndoe, Whina Cooper, Ettie Rout, Nancy Wake, Minnie Dean.

The rise and fall of the Berlin Wall.

Gulags and Great Escapes.

World War One: The Christmas Truce.

The adventures of Ernest Shackleton.

The Irish Famine.

Beatlemania hits New Zealand.

Torture.

Medicine over time.

Disasters: Sinking of the Titanic, the Wahine disaster, Chernobyl, Mt Erebus air crash.

Cults: Charles Manson and the Manson family, Waco.

Prohibition, gangsters and the six o’clock swill.

This course is essential for students who have a genuine interest in history. Students who are able to manage their time effectively, complete regular class and homework will be suited to this course.

This course can be taken in combination with any other Year 11 History semester courses.

The Holocaust was the systematic state-sponsored killing of six million Jewish men, women, and children and millions of others including gypsies, Roma, homosexuals and those with disabilities by Nazi Germany and its collaborators during World War Two.

Skills to be taught:

• Research – how to locate and assess reliable sources, particularly within the online realm
• Essay structure and writing – creating logical arguments that incorporate reliable evidence
• Interpreting historical perspectives – recognising the different perspectives held in relation to significant historical events, and explaining the reasons behind these perspectives
• Understanding significance – explaining how a person, event or place can be of significance, and how this impacts the historical narrative

Topics to be covered

• The history of anti-semitism, the rise of the Nazi Party and the implementation of the Final Solution,
• Life in ghettos and camps.
• How Jews responded to their experiences through art, music and literature.
• How the Jews resisted persecution.
• The impact of the Holocaust including: Holocaust denial, hunting the Nazi’s after WW2,
• The portrayal of the Holocaust through film.
• T4 programme, the Nazi German effort to kill incurably ill, physically or mentally disabled people

This course is essential for students who have a genuine interest in history. Students who are able to manage their time effectively, complete regular class and homework will be suited to this course.

This course can be taken in combination with any other Year 11 History semester courses.

This course will be focused on World War One and World War Two. It will explore the many different facets of the two wars including: the origins of the wars; the technological and medical advancements; conscientious objectors; espionage; trench warfare; women and animals in war, and many more. Students will then complete a research internal on a certain aspect of their choice.

Skills to be taught:

• Research – how to locate and assess reliable sources, particularly within the online realm
• Essay structure and writing – creating logical arguments that incorporate reliable evidence
• Interpreting historical perspectives – recognising the different perspectives held in relation to significant historical events, and explaining the reasons behind these perspectives
• Understanding significance – explaining how a person, event or place can be of significance, and how this impacts the historical narrative

Topics to be covered:

• Origins of the wars
• The Role of Propaganda
• Conscientious objectors – focusing on Archibald Baxter
• The role of animals, women, and children
• Key battles of WW1 and WW2
• Trench warfare
• War on the home front
• Technological and medical advancements – including a case study on the work of Archibald McIndoe

This course can be taken in combination with any other Year 11 History semester course.

This course introduces students to the requirements and demands of working in the hospitality industry. It covers a range of topics that will provide the basis for chef skills and working in a commercial kitchen.

Culinary Skills A has a focus on the preparation and cooking of foods such as meat, eggs, cheese, including sauces, salads and accompaniments.

This course includes one internal Level 2 Unit Standard. This course introduces students to the requirements and demands of working in the hospitality industry. It covers a range of topics that will provide the basis for chef skills and working in a commercial kitchen.

Culinary Skills B has a focus on finger food and baked products.

This course is designed for students that

• want to study one less subject

or

• want to focus on an independent project of special interest

Independent Project:

This course is designed by the student and facilitated by a teacher. Students need to be self-motivated, passionate about a particular project, be prepared to study and/or investigate a project or train towards a particular goal. Students are responsible for developing a good timeline and producing an end product/outcome.

This course does not have NCEA credits attached but individual projects may attract credits, dependent on the project. Projects might include an elite sportsperson training for their particular sport, writing software, a local environment investigation or a research topic of interest. Students choose a topic that they are passionate about. The course is available to Year 11-13 students.

Studying one less subject:

Students would use 11ILP class time to work on their remaining courses. After planning their goal, they would be supervised, monitored and supported by their 11ILP teacher throughout the year. Students would be responsible for bringing their work to class and be expected to manage their time to achieve their goal which may include completion of an NCEA certificate or university STAR course.

This course is designed for students that

• want to study one less subject

or

• want to focus on an independent project of special interest

Independent Project:

This course is designed by the student and facilitated by a teacher. Students need to be self-motivated, passionate about a particular project, be prepared to study and/or investigate a project or train towards a particular goal. Students are responsible for developing a good timeline and producing an end product/outcome.

This course does not have NCEA credits attached but individual projects may attract credits, dependent on the project. Projects might include an elite sportsperson training for their particular sport, writing software, a local environment investigation or a research topic of interest. Students choose a topic that they are passionate about. The course is available to Year 11-13 students.

Studying one less subject:

Students would use 11ILP class time to work on their remaining courses. After planning their goal, they would be supervised, monitored and supported by their 11ILP teacher throughout the year. Students would be responsible for bringing their work to class and be expected to manage their time to achieve their goal which may include completion of an NCEA certificate or university STAR course.

Japanese is a unique and exciting language. New Zealand is becoming increasingly more international so knowing another language is more valuable than ever. We explore Japan developing language skills and communicate confidently using language necessary for working in the hospitality industry here in New Zealand. We explore the rich traditions and modern culture of Japan and learn language used in a variety of everyday situations.

Students will further develop the four skills of listening, speaking, reading and writing covering the first six levels of the Learning Languages Curriculum.

There are opportunities to participate in exchanges to Japan, host students from Japan, participate in future school trips to Japan and take part in the NCEA Japan Day at University of Canterbury alongside students from other schools studying Japanese.

Japanese is a unique and exciting language and as New Zealand becomes increasingly more international knowing another language helps us to develop key skills to interact respectfully as global citizens. In this semester course we explore the Japanese language and culture, building on language skills introduced during Year 9 and Year 10.

The course is based around texts and the world of Anime that reflect popular Japanese language and culture. We will view and discuss online material, readings and video clips, exploring the unique rich culture of Japan.

There are opportunities to participate in exchanges to Japan, host students from Japan, participate in future school trips to Japan and take part in the NCEA Japan Day at University of Canterbury alongside students from other schools studying Japanese.

E ngā toa o te hokowhitu a te reo Māori, nei au e mihi ana ki a koutou. This course is a continuation from 10MAO, during which students will continue to build on the four language skills. The primary focus is to develop a practical confidence across - reading, writing, listening and speaking.

Topics to be covered:

Ngā Mahi Ngahau – Hobbies and interests.

Ngā Hākinakina – Sports

Assessments will consist of end of topic tests, and a test of the particular skill taught. Frequent vocabulary test will also measure our progress.

E ngā toa o te hokowhitu a te reo Māori, nei au e mihi ana ki a koutou. This course is a continuation from Te Takawaenga Part 1, during which students will continue to build on the four language skills. The primary focus is to develop a practical confidence across - reading, writing, listening and speaking.

Topics to be covered:

Te Ao Taiohi – The teenage world

Te Ao Pāpāho Māori – The World of Māori Media

Assessments will consist of end of topic tests, and a test of the particular skill taught. Frequent vocabulary test will also measure our progress.

Mātauranga Māori and Science B

Students will explore both Mātauranga Māori and Science as they relate to the past and future. The Mātauranga Māori will be based around a 5 day (2 day travel, 3 day camp run by Rangatahi Tumeke in the Catlins) and the Tāwhaki Project on Kaitorete (a field trip and/or case study). The Science in this semester would be Physics (aerospace and radioactivity), Astronomy and Geology.

Throughout this course, the Mātauranga Māori within School would be provided, if possible, by kaumātua or would be from resources provided for the School by manawhenua

In this semester course students learn about machining and equipment through the application of them into a practical project along with written evidence.

Over the two semesters, two projects are undertaken.  Both projects involve machine work on the lathe and milling machine. A variety of hand work and braising could be added to the projects.  Students completing both semesters would complete two projects whereas if a student was completing one semester - one project would be undertaken.  The projects are either a machinery, fabrication or welding project.

Optional: CAD credits

In this semester course students learn about machining and equipment through the application of them into a practical project along with written evidence.

Over the two semesters, two projects are undertaken.  Both projects involve machine work on the lathe and milling machine. A variety of hand work and braising could be added to the projects.  Students completing both semesters would complete two projects whereas if a student was completing one semester - one project would be undertaken.  The projects are either a machinery, fabrication or welding project.

 Optional: CAD credits

This semester course focuses on the use of Hard Materials. Students construct a project and support this with written and visual evidence, showing the technological process. Detailed orthographic and drawings with cutting list generated from the drawing’s forms part of their portfolio work. Students will evaluate their own project and their performance at the courses end.

This semester course focuses on the use of Hard Materials. Students construct a project and support this with written and visual evidence, showing the technological process. Detailed drawings, cutting lists with measurements and photographic evidence form an important part of their portfolio work.

This course is designed as a supported learning course for those students who have not yet obtained Numeracy in Year 10 or through prior intervention.

Students will be working towards sitting the NCEA Digital Numeracy Assessment in June.

Fictional universes with a major presence in films are referred to as cinematic universes. This course will involve significant close film viewing and analysis of films from a cinematic universe.

This could include one or more of the following:

• The DC or Marvel cinematic universe
• The Harry Potter cinematic universe
• The Lord of the Rings cinematic universe
• The Star Wars cinematic universe

There will be an expectation to be part of regular group discussion and

complete practical activities such as a You Tube film review making to show understanding.

Students taking this course need to be self-motivated and committed.

There is one internal NCEA assessment in this course which includes 3 Level 2

University Entrance literacy credits.

This course can be taken in combination with any other Year 11 media course.

Year 11 Media Production students will be able to explore their strengths and passions in planning and producing media products for film, radio/podcast, or magazine print media. Students will also gain important transferable skills such as developing their presentation skills, working with others, critical analysis, and problem-solving.

The overall theme is Music. Students will have their choice of producing a music video, a magazine feature article, or a radio show/podcast.

Students taking MEP101 need to be self-motivated and committed to completing their media products through to the presentation stage.

There is one internal NCEA assessment in this course. This course can be taken alongside any other Year 11 media course.

This course is based on the New Zealand Mathematics and Statistics curriculum. It will involve modelling situations using algebraic and graphical techniques, supported by an understanding of algebraic conventions and number.

This course is based on the New Zealand Mathematics and Statistics curriculum. It will involve modelling situations that utilise Measurement, Geometry, Statistics and aspects of Algebraic thinking.

This course is based on the New Zealand Mathematics and Statistics curriculum. It will involve modelling situations that utilise Measurement, Geometry, Statistics and aspects of Algebraic thinking.

However, the content of those curriculum strands you will be modelling will be different from those in 11MATa.

This course is based on the New Zealand Mathematics and Statistics curriculum and starts to explore some of the ideas of data science.

It will develop the ability to gather, work with, understand and use data in a variety of different ways to help tell the story about the world around us. This is becoming an essential skill for an ever-expanding range of jobs and careers.

To learn about different aspects of New Zealand Agriculture. This course will include:

• Carrying out a practical agricultural investigation and reporting on your findings.
• Demonstrating knowledge of the impact on the environment of primary production practices.
• Demonstrating knowledge of the geographic distribution of NZ agricultural primary production.

This course will place a strong emphasis on practical skills and will include a combination of both practical and written work. There will be an element of fieldwork in this course which could involve some animal handling. There will be no internal NCEA assessments in this course.

To learn about different aspects of New Zealand Horticulture. This course will include:

• Demonstrating knowledge of pasture/crop management practices
• Creating, designing and producing a landscape plan that reflects user requirements
• Demonstrating knowledge through practical and research activities of basic plant propagation techniques.

This course will place a strong emphasis on practical skills and will include a combination of both practical and written work. There will be an element of fieldwork in this course which may involve a trip to an outside agency to experience how several horticultural techniques are conducted within the primary industries.

There are no NCEA internal assessments.

This course starts with learning basic climbing skills and going on trips to Uprising bouldering gym and YMCA indoor wall in Christchurch. The students will also have an outdoor climbing experience.

The next unit is a tramping unit where basic tramping skills such as clothing, navigation, and safety will be covered. There will be a one-night trip where we camp, cook a meal, then do a full day’s tramp.

There will be a three-week unit on Environmental knowledge and skills.

The last 5 weeks of the semester will be biking skills, where we will go on mountain biking trips, where students are expected to bring a mountain bike for this part of the course.

There will be no internal NCEA assessments in this course.

Students who choose this course should have a genuine enthusiasm for being in the water. The first five weeks will be dedicated to learning kayak skills. This will be done in the school pool. The aim will be to develop the skills to have good quality boat control and be able to roll the kayak up, after flipping over. We will then move to a snorkel unit where we will learn the skills required to enjoy snorkelling. This will also be done in the school pool. The third water activity is surfing. We plan a trip to Sumner Beach to do surfing.

The students will go on trips where they will be able to try Kayaking and snorkelling in the sea. Term two, the focus will change to camp craft skills, leading to an overnight trip to Otamahua / Quail Island.

This course is designed to enable students to challenge taken-for-granted assumptions of how society influences self and others in their thinking towards "hot topics" in physical activity.

Students will have the opportunity to explore factors through physical contexts, relating to a variety of generations, both in and out of school, such as:

• Surfing
• Lawn bowls
• Mega Air
• Fitness industry activities/ Zorb Ball

The course features a mix of theory and practical lessons and is essential for students considering Physical Education in Years 12 or 13 (PED courses).

This course can be taken in combination with any other Year 11 Physical Education, Health Education or Outdoor Education semester courses.

This course is essential for students considering Physical Education in Years 12 or 13 (PED courses). Students will be challenged both practically and theoretically in order to encourage them to think critically around how science can be used to enhance sports performance.

The contacts will be learnt through:

• Anatomy
• Biomechanics
• Exercise Physiology

This course can be taken in combination with any other Year 11 Physical Education, Health Education or Outdoor Education semester courses.

Psychology is the scientific study of human thoughts, emotions and actions. Studying this subject allows students to find out more about themselves and others; something that is becoming increasingly important in this ever-changing, complex world of ours,

Focus this semester will be on the key approaches of psychology. There will also be creative aspects to this course.

Psychology is the scientific study of human thoughts, emotions and actions. Studying this subject allows students to find out more about themselves and others; something that is becoming increasingly important in this ever-changing, complex world of ours,

Focus this semester will be on the research methods used in Psychology. This will involve a visit to Orana Park to observe animal behaviour. We will also be studying the Theory of Attachment and there will be practical activities associated with this.

This course will be a mixture of theory and hands-on work.

This course focuses on developing performance, composition and understanding of harmony. This course is for anyone who has an interest in music and would like to learn about how it works through close analysis and practical application. We focus on the essential music skills that are needed to be successful in music

To be successful in this course students must be receiving tutored instrument or voice lessons alongside their Music course. These can often be provided through our itinerant music scheme

Performance craft – Perform music as a featured soloist and as a member of a group to a audience

Composition technique – Students will continue to develop compositional skills and understanding through composing original music.

Historical contexts- Students will conduct research of a composer and study of musical context, history, and compositional elements of a piece of music.

Aural perception and harmonic analysis – Ongoing ear training exercises

Musical analysis, understanding and harmonic concepts - a series of score analysis and study of musical concepts. These will be applied in composition

This course is a continuation of the concepts and learning covered in PÅ«oro Music 1. This course is for students who have an interest in music and would like to learn about how it works through close analysis and practical application. We focus on the essential music skills that are needed to be successful in music.

To be successful in this course students must be receiving tutored instrument or voice lessons alongside their Music course. These can often be provided through our itinerant music scheme

Performance craft – Perform music as a featured soloist and as a member of a group to a audience in an evening concert setting.

Composition technique – Students will continue to develop compositional skills and understanding through composing original music.

Historical contexts- Students will conduct research of a composer and study of musical context, history, and compositional elements of a piece of music.

Aural perception and harmonic analysis – Ongoing ear training exercises

Musical analysis, understanding and harmonic concepts - a series of score analysis and study of musical concepts. These will be applied in composition

In this course, students will learn about different cultures of the world. They will also look at how culture, including our hobbies and families, has changed over time, and why. There will be lots of practical activities, such as a fashion show, making dioramas and listening to guest speakers.

Students will develop skills such as research, cultural awareness, group work and communicating ideas.

This course can be taken in combination with any other Year 11 Social Studies semester course.

E ngā kaihaka e kaingākau ana ki te Mahi a te Rēhia, te Haka ā Tāne Rore, nei au e mihi ana ki a koutou. This course is designed to develop proficiency and competence in kapahaka. This course will also delve into the history and tikanga behind the many waiata and haka performed in te ao kapahaka (the kapahaka world). A primary focus is to develop confidence and ability, and to increase knowledge and understanding of Māori Performing Arts.

Waiata types to be covered are:

Waiata-a-ringa – Action songs

Mōteatea – Traditional chants

Poi

Haka

Waiata Tira - Chorals

There will be frequent opportunities for the students to participate in community events, building community rapport and developing confidence.

E ngā kaihaka e kaingākau ana ki te Mahi a te Rēhia, te Haka ā Tāne Rore, nei au e mihi ana ki a koutou. This course is designed to develop proficiency and competence in kapahaka. This course will also delve into the history and tikanga behind the many waiata and haka performed in te ao kapahaka (the kapahaka world). A primary focus is to develop confidence and ability, and to increase knowledge and understanding of Māori Performing Arts.

Waiata types to be covered are:

Waiata-a-ringa – Action songs

Mōteatea – Traditional chants

Poi

Haka

Waiata Tira - Chorals

There will be frequent opportunities for the students to participate in community events, building community rapport and developing confidence.

This course allows students to develop their aesthetic persona in the context of Drawing, Sculpture and Printmaking. Although there are specific learning tasks that introduce techniques and established artistic practice, students use a range of digital and analogue art making techniques to develop their own ideas and subject matter to produce their own artwork. Projects include sculptural drawing, digital collage, printmaking, and sculpture. Students learn basic creative processes that allow them to develop their artistic capabilities.

There are no internal NCEA assessments in this semester.

This course is a continuation of Visual Arts Part A: Sculpture and Printmaking (11ARTa). To do this course, 11ARTb*, you need to have completed the semester one course, 11ARTa as the learning from semester one is needed for semester two.

This course allows students to develop their aesthetic persona in the context of Drawing and Painting. Although there are specific learning tasks that introduce techniques and established artistic practice, students use a range of digital and analogue art making techniques to develop their own ideas and subject matter to produce their own artwork. Projects include collage, digital collage, and Painting. Students learn more advanced creative processes that allow them to develop their picture making and Painting skills.

There are no NCEA assessments in this course.

This is a workbook based program, students work on several themed units. The content of these units is adapted for the individual cohort to support the development of the individuals literacy, numeracy and life skills.

There will be a limited number of NCEA internal assessments available to those identified as eligible to sit Supported Learning Standards.

This is a continuation of 11WCSa. A workbook based program that students work on several themed units. The content of these units is adapted for the individual cohort to support the development of the individuals literacy, numeracy and life skills.

There will be a limited number of NCEA internal assessments available to those identified as eligible to sit Supported Learning Standards.

The Course involves use and interpretation of data through a series of statistical investigations. The emphasis is on application to practical problems and the use of computers is required.

• Computer software – prepare financial information using MYOB.
• Inventory and Accounts Receivable Management
• Analyse and interpret accounting information.
• Financial statements – prepare reports for sole proprietors.

The Level 2 AHS201 course consists of four internals all worth 4 credits each and one external worth 4 credits.

• Demonstrate understanding of livestock reproductive techniques in commercial production in New Zealand.
• Demonstrate understanding of interactions between livestock behaviour and New Zealand commercial management practices.
• Carry out an extended practical agricultural or horticultural investigation.
• Produce a landscape plan

There is one external worth 4 credits that examines the development and use of land for Primary Production in New Zealand.

Field trips are incorporated into most of the units to aid student understanding of farming in New Zealand.

Some of the Biology from Level 1 is developed further, and new topics are introduced including:

• Genetic variation and change.
• Animal diversity.
• Cell structure and function.
• Ecology.

There are two external assessments at the end of the year and two internal assessments during the year. One optional internal will be offered at the end of the year.

This is a course for students who want a hands-on experience running their own business. Students work primarily in business groups to develop a product that not only makes a profit but also provides a community focus. As a business they will complete market research, a business plan, budgets and forecasts, marketing production and partake in market days. Students also do some individual assessment work, such as to learn about motivation theory and how this impacts employees and employers in an organisation. Students can choose to opt into the Young Enterprise Scheme.

A major emphasis of the course is on the development and application of Algebra and Graph skills. Calculus is also introduced at this level.

Some of the Chemistry from Level 1 is developed further, and new topics are introduced. There is a core section of four main topics:

2.4 Atomic structure and bonding.

2.7 Oxidation – reduction.

2.5 Organic substances (carbon compounds)

2.6 Chemical Reactivity.

There are a number of experiments incorporated into all these areas.

Students undertake one practical Achievement Standards throughout the year, with external Achievement Standards at the end of the year.

Year 12 revises and extends work studied in Year 11 and builds on this base. Students will be encouraged to strive for personal independence to achieve a recognition level of 470 Chinese characters and write 270 of these.

Students will be able to understand some selected media items e.g. weather forecasts and advertisements, respond to predictions, report events, express opinions on the topics studied.

Cultural aspects will be integrated with language study. Practice will be in groups and pairs. Audio tapes, videos, computers and visual aids will be an integral part of study.

A multi-disciplinary subject that covers art, history, literature and philosophy of the ancient Greek and Roman world. Students study four topics:

• Greek Mythology – discover the fascinating world of myth. Study the amazing world of the Greek Hero. Learn about Hercules, Perseus, Jason and Theseus to name a few plus the ultimate myth of Troy and the Trojan horse.
• Eruption of Mt Vesuvius - Students will have the opportunity to explore this significant historical event and what we can learn about the lives of the Ancient Romans from what was preserved in Pompeii after the eruption.
• Art and Architecture of Greece and Rome. Examine art and architecture with emphasis on their features and why they were important to the Classical world.
• Homer: The Odyssey – the epic story of Odysseus and his voyage home from the Trojan War.

These ancient civilisations provide the foundations for concepts that can still be found today and are relevant to New Zealand society.

Classical Studies provides the opportunity to gain up to 20 credits; two internal assessment total of 10 credits and two external assessments total of 8 credits.

This course is designed for students who want to further develop their programming skills by developing a useful database outcome. Students will:

• extend their grasp of modular program design, creation and testing.
• learn how to create a database and manipulate data in it using a computer program.
• develop an understanding of a range of computer science concepts.

Topics will include:

• Modular programming with methods and functions
• Relational databases
• Iterative (on-going) process to develop a digital outcome
• Use of Management Tools

Skills:

• Planning, documenting and creating modular computer programs
• Using indexed data structures such as lists
• Testing procedures
• Relational database design and development
• Problem solving through the technological design process

It is expected that students will engage with their projects beyond class time.

This full year course is based around Level 6 of the National Curriculum. The course aims to develop ākonga’ knowledge of performance forms and styles as well as continue to extend communication, performance and production skills.

This course has an optional exam, but is otherwise fully internally assessed. Course Endorsement is only available to those doing an external exam.

2.1. Apply drama techniques in a scripted context (4 credits).

2.2. Devise and perform a drama to realise an intention (5 credits).

2.4. Use complex performance skills associated with a drama or theatre form or period (4 credits).

2. 6. Perform a substantial acting role in a scripted production (5 credits)

Optional:

2.2 Discuss drama elements, techniques, conventions and technologies within live performances (4 credits) (external)

2.8 Script a scene suitable for drama performance (4 credits)

2.9 Direct a scene for drama performance (4 credits)

This blended course provides an opportunity for Yr 12 students to experience a tertiary course aligned with their vocational pathway while still being enrolled at school. Successful applicants would study part-time at Lincoln High School (LHS) and part-time at a tertiary trade academy, either Ara or the National Trade Academy (NTA). Students would attend LHS Monday - Wednesday and Ara or NTA Thursday – Friday. Applicants must have the tertiary course choice approved by LHS before applying to Ara or NTA. Student results from LHS, Ara or NTA count towards Level 2 NCEA. On completion of this course students could attend full time tertiary study or employment instead of completing Year 13.

The course details may change but are accurate as at July 2022.

Lincoln High School (Monday to Wednesday) course – Still choose 5 subjects ( with DEP203 being the 6th subject)

Possible Ara (Thursday and Friday) courses:

• Introduction to Construction Trades
• Hospitality
• Introduction to Electrical Engineering
• Introduction to Automotive and Engineering

Possible National Trade Academy Level 2 (Thursday and Friday) courses include:

• Animal Care
• Agriculture
• Horticulture and Landscaping
• Equine

English is not compulsory at Year 12; however, it is strongly recommended.

A love of reading and writing independently will ensure success.

This course focuses on developing students’ writing through a folio of creative and formal pieces. Also included are literature studies, personal reading and close analysis of texts.

English is not compulsory at Year 12; however, it is strongly recommended.

This course is based around a range of literature forms. We will create, view and read texts to examine how and why writers and directors create meaning for a range of audiences. The themes of these courses will differ dependent on staff and student input.

English is not compulsory at Year 12; however, it is strongly recommended.

This course looks specifically at the Holocaust, the reasons behind why it happened and its relevance to our world today. Students will learn to examine and respond to various texts types, including film and poetry. The course will not be limited to WW2 but there will be an emphasis on the Third Reich, what happened to the Jewish people and some key battles that shaped the war. Key themes will include dehumanisation, guilt, good versus evil and morality.

This is a combined course for both Level 1 and Level 2 students. Students have the opportunity to further develop their English language skills in reading, writing, speaking and listening. Students will also study a visual text, short stories, articles and develop research and essay writing skills.

Level 1 students will have the opportunity to gain Level 1 literacy credits.

Level 2 students will have the opportunity to gain Level 2 English and ELL credits, and 8 credits towards U.E. literacy.

This course includes internal and external Achievement Standards. Practical work is an integral part of this course. Topics covered include:

• Sports nutrition
• A nutritional issue for families in New Zealand.
• Sustainable food related practices.
• Food choices, well-being and determinants of health.

All students must follow Health and Safety regulations as required.

This course is intended for students who wish to investigate Graphic Design and Photography. Half the year is dedicated to the study of Photography whilst the other half is dedicated to the study of Design, which is assessed as an A1 external folio.

Students study photography by engaging in research and making their own photographs. Design study includes basic design principles and introduction to computer graphics and other design techniques. From there students create their own Graphic Design brief and make work that promotes a product, event or service. The Achievement standards that make up this course are

2.2 Design: Use drawing methods to apply knowledge of conventions appropriate to Design, 4 credits.

2.2 Photography: Use drawing methods to apply knowledge of conventions appropriate to photography, 4 credits.

2.4 Design: Produce a systematic body of work that shows understanding of art-making conventions and ideas within design, 12 credits. External Folio.

Total 20 credits

The following standards are being considered for the course:

AS91235 (2.1) Demonstrate an understanding of an adolescent health issue.

AS91236 (2.2) Evaluate factors that influence people’s ability to manage change.

AS91237 (2.3) Take action to enhance an aspect of people’s well-being within the school or community.

AS91239 (2.5) Analyse issues related to sexuality and gender to develop strategies for addressing the issue.

Health Education aims to enhance well-being for self, others and society. Students are encouraged to identify strategies, and develop the knowledge and skills, to make health-enhancing decisions. Level 2 Health focuses on societal influences on health and strategies for societal well-being. This course is designed for students interested in health and well-being related pathways.

English is not compulsory at Year 12, however, it is strongly recommended.

This course is based around texts which draw their inspiration from the world of comics and other parallel worlds. We will create, view and read texts to examine these hyper-realities. There will be a certain amount of flexibility in the course structure depending on your interests as we pull from a variety of both external and internal English Achievement Standards.

In general, topics cover the causes and consequences of significant historical events.

Students will study events from the following topics:

• The Vietnam War
• Terror - the 9/11 attacks or Munich Olympic Massacre
• The Takapuneke Massacre
• Assassinations that changed the world

This course included 3 internal and 2 external achievement standards.

The focus of this course is intended for students who have an interest in conflict management, political science and sociology. The other subjects that provide learning which helps History students deepen their understanding of the processes and topics studied in History include Social Studies and Geography.

This course includes internal Unit Standards only. Students are not able to gain course endorsement.

The nature of this course dictates particular recipes for assessments. Accommodation for special dietary requirements and preferences will not always be possible.

• Practice food safety methods in a food business.
• Handle and maintain knives in a commercial kitchen.
• Demonstrate knowledge of commercial espresso coffee equipment and prepare espresso beverages under supervision.
• Grilling in the Hospitality Industry.
• Baking in the hospitality industry.

All students must follow Health and Safety regulations as required.

This course is designed for students that

• want to study one less subject

or

• want to focus on an independent project of special interest

Independent Project:

This course is designed by the student and facilitated by a teacher. Students need to be self-motivated, passionate about a particular project, be prepared to study and/or investigate a project or train towards a particular goal. Students are responsible for developing a good timeline and producing an end product/outcome.

This course does not have NCEA credits attached but individual projects may attract credits, dependent on the project. Projects might include an elite sportsperson training for their particular sport, writing software, a local environment investigation or a research topic of interest. Students choose a topic that they are passionate about. The course is available to Year 11-13 students.

Studying one less subject:

Students would use ILP001 class time to work on their remaining courses. After planning their goal, they would be supervised, monitored and supported by a teacher throughout the year. Students would be responsible for bringing their work to class and be expected to manage their time to achieve their goal which may include completion of an NCEA certificate.

Level 7 of the National Japanese Curriculum will be covered through the study of four topics with a focus on understanding the Japanese way of life and making comparisons with our own.

Term One Family Life.

Term Two Eating and Drinking.

Term Three The Japanese school system.

Term Four Leisure

Skills: Students will use language to express and justify their own ideas and support or challenge those of others.

Students will also learn about the culture and customs of Japan, developing their intercultural competence further. At this level 75 Kanji are introduced.

Students will also learn about the culture and customs of Japan through interacting with native speakers in the target language. About 80 Kanji are introduced.

This course offers three internal assessments and two external assessments.

Internal assessments

• Writing portfolio

• Spoken presentation

• Conversation portfolio.

External assessments

• Listening

• Reading

Regular self and peer assessment will take place along with weekly tasks set through Language Perfect.

This course is based around two-unit standards. US2433 (6 credits) is a CAD standard. Students will learn the basics of CAD and can design a product they can make later in the year if time and budget allow. The other standard is around fabrication and a suitable set project will meet the criteria of this standard US 32054 (7 credits)

The projects in this course are designed to build on skills from Level 1, and a focus on accuracy and a well finished product is the goal, along with learning the skills of CAD drawing and design.

This is a skills and theory-based course to challenge students through a variety of different wood projects.   Students will be expected to focus on high quality hand skills in the achievement of set projects, working and interpreting drawings. Students will study the theory behind the tools, materials, and processes.  This course is assessed through Wood Trades ITO Unit Standards.

This fashion and textiles course will empower you with the knowledge and skills for you to achieve your potential. You will gain transferable design skills and an understanding of the technical side of garment construction through testing. You can study related areas such as, material properties, pattern making and sustainability to expand your knowledge.

This course will give you the opportunity to:

• Design and make an outcome for an event. This could include but is not limited to: School ball, job interview, horse riding competition, wearable arts, xmas or other themed party, holiday, kite day, sporting event or family celebration.
• Be inspired and learn from people that have been involved in the textiles/event arts industry.
• Develop confidence, skills and creativity with fabrics and other materials in the context of the event
• Project manage an outcome from start to finish in time for an event chosen by you.
• Research, design and test different ideas to meet a brief and complete a successful outcome.
• Gain an in-depth understanding of the links between your work and global issues such as sustainability, environmental concerns, health and safety.

This course involves Level 2 Achievement Standards from Mathematics and Statistics. However most of the assessments in this course will be done through internal Achievement Standards instead of external Achievement Standards. This is designed to reduce the pressure on students during the external examination at the end of the year.

NB: Calculus will not be covered in this course.

This course applies practical life and maths skills to real-life situations (e.g. buying a car, going flatting, getting a job) so that students can make more informed decisions going forward. This course will include up to three Level 2 NCEA Mathematics achievement standards in combination with core generic (life skills) unit standards.

Level 2 Media students will be able to explore their strengths and passion in producing media products for film, radio or print. Students need to be self-starters and strong independent learners in order to benefit from the range of transferrable skills, such as critical analysis, presenting, working with others and problem solving, that is taught in this subject.

Typical areas of focus will be:

• Understanding narrative story telling in a film trilogy
• Understanding aspects of the documentary film genre
• Presenting an aspect of the film industry through producing a You Tube style video, Empire Magazine article, or radio documentary

Level 2 NCEA Media Studies Achievement Standards are offered, with students able to achieve 10 credits from two internal assessments and four credits from one external assessment. Students taking MEP201 need to be self-motivated and committed to completing self-directed media products.

There are Unit Standards in kayaking, ski/snowboard, rock climbing and tramping.

Students will attend trips and overnight camps that result in absences from other subjects. Attending these trips and overnight camps is a required part of assessment to gain credits during this course. Students are expected to catch up on all missed work.

This course offers students a wide variety of learning contexts in, through and about movement. Students will have the opportunity to develop knowledge, skills and understanding that relate to improving performance, sports science, evaluating a training programme and sporting event.

Course content will be delivered mainly during theoretical lessons, before students apply their knowledge in a practical setting. It is anticipated that PED201 students will be moving onto PED301 and tertiary study.

The following standards are being considered for this course:

AS91328 (2.2) Demonstrate understanding of how and why biophysical principles relate to the learning of physical skills.

AS91329 (2.3) Demonstrate understanding of the application of biophysical principles to training for physical activity.

AS91330 (2.4) Perform a physical activity in an applied setting.

AS91331 (2.5) Examine the significance for self or others and society of a physical activity.

This course explores physical activity and recreation from a range of perspectives including personal experiences, assisting others, working together as a team and risk management. Students choosing this course should be motivated both to participate in physical activity, and explore concepts further in the classroom.

Please note, students wishing to pursue a University Entrance pathway in Physical Education are advised to choose PED201, not PER202 or PER302.

By the end of the Level 2 course, students will be able to:

• Demonstrate understanding of atoms and radioactivity.
• Demonstrate understanding of mechanics.
• Demonstrate understanding of electricity and electromagnetism.

There are two internal Achievement Standards during the year, with two external assessments at the end of the year.

This course is intended for those students who wish to pursue a broad art interest in terms of formal art study. Areas of study include Painting, Sculpture, Printmaking and related drawing techniques.

The first half of the year is dedicated to the study of Painting whilst the other half of the course is dedicated to Sculpture or Printmaking. Students get to choose which drawing focus they prefer between sculpture or printmaking and then painting is studied as an external assessed 2 panel A1 Folio of work. The Achievement standards that make up this course are:

2.1 Sculpture: Demonstrate an understanding of methods and ideas from established practice appropriate to Sculpture, 4 credits.

2.2 Sculpture: Use drawing to apply knowledge of conventions appropriate to Sculpture, 4 credits.

OR

2.2 Printmaking: Use drawing to apply knowledge of conventions appropriate to Printmaking, 4 credits.

2.4 Painting Folio: Produce a systematic body of work that shows understanding of art-making conventions and ideas within Painting, 12 External credits.

Total 20 credits.

Psychology is the study of human behaviour, emotions and thought processes. The emphasis of this course is on helping students understand the theoretical concepts and research methods associated with Psychology, which will also help them understand themselves.

In this course, we will look at the psychology of:

Reality Television – Love Island, The Kardashians, Big Brother. Why are some of us so obsessed? What are the biases involved when watching and what role does social media have in dictating our responses and feelings?

Stress – What is going on in our bodies when we are stressed? Why are some of us more predisposed to stress than others and what ways are there to help us manage it? How relevant is this knowledge to the fields of Clinical and Health Psychology?

Conformity – Why do we conform to group pressure despite our own personal beliefs? In groups you will carry out research, following the scientific process, to prove conformity in a context of your choice.

Nature / Nurture – How has this psychological debate changed over time? How does it help us understand behaviours such as aggression?

By the end of the Level 2 course, students will have developed their understanding of aspects of Biology, Chemistry, Physics, Geology and Astronomy. In addition they will refine their Science skills.

Students are not recommended to study Level 2 Science along with Level 2 Physics due to an overlapping standard.

Students will be assessed internally using research and investigation based assignments, along with one external standard at the end of the year as part of the Earth and Space Science Examination.

This course focuses on developing both group and performance skills, extending compositional skill through contemporary song writing, instrumental music, and music technology. Students will deepen their musical understanding in harmony, musical concepts, and analysis.

To be successful in this course you are expected to be proficient on an instrument to a minimum of three years’ experience and receiving tuition on your instrument either privately or through the itinerant programme.

Students taking this course should expect to sit at least one external standard and expect evening and public performances.

NCEA music students will create their own music programme with the assistance of their teacher from the standards offered.

LEVEL 2:

AS91270 – Perform as a featured soloist, 6 credits

AS91274 – Perform a substantial piece of music as a featured soloist on a second instrument, 6 credits

AS91272 – Demonstrate ensemble skills as a member of a group, 4 credits

AS91271 – Compose two substantial pieces of music, 6 credits

AS91278-Investigate an aspect of New Zealand music,4 credits

AS91276 -Demonstrate knowledge of conventions in a range of music scores, 4 credits- EXTERNAL

US27657 - Demonstrate knowledge of the development and usage of music technology equipment and techniques, 4 credits

US32302 - Apply knowledge of MIDI sequencing, 3 credits

US32303 - Apply knowledge of music notation application, 3 credits

US27703 - Demonstrate and apply knowledge of sound control and enhancement processes required for a performance context, 4 credits

LEVEL 3:

AS91416- Perform two programmes of music as a featured soloist, 8 credits

AS91417- Perform a programme of music as a featured soloist on a second instrument, 4 credits

91418 - Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group, 4 credits

AS91419 - Communicate musical intention by composing three original pieces of music, 8 credits

AS91422 -Analyse a substantial music work, 4 credits

AS91424-Create two arrangements for an ensemble, 4 credits

AS91425-Research a music topic, 6 credits

AS91423 -Examine the influence of context on a substantial music work, 4 credits – EXTERNAL

AS91420 -Integrate aural skills into written representation, 4 credits - EXTERNAL

AS91421-understanding of harmonic and tonal conventions in a range of music scores, 4 credits -EXTERNAL

US32304 - Operate music sequencing application, 4 credits

US32305 - Operate music notation application, 4 credits

US28007- Select and apply a range of processes to enhance sound in a performance context, 6 credits

English is not compulsory at Year 12; however, it is strongly recommended.

“Every word a woman writes changes the story of the world, revises the official version.” Carolyn See

Tired of history? Time for some her-story? This multi-level Level 2/Level 3 course aims to introduce you to the central concepts in feminist theory and to apply these to the analyses of literary texts. We will study a selection of novels, film, short stories, song lyrics and poetry that focus on women’s lives and reflect on the presentation and positioning of females from various gendered, racial, socio-economic, and national perspectives. There will be a certain amount of flexibility in the course structure depending on your interests as we pull from a variety of both external and internal English Achievement Standards.

The course aims to prepare students to become more independent. It will assist them with further vocational education, employment and/or training. Education tours of local Tertiary providers are included in this course.

Students will develop an understanding of the cultural beliefs that shape our world. They will be able to shape their own learning by choosing their areas of interest for research and social action assignments.

• Moving people - why are there more refugees now than ever before? What is life like for them?
• Culture clash – why do cultures clash with each other? What are the effects of this conflict? What could be done to resolve it? With case studies including race relations in the US, traveller communities in the UK, conflict in Rwanda and Black Lives Matter.
• Religion – looking at the world’s main religions, as well as studying the lifestyle of religious groups in New Zealand and overseas.
• Taking action – supporting people in our and other communities. What are their challenges and how can we help? Involves an optional media studies standard.

Social Studies Achievement Standards are offered, 3 internal and 1 external assessment.

English is not compulsory at Year 12; however, it is strongly recommended.

This course will use the context of sport to discover and learn the key concepts required in English. Sport in English will allow those students who have an interest in sport to study English in a way they will find both captivating and relevant. Exploring issues such as gender roles, performance enhancing drugs and the role of media in sport, this course will not only allow students to continue along the English pathway but will do so using a context they are passionate in.

This course is designed for students who have a passion for participating in sport and physical activity. Students choosing this course should be active participants in sport, and be up for the challenge of developing their leadership and interpersonal skills in sporting contexts. Themes covered include leadership of peers, group processes, practical performance, and exploration of the significance of physical activity for self, others and society.

This course aims to support and reinforce students’ competence and confidence in literacy skills. Students will gain skills and knowledge in reading, writing, listening, speaking, viewing and presenting. This course is entirely internally assessed.

Students will be directed into this course if they have not achieved the NCEA Literacy Co-requisite Unit Standards or the Level 1 Literacy Package.

Waihora taniwha, Waihora moana! Ka tuku te mihi maioha ki a koutou, a warm greeting to you all.

This course gives students an opportunity to experience the different aspects of Kapahaka, Māori Performing Arts. Students will be able to learn the history of the local area, and the origins of Māori Performing Arts through mōteatea, waiata, poi, haka, and waiata ā-ringa.

E ngā mana, e ngā reo, tēnā rawa atu koutou. This course is a continuation from 11MAO, during which students will continue to build on the four language skills. The primary focus is to develop a practical confidence across - reading, writing, listening and speaking.

Topics to be covered:

Te Marae - The Marae

Ōku Whāinga – My goals

Tōku Ao – My world.

This course offers 3 internal assessments and two external assessments.

• Kōrero kia whakamahi i te reo o tōna ao torotoro – a portfolio of speaking assessments
• Whakarongo kia mōhio ki te reo o tōna ao torotoro – a portfolio of listening exercises
• Waihanga tahinga auaha, i te reo o te ao torotoro - a portfolio of written assessment
• Tahi i te reo o te ao torotoro – External written assessment
• Pānui i te reo o te ao torotoro – External reading comprehension assessment.

This course is intended for students who have an interest in the technical aspects of artmaking. The year is spent investigating processes such as Photography, Screen Printing and stop-motion Animation. This is a fully internally assessed course. Each standard offers 4 internal Achievement Standard credits, a total of 16 credits.

2.2 Photography. Use drawing methods to apply knowledge of conventions appropriate to Photography, 4 credits.

2.3 Photography. Develop ideas in a related series of drawings appropriate to established photography practice.

2.2 Design. Use drawing methods to apply knowledge of conventions appropriate to Design, in the context of T-shirt design, 4 credits.

2.5 Produce a resolved work that demonstrates control of skills appropriate to cultural conventions of stop-motion animation, 4 credits.

English is not compulsory at Year 12 and 13; however, it is strongly recommended.

“Originality is the essence of true scholarship. Creativity is the soul of the true scholar.” Nnamdi Azikiwe

Do you have opinions? Enjoy a good debate? Are you an avid consumer of literature of all types? Here is your chance to think outside the square. This course is all about you.

An academic, multi-level Level 2 and Level 3 course, Where Knowledge Meets Scholarship aims to introduce, prepare, and guide you to success in the English Scholarship examination.

Your critical thinking skills will be extended through the examination and connections between unfamiliar texts. You will explore intertextuality (connections) between literature selected from a wide range of genres: what these texts have to say about how literature explores what it is to be human and the place of literature in our lives.

This course includes the study of a Shakespearean play.

This is a workbook based program, students work on several themed units. The content of these units is adapted for the individual cohort to support the development of the individuals literacy, numeracy and life skills.

There will be a limited number of NCEA internal assessments available to those identified as eligible to sit Supported Learning Standards.

Equations; real, rational and complex numbers; graphs and trigonometry; calculus including the solution of differential equations.

The course extends and develops the calculus work begun in Year 12. The formulation of problems in mathematical terms, use of mathematical reasoning, precision in the use of symbols and the ability to construct and set out methodically a mathematical argument are increasingly important.

The course involves use and interpretation of data using modelling and statistical processes, to make sense of the world around us.

Accounting is intended for students with an interest in business, money and finance. Students will learn skills helpful in starting their own business, or assist those running a small business. This course will give students an awareness of business in the ‘real world’.

• Decision making – preparing financial information to assist management in making decisions.
• Job costing – costing for production businesses.
• Analysis and interpretation – analysing a New Zealand business’s financial information to decide whether or not it is worthy of investment.
• Accounting for partnerships and companies.

Students undertake a mixture of research based internal assessments during the year and external exams at the end of the year.

• A research based internal assessment based on the profitability of chosen Primary Product, 6 credits.
• An investigation into a primary product eg potatoes, 4 credits
• Two compulsory external exams , Analyse a New Zealand Primary Production Environmental issue, 5 credits and
• Demonstrate understanding of how the production process meets market requirements for a New Zealand Primary Product. 4 Credits

Year 13 Biology is an interesting, relevant and up to date course which offers a total of 14 credits. There are two Achievement standards assessed externally:

• Human evolution, 4 credits.
• Speciation, 4 credits

In addition there are two internal research based Achievement standards.

• Homeostasis (how an animal maintains a stable internal environment), 3 credits
• Complete a biological investigation (animal behaviour), 4 credits

Students have the opportunity to unleash their inner entrepreneur and experience the start-up world first-hand with the support of the Young Enterprise Scheme (YES). Each YES company creates their own product or service and brings this to market during the year. Students will experience many dimensions of business including completing a business pitch, finance documents, marketing their product, designing their production process and creating sales channels. This is accompanied by a marketing plan internally where students need to analyse the market and develop a plan to suit the current climate. Group work is a large component of these two internals.

The external focuses on internal factors such as quality management, innovation and change management and how these relate to a business. We examine a range of case studies, complete a field trip, and have guest speakers for this topic.

Most of the Year 13 courses are developed further from Level 2. This course covers:

3.2 Spectroscopy.

3.4 Thermochemistry.

3.5 Organic substances.

3.7 Oxidation reduction.

There are internal Achievement Standard assessments during the year, with external assessments at the end of the year.

The course builds on and extends the work covered in Year 12. Students will continue to develop their individual study skills to achieve a level of recognition of 600 characters. Students will aim to speak more confidently, initiate conversation and respond to more complex dialogue.

Cultural aspects will be integrated with language study. Practice will be in pairs and groups. Audio, videos, computers and visual aids are an integral part of the course.

A multi-disciplinary subject that covers art, history, literature and philosophy of the Greek and Roman world.

Students study two topics:

• Roman Art and Architecture – covers some of the greatest sculptures and architectural structures of the world, including the Colosseum.
• Alexander the Great – Alexander is on a quest to take over the world. We look at his travels, battles and adventures along the way.

Classical Studies provides the opportunity to gain up to 22 credits. Two internal assessments totalling 12 credits and 2 external assessments totalling 10 credits.

Students will gain practical knowledge of a range of established forms of design, through a variety of work consisting of drawing notes, developed sequences of drawings, small works and design solutions and finished artwork. Students will also learn about design ideas and the relationships between such ideas, methods, materials and processes. From this they will develop their own independent design practice.

Internal Achievement Standards:

3.2 Use drawing to demonstrate understanding of conventions appropriate to Design, 4 credits.

3.3 Systematically clarify ideas using drawing informed by established Design practice, 4 credits.

External Achievement Standard:

Folio: A three panel A1 Folio sent to Wellingtron for external assessment.

3.4 Produce a systematic body of work that integrates conventions and regenerates ideas within Design practice, 14 credits.

Total course credits 22.

This course is based around Level 7 of the National Curriculum. The course builds on the aims and skills of the Year 12 course. Year 13 Drama requires a significant commitment to gaining understanding of theory and practice through research and independent study. Work is performed individually or in small groups.

Ākonga studying for the NCEA Drama Scholarship will be working individually towards using wide knowledge, experience and critical analysis of drama processes, texts and theories, to inform and justify challenging and creative drama works.

3.1 Interpret scripted text to integrate drama techniques in performance (4 credits).

3.2 Devise and perform a drama to realise a concept (5 credits).

3.4 Select and use complex performance skills associated with a drama form or period (4 credits).

3.6. Perform a substantial acting role in a significant production (5 credits)

Optional extension includes 3 internal Achievement Standards:

3.7 Demonstrate understanding of live drama performance (4 credits) (external)

3.8 Script a drama suitable for live performance (5 credits)

3.9 Direct a drama performance (5 credits)

This blended course provides an opportunity for Yr 13 students to experience a tertiary course aligned with their vocational pathway while still being enrolled at school. Successful applicants would study part-time at Lincoln High School (LHS) and part-time at a tertiary trade academy, either Ara or the National Trade Academy (NTA). Students would attend LHS Monday - Wednesday and Ara or NTA Thursday – Friday. Applicants must have the tertiary course choice approved by LHS before applying to Ara or NTA. Student results from LHS, Ara or NTA count towards Level 3 NCEA.

The course details may change but are accurate as at July 2022.

Lincoln High School (Monday to Wednesday) course – Still choose 4 subjects (with DEP303 being the 5th subject)

Possible Ara (Thursday and Friday) courses:

• Introduction to Construction Trades
• Hospitality
• Introduction to Electrical Engineering
• Introduction to Automotive and Engineering

Possible National Trade Academy Level 3 (Thursday and Friday) courses include:

• Animal Care
• Agriculture
• Horticulture and Landscaping
• Equine

This course is intended for students with an interest in Earth and Space Science who wish to be able to study Level 3 Science along with Level 3 Biology, Chemistry or Physics.

Students will study the following topics:

• Oceanography.
• Atmospheric Science.
• Geology & Geological dating.
• Astronomy.
• Practical investigation skills.

Students will undertake a mixture of research and investigation based internal assessments during the year. They will also sit two external exams at the end of the year.

This course looks at how the market system operates on a micro and macro level and how the economy works as a whole. Students develop reasoning and analytical skills that allow them to present and interpret economic graphs and information for a variety of scenarios in the economy.

• How economics can solve problems such as improving youth health and education.
• Economic theory about market structure, market failure, market efficiency and the impact on the economy.
• How the government makes choices and can influence markets and society.

This academic Level 3 English course contains a mixture of internally and externally assessed Achievement Standards including: Literature studies of visual and written texts, close analysis of text and oral and visual presentations.

This course will look at the Vietnam War and some more modern conflict that have happened in recent times conflict and war on a global scale. Students will study, respond to and analyse all text types, including film, short stories, novel and poetry. Themes will be complex and engaging and may include the duality of man, the effect of war on the human mind, the addiction to war and the brutality of conflict. There is also an opportunity for students to explore their own topics like the Cartels in South America, Terrorism or even the Civil Rights Movement in the USA.

This is a combined course for both Level 1 and Level 2 students. Students have the opportunity to further develop their English language skills in reading, writing, speaking and listening. Students will also study a visual text, short stories, articles and develop research and essay writing skills.

Level 1 students will have the opportunity to gain Level 1 literacy credits.

Level 2 students will have the opportunity to gain Level 2 English and ELL credits, and 8 credits towards U.E. literacy.

Students will gain knowledge and experience in:

• Nutritional issues affecting the well-being of New Zealand society.
• The influence of multinational food corporations on eating patterns in New Zealand.
• A food related ethical dilemma for New Zealand society.
• Influences of media messages on food choices.

Weekly practical work is an integral part of this course

All students must follow Health and Safety regulations as required.

The following standards will be assessed within a forensics context:

• Application of Physics to a selected context
• Using spectroscopic data in Chemistry
• Carry out a chemical investigation using quantitative analysis
• Biological socio-scientific issues
• Chemical processes in the world around us

There are five internal assessments

We start with an exciting one-day field trip to New Brighton Beach and Taylors Mistake where you will conduct geographic research on the different coastal processes that develop sand dunes. After getting out and about you will produce a report explaining your findings and make research-informed conclusions.

We then move on and explore the global issue of plastic in the ocean. This consists of a three-part report summarising what plastic is, why is there so much globally, where it ends up, how different people feel about it, what technology is out there to minimise the issue and make our own informed recommendations.

We then take a look at international tourism and the impact Covid-19 has had globally. We specifically look into three countries that rely on the tourism industry and how the spread of covid has social and economic impacts. We then finish with some important exam prep and an opportunity for another internally assessed assessment.

By the end of this course, you will have completed four internal assessments and two external exams. This will include University Entrance into Geography.

The following standards are being considered for the course:

AS91461 (3.1) Analyse a New Zealand health issue.

AS91462 (3.2) Analyse an international heath issue.

AS91463 (3.3) Analyse health practices currently used in New Zealand.

AS91464 (3.4) Examine a contemporary ethical issue in relation to well-being.

AS91465 (3.5) Examine models for health promotion.

This course is designed for students interested in health related pathways. It provides the foundation for pathways to the social and health sciences. It focuses on societal influences on well-being and strategies needed in communities to enhance well-being and promote social justice.

History will focus on political events, ideas and movements that look at relationships within and between countries. Events that have impacted how countries interact with one another, disputes, resolutions and how this may influence the current global political climate. Offers an introduction to politics and international relations – both of which can play important roles in a Bachelor of Arts or Bachelor of Laws– a common pathway for History students.

Topics to be Covered a. The Atomic Bomb and/or the Cold War – Conflict that encompassed the world for almost half a century. The fight for superpower supremacy between the US and USSR and how this has affected political relations today.

b. Russian Revolution – The evolution of the Communist system of government, how dictators like Lenin and Stalin rose to power and how this affected people under their rule and international relations.

c. Colonisation of Dunedin – Explore how kidnapping and jail time led to the establishment of the Dunedin colony through a research assessment with an optional fieldtrip.

This course is designed for students that

• want to study one less subject

or

• want to focus on an independent project of special interest

Independent Project:

This course is designed by the student and facilitated by a teacher. Students need to be self-motivated, passionate about a particular project, be prepared to study and/or investigate a project or train towards a particular goal. Students are responsible for developing a good timeline and producing an end product/outcome.

This course does not have NCEA credits attached but individual projects may attract credits, dependent on the project. Projects might include an elite sportsperson training for their particular sport, writing software, a local environment investigation or a research topic of interest. Students choose a topic that they are passionate about. The course is available to Year 11-13 students.

Studying one less subject:

Students would use ILP001 class time to work on their remaining courses. After planning their goal, they would be supervised, monitored and supported by a teacher throughout the year. Students would be responsible for bringing their work to class and be expected to manage their time to achieve their goal which may include completion of an NCEA certificate.

Students will build on their vocabulary knowledge from Level 2. In addition to revising and consolidating Year 12 work, Level 7 and 8 of the National Japanese Curriculum will be covered through the study of the following topics

Traditions and Customs, Travelling in Japan, Future plans and Work, Communication and the Media.

Skills: Students will be able to use a wide range of language to express and justify their own opinions, support or challenge those of others and respond critically to texts. They will continue to develop their intercultural competence.

This course offers three internal assessments and two external assessments.

Internal assessments

• Writing portfolio.

• Spoken presentation.

• Conversation portfolio.

External assessments

• Listening.

• Reading.

This course is based around two-unit standards. US2436 (5 credits) is a CAD standard. Students will learn the basics of CAD and can design a product they can make if budget allows. The other standard is around machining and a suitable set project will meet the criteria of this standard US 32054 (7 credits)

The projects in this course are designed to build on skills from Level 2, and a focus on accuracy and a well finished product is the goal, along with learning the skills of CAD drawing and design.

This course is assessed through Wood Trades ITO Unit Standards. The projects in the course are around building on skills from Level 2, with a focus on fine art and producing a well-designed piece of furniture that incorporates several different techniques and materials. A variety of skills that include curving and shaping timber through lamination and jig making with the option of students being able to design parts of the furniture themselves.

The fashion and textiles industry are a growing industry that employs close to 60 million people. It offers a wide range of opportunities for people with passion, talent and skill. Fashion is a career choice that could see you working as a designer for an established brand or being a self-employed designer with your own label. It could lead you to being a buyer or a wardrobe assistant, a garment technician or retails assistant.

This course will give you the opportunity to:

• Research and develop knowledge from a chosen context, to discover market trends, industry requirements, and innovative ideas.
• Develop confidence, skills and creativity using textiles and/or a variety of other materials.
• Project manage an outcome from start to finish, for a chosen client
• Research, design and test different ideas and materials to meet a brief and complete a successful outcome.
• Learn how to communicate, be inspired and learn from people that have been involved in the textiles/event industry.
• Gain an in-depth understanding of the links between their work and global issues such as sustainability, environmental concerns,health and safety.

This is an applied Mathematics course designed for students wanting to do trades, or study at Ara or any other Polytech. It involves Level 3 Achievement Standards from Mathematics and Statistics.

Do you like producing content for an audience? Want a career in the media industry?

Level 3 Media Production students choose one of three streams of media production: film-making, radio broadcasting, or magazine writing & design. Depending on their passions, students are encouraged to watch films, engage with broadcasting (radio/podcasts), or read magazines of interest to them with a specific eye on the journalists writing the articles. They should be identifying the decisions made by professionals, so that they can then apply this knowledge to their own products.

In general, this course gives practical and theoretical understanding of film-making, podcast/radio broadcast production, or print magazine writing & design.

Media Studies Achievement Standards are offered, with students able to achieve a maximum of 15 credits from this course in four internal assessments. There is an optional external standard worth 4 credits. Some assessments will be generic to the class, while others will be specific to film-making, radio broadcasting, or magazine article writing.

Students who choose filmmaking will typically work with others to make their film.

Students who choose radio broadcasting will be responsible for running the school radio station by producing regular content.

Students who choose magazine design will be responsible for creating an original magazine through to the publishing stage.

The course will require students to:

- Plan and produce a short film, radio programme, or magazine article

- Demonstrate their competency in the use of the media equipment (camera, lighting, broadcast console) & software from the Adobe suite

- Carefully study a range of media and be able to explain/analyse their meaning.

- Carefully study a development in the media industry

- Be able to work as part of a team and independently.

- Be able to demonstrate good time-management skills.

This course is intended for students who have a genuine interest in studying and producing media. Other courses that provide learning that can support Media Production are: Art, Drama, English, Design, and Social Sciences.

This course is likely to include Unit Standards in sea kayaking, rock climbing or survival skills/tramping and mountain expedition skills.

Students will attend trips and overnight camps that result in absences from other subjects. Attending these trips and overnight camps are a required part of assessment to gain credits during this course. Students are expected to catch up on all missed work.

Students will gain practical knowledge of a range of established forms of painting, through a variety of work consisting of drawing notes, developed sequences of drawings, small works and finished paintings.

Students will also learn about pictorial ideas and the relationships between such ideas, methods, materials and forms. From this they will develop their own independent art practice.

Internal Achievement Standards:

3.1 Analyse methods and ideas from established Painting practice, 4 credits

3.2 Use drawing to demonstrate understanding of conventions appropriate to Painting, 4 credits.

3.3 Systematically clarify ideas using drawing informed by established painting practice, 4 credits.

External Achievement Standard:

Folio: A three panel A1 Folio sent to Wellington for external assessment, 14 credits.

3.4 Produce a systematic body of work that integrates conventions and regenerates ideas within Painting practice.

The research standard for this course is an optional 4 credits and is recommended for students entering Scholarship Painting.

Students will gain knowledge of photographic conventions procedures and methods. Students present a photographic study to show their understanding of photography as an edited sequence of work. From these project based learning episodes students develop their own independant photography practice.

Internal Achievement Standards:

3.1 Analyse methods and ideas from established photography practice, 4 credits

3.2 Use drawing to demonstrate understanding of conventions appropriate to photography, 4 credits.

3.3 Systematically clarify ideas using drawing informed by established photography practice, 4 credits.

External Achievement Standard:

Folio: A three panel A1 Folio sent to Wellington for external assessment.

3.4 Produce a systematic body of work that integrates conventions and regenerates ideas within art photography practice, 14 credits.

The research standard for this course is an optional 4 credits and is recommended for students entering Scholarship Photography.

This course is designed to prepare students for university studies as students will investigate a range of topics from a critical perspective. This includes sports science and the socio-cultural impacts of physical activity for self and others.

The following standards are being considered for this course:

AS91498 (3.1) Evaluate physical activity experiences to devise strategies for lifelong well-being.

AS91499 (3.2) Analyse a physical skill performed by self or others.

AS91500 (3.3) Evaluate the effectiveness of a performance improvement programme.

AS91501 (3.4) Demonstrate quality performance of a physical activity in an applied setting.

AS91502 (3.5) Examine a current physical activity event, trend or issue and its impact on New Zealand society (optional standard only).

This course is for students who are interested in exploring a range of physical and recreational activity topics. Students will get the opportunity to experience, gain knowledge and skills in various physical and recreational activities. Students will explore what recreation is, understand needs of target groups, run a recreational activity, and focus on skill performance improvement. This course includes both practical and classroom elements.

By the end of the Level 3 course, students will be able to:

• Demonstrate understanding of wave systems, Physics 3.3.
• Demonstrate understanding of mechanical systems, Physics 3.4.
• Demonstrate understanding of electrical system, Physics 3.6.

Students will undertake a mixture of research and investigation-based internal assessments during the year. They will also sit external exams at the end of the year.

Students will gain practical knowledge of a range of established forms of printmaking through a variety of work consisting of drawing notes, developed sequences of drawings, proof prints and finished prints. Students will also learn about pictorial ideas and the relationships between such ideas, methods, materials and procedures. From this they will develop their own independent Art practice.

Internal Achievement Standards:

3.1 Analyse methods and ideas from established printmaking practice, 4 credits.

3.2 Use drawing to demonstrate understanding of conventions appropriate to Printmaking, 4 credits.

3.3 Systematically clarify ideas using drawing informed by established printmaking practice, 4 credits.

External Achievement Standards:

Folio: A three panel A1 Folio sent to Wellington for external assessment.

3.4 Produce a systematic body of work that integrates conventions and regenerates ideas within printmaking practice, 14 credits.

The research standard for this course is an optional 4 credits and is recommended for students entering Scholarship Printmaking.

NCEA Level 3 Psychology builds on the knowledge and skills gained from Level 2 Psychology. This course will give you the opportunity to consolidate and expand your knowledge of psychological approaches, theories and research methodologies. Being able to work effectively as part of a group as well as independently is vital to achieving success in this subject.

In this course, we will look at the psychology of:

Aggression and Violence – Documented youth violence may be on the decline but some types of crime, such as ramraiding, are on the increase. Why is this? We will look at the theories behind why young people continue commit crime and why it is important that those working in the field of Forensic Psychology have an awareness of this.

Religion – New Zealand is a secular state with no state religion yet around 85% of the world population continues to identify themselves as being religious. Why is this? Could it be that our brains and minds are predisposed to be religious or spiritual? Or is religious belief purely the result of the environment and culture in which we live? Either way, why is it important to know this in a post-covid world?

The Brain and Neuroplasticity – The notion that as soon as we reach adulthood our brains stop changing has long been discarded. It has been found that the function and structure of our brains continue to adapt throughout our lives in response to experience. In groups, students will carry out research to prove neuroplasticity in a context of their choice. We will also look at how the famous research by Rosenzweig and Bennett in 1961 has impacted our society and our understanding of the brain

Students will gain practical knowledge of at least one established form of sculpture through a variety of work consisting of drawing notes, developed sequences of drawings, maquettes (models) and finished sculptural works. Students will also learn about sculptural ideas and the relationships between such ideas, methods, materials and processes. From this they will develop their own independent Art practice.

Internal Achievement Standards covered:

3.1 Analyse methods and ideas from established sculpture practice, 4 credits.

3.2 Use drawing to demonstrate understanding of conventions appropriate to sculpture, 4 credits.

3.3 Systematically clarify ideas using drawing informed by established Sculpture practice, 4 credits.

External Achievement Standard:

Folio: A three panel A1 Folio sent to Wellington for external assessment.

3.4 Produce a systematic body of work that integrates connection and regenerates ideas within Sculpture practice, 14 credits.

The research standard for this course is an optional 4 credits and is recommended for students entering Scholarship Sculpture.

This course focuses on developing both group and performance skills, extending compositional skill through contemporary song writing, instrumental music, and music technology. Students will deepen their musical understanding in harmony, musical concepts, and analysis.

To be successful in this course you are expected to be proficient on an instrument to a minimum of three years’ experience and receiving tuition on your instrument either privately or through the itinerant programme.

Students taking this course should expect to sit at least one external standard and expect evening and public performances.

NCEA music students will create their own music programme with the assistance of their teacher from the standards offered.

LEVEL 2:

AS91270 – Perform as a featured soloist, 6 credits

AS91274 – Perform a substantial piece of music as a featured soloist on a second instrument, 6 credits

AS91272 – Demonstrate ensemble skills as a member of a group, 4 credits

AS91271 – Compose two substantial pieces of music, 6 credits

AS91278-Investigate an aspect of New Zealand music,4 credits

AS91276 -Demonstrate knowledge of conventions in a range of music scores, 4 credits- EXTERNAL

US27657 - Demonstrate knowledge of the development and usage of music technology equipment and techniques, 4 credits

US32302 - Apply knowledge of MIDI sequencing, 3 credits

US32303 - Apply knowledge of music notation application, 3 credits

US27703 - Demonstrate and apply knowledge of sound control and enhancement processes required for a performance context, 4 credits

LEVEL 3:

AS91416- Perform two programmes of music as a featured soloist, 8 credits

AS91417- Perform a programme of music as a featured soloist on a second instrument, 4 credits

91418 - Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group, 4 credits

AS91419 - Communicate musical intention by composing three original pieces of music, 8 credits

AS91422 -Analyse a substantial music work, 4 credits

AS91424-Create two arrangements for an ensemble, 4 credits

AS91425-Research a music topic, 6 credits

AS91423 -Examine the influence of context on a substantial music work, 4 credits – EXTERNAL

AS91420 -Integrate aural skills into written representation, 4 credits - EXTERNAL

AS91421-understanding of harmonic and tonal conventions in a range of music scores, 4 credits -EXTERNAL

US32304 - Operate music sequencing application, 4 credits

US32305 - Operate music notation application, 4 credits

US28007- Select and apply a range of processes to enhance sound in a performance context, 6 credits

English is not compulsory at Year 12; however, it is strongly recommended.

“Every word a woman writes changes the story of the world, revises the official version.” Carolyn See

Tired of history? Time for some her-story? This multi-level Level 2/Level 3 course aims to introduce you to the central concepts in feminist theory and to apply these to the analyses of literary texts. We will study a selection of novels, film, short stories, song lyrics and poetry that focus on women’s lives and reflect on the presentation and positioning of females from various gendered, racial, socio-economic, and national perspectives. There will be a certain amount of flexibility in the course structure depending on your interests as we pull from a variety of both external and internal English Achievement Standards.

Students will develop an understanding of ideologies, polices and how these shape our world. They will be able to shape their own learning by choosing their areas of interest for research and social action assignments.

• How do different countries manage issues such as gun laws, prison and drugs?
• Current world issues – we will study two current global issues and how they have been responded to. Examples include extremism and Russia.
• Campaigning for good – studying and taking campaigns of social action.

Social Studies Achievement Standards are offered, 3 internal and 1 external assessment plus an optional additional external standard.

The course will offer the students the opportunity to develop leadership and management skills through coaching junior LHS students as well as students at local primary schools. This course does involve hours of coaching so students are expected to be comfortable and willing to coach on their own.

Course content includes:

• Learn and teach new games to junior students.
• Sports injury prevention.
• Plan and deliver coaching sessions to younger students in a chosen sport or activity
• Focus on coaching through skill specific development
• Reflect on coaching experiences

Students who choose this course should be willing to work with young people, and be available to coach groups at various stages of the year.

This course aims to support and reinforce students’ competence and confidence in literacy skills. Students will gain skills and knowledge in reading, writing, listening, speaking, viewing and presenting. This course is entirely internally assessed.

Waihora taniwha, Waihora moana! Ka tuku te mihi maioha ki a koutou, a warm greeting to you all.

This course gives students an opportunity to experience the different aspects of Kapahaka, Māori Performing Arts. Students will be able to learn the history of the local area, and the origins of Māori Performing Arts through mōteatea, waiata, poi, haka, and waiata ā-ringa.

E ngā korokoro tūī o te reo Māori, e mihi ana au ki a koutou e whai tonu ana i tēnei taonga o ō tātou tīpuna. This course is a continuation from MAO201, during which students will continue to build on the four language skills. The primary focus is to develop a practical confidence across reading, writing, listening and speaking.Topics:

• Whakaora i te reo - Language revitalization.
• Tangata Ranganui - Famous people.
• Te Ao Whānui - The wider world.

This course offers 3 internal assessments and 2 external assessments.

• Kōrero kia whakamahi i te reo Māori o te ao whānui – a portfolio of speaking assessments.
• Waihanga tahinga whai take i te reo Māori o te ao whānui - a portfolio of writing assessments
• Whakarongo kia mōhio ki te reo Māori o te ao whānui – a portfolio of listening assessments.
• Tuhi i te reo Māori te ao whānui – External written assessment.
• Pānui i te reo Māori o te ao whānui– External reading comprehension assessment.

This course is intended for students who have an interest in the technical aspects of the Visual Arts, Design, Photography and Animation. Students engage in projects such as stop motion animation, photography and T-shirt design and printing.

This is a fully internally assessed course. Each topic offers 4 internal Achievement Standard credits.

3.2 Photography – Use drawing to demonstrate understanding of conventions appropriate to Photography – Studio product shot or portraiture, 4 credits.

3.3 Systematically clarify ideas using drawing informed by established photography practice.

3.2 Design – Use drawing to demonstrate understanding of conventions appropriate to Design (T-shirt Design and Print), 4 credits.

3.5 Produce a resolved work that demonstrates purposeful control of skills appropriate to stop motion animation, 4 credits.

Total 16 credits

Throughout the year we explore Australia, the Pacific Islands and regions of Aotearoa, New Zealand as tourist destinations. We explore travel information such as time zones, history, culture, tipping and taxes, currency, health and safety, climate, entry requirements, flights, accommodation and activities to do while visiting these places. There is also an opportunity to explore an additional assessment focused on providing customer service for international visitors.

This course is based around texts which draw their inspiration from Science Fiction Literature. We will look at how over time Science Fiction has explored different concerns about our world and its future. We will create, view and read texts to examine these future visions. There will be a certain amount of flexibility in the course structure depending on your interests as we pull from a variety of both external and internal English Achievement Standards.

English is not compulsory at Year 12 and 13; however, it is strongly recommended.

“Originality is the essence of true scholarship. Creativity is the soul of the true scholar.” Nnamdi Azikiwe

Do you have opinions? Enjoy a good debate? Are you an avid consumer of literature of all types? Here is your chance to think outside the square. This course is all about you.

An academic, multi-level Level 2 and Level 3 course, Where Knowledge Meets Scholarship aims to introduce, prepare, and guide you to success in the English Scholarship examination.

Your critical thinking skills will be extended through the examination and connections between unfamiliar texts. You will explore intertextuality (connections) between literature selected from a wide range of genres: what these texts have to say about how literature explores what it is to be human and the place of literature in our lives.

This course includes the study of a Shakespearean play.

This Level 3 and Scholarship English course contains a mixture of internally and externally assessed Achievement Standards. It focuses on the writing skills of able writers through a folio. Also included are literature studies, personal reading and close analyses of critical texts.