Business Studies Year 9

The emphasis at this level is on developing enterprise skills using theory and practice from the areas of Economics and entrepreneurial skills. Students are provided with introduction to the basic concepts of enterprise and enterprising attributes. This gives students knowledge about the organisation of business system. It further enhances student’s knowledge on the role of business in New Zealand. Students are provided with introduction to the basic concepts of enterprise and enterprising attributes. This gives students knowledge about the organisation of business system. It further enhances student’s knowledge on the role of business in New Zealand.

Students will look at features and skills of entrepreneurs using case studies, businesses including topics on: ownership, structures, location, financing, production, as well as sections on marketing and promotion and basic accounting
•This course will enable the student to understand what it is to be an enterprising person and how basic businesses are organised and run.
•This will give the student skills and knowledge of how to participate more effectively as a producer, consumer and worker in their daily life.

Course Standards
9BUS001Demonstrate understanding of how Enterprise & Entrepreneurs use innovative ideas in their decision making together with types of business structures.

9BUS002Demonstrate understanding of Technology in Business place.

This course aims to:

•Develop student’s understanding of the role in society as a financial language for income and spending.
•Provide students with knowledge of the principles, processes around the Economic problem.
•Enable students to apply financial knowledge and skills to practical situations.

This course introduces students to the subject of Business Studies. It is an introductory course which concentrates on the business world and decision making. Students will become familiar with the language of business and will learn to report and analyse financial information. The course aims to develop communication, analytical and reasoning skills in students.

Course Standards
10.1BU The Economic Problem

10.2BU Income and Spending

10.3BU Market Activity

• Develop students understanding of business structure.
• Provide insights on how real businesses report and calculate profitability
  
  
  
  
  
  

Year 8 Business Studies is a half year course that covers the skills for setting up businesses with a focus on:

-  Legal structure

- Finance and Profitability.

This course provides students with an advanced understanding of financial and management accounting processes, enabling them to analyse, interpret, and evaluate financial information for complex business entities. Students will develop the skills necessary to prepare and report on financial statements in accordance with New Zealand Generally Accepted Accounting Practice (NZ GAAP), assess a business’s financial position, and make informed recommendations for decision-making.

The course covers the following Achievement Standards:

• AS91405 – Demonstrate understanding of accounting for partnerships.

• AS91406 – Demonstrate understanding of company financial statement preparation.

• AS91407 – Prepare a report for an external user that interprets the annual report of a New Zealand reporting entity. In this standard, students conduct an in-depth study of a New Zealand publicly listed company, such as Kathmandu, with a focus on evaluating its sustainable business practices.

• AS91408 – Demonstrate understanding of management accounting to inform decision-making.

• AS91409 – Demonstrate understanding of a job cost subsystem for an entity.

Learning is enriched with authentic, real-world experiences. In recent years, students have engaged with professionals from Deloitte and KPMG, gaining first-hand insights into what it is like to work as an accountant and to ask questions about career pathways/scholarships and job opportunities available in the accounting and finance industries.

Through a combination of practical application and theoretical study, students will enhance their ability to use accounting information in real-world contexts, strengthening skills in analysis, interpretation, and communication. The course also develops critical thinking, attention to detail, and problem-solving abilities, preparing students for further study in accounting, commerce, and business, or for entry into related careers.

Prior learning is advantageous but not necessary. Students also have the opportunity to study scholarship at this level.

This course is designed to deepen students’ understanding of microeconomic and macroeconomic concepts, enabling them to critically analyse issues and apply economic models to real-world situations. Students will investigate how the market system operates, the role of government in the economy, and the impact of global and domestic influences on New Zealand’s economic performance.

The course includes: 

Achievement Standard 91401 – Demonstrate understanding of micro-economic concepts, students will examine resource allocation, market efficiency, and the effects of government intervention. 

Achievement Standard 91402 – Demonstrate understanding of government interventions where the market fails extends this learning to explore reasons for and consequences of policies designed to address market failures.

Achievement Standard 91399 – Demonstrate understanding of the efficiency of different market structures using marginal analysis will require students to evaluate the performance of markets such as perfect competition, monopoly, and monopolistic competition, using graphical and theoretical analysis. 

Achievement Standard 91403 – Demonstrate understanding of macro-economic influences on the New Zealand economy, students will investigate factors such as economic growth, inflation, unemployment, international trade, and the role of fiscal and monetary policy.

This course is academically rigorous and encourages students to think critically, interpret data, and use economic reasoning to evaluate policies and outcomes. It provides an excellent foundation for further study in economics, commerce, business, and related disciplines, as well as developing analytical skills applicable in many career pathways.

Scholarship is offered alongside this course.

This course provides students with a comprehensive understanding of microeconomic and macroeconomic concepts, decision-making, and policy analysis within the New Zealand context. Students will examine how individuals, firms, and the government interact within the economy, and how economic models can be used to explain real-world issues. Emphasis is placed on applying economic theory to current events, evaluating the effects of economic decisions, and developing analytical and problem-solving skills.

The programme covers the following Achievement Standards:

• AS91222 – Analyse inflation using economic concepts and models.

• AS91223 – Analyse international trade using economic concepts and models.

• AS91224 – Analyse economic growth using economic concepts and models.

• AS91225 – Analyse unemployment using economic concepts and models.

• AS91227 – Analyse how government policies and contemporary economic issues interact.

Students will engage in a range of activities, including data interpretation, model analysis, and evaluation of policy options, with a strong focus on real-life applications. By the end of the course, students will be equipped with the knowledge and skills to critically assess economic issues, understand their implications for individuals and society, and make informed judgements about possible solutions.

Studying Economics provides a strong foundation for future careers in business, finance, government policy, data analysis, law, journalism, and international relations.

This course provides students with a practical and engaging introduction to the world of commerce, combining key elements of business studies, economics, and accounting. It is designed to help students understand how small businesses operate and to build a strong foundation for future study in these subject areas.

Throughout the course, students will explore a range of real-world topics, including:

• Market Activity – Students will plan, create, and operate a small business, culminating in the opportunity to sell their products at Liston College's Creative Arts Evening.

• Economic Concepts – Key principles such as demand, supply, and market equilibrium will be explored through interactive and applied learning.

• Accounting – Students will be introduced to fundamental accounting concepts and learn how to interpret basic financial statements.

This course is ideal for students considering future studies in business, accounting or economics, or for those interested in launching and managing their own business ventures. There are no prerequisites—just a willingness to learn valuable, transferable skills that are relevant across a wide range of careers and industries.

Future Pathways - L2 Accounting, L2 Economics and L2 Business Studies.

This course equips students with practical business skills that are relevant to both further study and the workplace. By linking theory to authentic business experiences, students learn how businesses operate, how decisions are made, and how to evaluate performance in real contexts. They gain problem-solving, teamwork, and analytical abilities that are valuable for careers in management, marketing, entrepreneurship, and beyond. The mix of internal and external assessments ensures students develop both hands-on skills and strong theoretical understanding, preparing them for NCEA Level 3 Business Studies or related vocational pathways. 

This course immerses students in key business concepts and practical application, including:

• Motivational Theory: Through a structured visit to the Chelsea Sugar Factory, students will investigate how motivational theories are applied in real-world business settings.

• Marketing Activity: Students will design, implement, carry out and critically review a marketing activity—drawing on real feedback and reflective analysis.

• Internal Factors: Delve into the impact of what businesses can control, such as, organizational structure, corporate social responsibility (CSR), and leadership styles within businesses.

• Critical Business Issues: Identify and critically assess complex problems that emerge in business contexts and evaluate effective solution focused strategic responses.

There are no prerequisites for this course, just a desire to learn real life skills that could be transferred to many future areas of study and career opportunities.

This course equips students with the knowledge and skills to understand and apply accounting concepts in real-world business contexts. Students will process and prepare financial information, use accounting software (XERO), analyse financial performance, and explore contemporary accounting issues. They will also learn how to create and interpret cashflow forecasts to assist with business planning and decision-making.

Year 12 Accounting develops students’ understanding of how accounting information is created, interpreted, and used by business owners and stakeholders. Students will apply generally accepted accounting principles (GAAP) to process transactions, prepare financial statements, and present financial information using industry-standard accounting software.

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

• Apply accounting concepts to sole proprietorships and business contexts.

• Accurately process transactions and prepare financial reports using accounting software.

• Prepare financial statements and cashflow forecasts to provide evidence-based recommendations.

• Engage critically with current issues in accounting and their impact on decision-making.

This course provides a strong foundation for further study in accounting, business, economics, and related fields, while developing skills in numeracy, problem-solving, and critical thinking that are valuable in many career pathways.

Level 3 Gaming and Animation is an advanced course designed for students interested in the intersection of digital technology and visual art. It offers a rich and challenging programme that deepens understanding of how interactive digital experiences—such as games and animations—are developed both visually and technically.

The course is divided into two pathways, allowing students to approach their work through either Digital Technologies or Visual Art Design:

1. Digital Technologies Pathway
   Students focus on creating a digital outcome using tools such as Unity and C#, applying computational thinking, programming, and digital systems knowledge. This pathway supports students interested in tertiary study in computer science, software development, or game technology.

2. Visual Art Design Pathway
   Students focus on the visual development of gaming and animation concepts, including character design, environments, user interface, and storytelling. Using tools like Blender and Adobe Creative Suite, students build a design portfolio aligned with NCEA Visual Art Design standards.

Regardless of the chosen pathway, students will explore shared concepts such as:

• Game and animation structure

• Coding and interactivity

• Visual storytelling and character development

• Industry-standard tools and workflows

• User experience and interface design

Please note: This is a student-dependent, project-based course designed to build on prior learning. Students are expected to have taken Level 1 and Level 2 in either Digital Technology or Visual Arts (Design), as the work is a continuation of skills and ideas developed over multiple years. Projects are self-directed, and students will work on a major body of work throughout the year.

This course supports progression into university-level Digital Arts, Game Design, Computer Science, or Visual Communication Design and prepares students for a range of creative and digital industries by combining artistic innovation with technical capability.

Level 1 Gaming and Animation is a future-focused, skills-based course designed to introduce students to the core principles of computer science through the engaging context of game development and animation. While the course may appear to centre on gaming, its true focus is on how games and animations are created—equipping students with technical and creative skills that are highly transferable to a range of digital and computing fields.

Students will gain hands-on experience using industry-standard tools such as Unity and Blender, learning how to design, model, animate, and code their own interactive digital experiences. Central to the course is a focus on character development, storytelling, and user interaction, which enhances both creative thinking and problem-solving skills.

In addition to digital design, students will develop a foundational understanding of computer logic, data representation, and programming principles, including an introduction to C#, the primary coding language used in Unity. This gives them early exposure to real-world programming concepts that are directly relevant to university-level Computer Science, Software Engineering, and Digital Technologies.

By the end of the course, students will not only have created their own game or animated project—they will have gained a deep understanding of how digital systems work, how users interact with technology, and how computational thinking can be applied to solve problems across multiple disciplines.

(formerly Digital Technology)

This course introduces students to the exciting world of game development and animation, while building core skills in programming, web development, and digital technologies. It’s designed to give students a strong foundation in both the creative and technical aspects of interactive media.

Students will learn to work with JavaScript, Python, HTML, and CSS to develop basic coding skills that support the design of games, animations, and websites.

They will:

• Problem-solve to ensure their game, animation, or website performs as intended

• Plan and structure logical code, and document their creative and technical decisions

• Test, troubleshoot, and refine their projects to ensure functionality and user experience

(formerly Digital Technology)

This exciting and creative course introduces students to the foundations of digital technology through the lens of Gaming and Animation. While developing their own simple games, animations, and websites, students will gain essential skills in digital citizenship, programming, and design thinking.

The course includes a mix of the following learning areas:

Digital Citizenship & Digital Media

Students explore how to manage and protect personal data online, and how to communicate ideas effectively through digital outcomes.
They will:

• Analyse and apply design principles to create a printed or digital outcome

• Understand and practise ethical use of digital tools and online spaces

• Ensure their projects are both functional and appropriate for purpose

Game Programming

Students are introduced to the basics of coding through fun and engaging programming tasks.
They will:

• Learn to break problems into smaller parts using computational thinking

• Create flowcharts to plan code

• Design and build simple programs or games to solve specific challenges

Web Design

Students will learn how to design and build their own basic websites using tools such as Weebly or beginner coding platforms.
They will:

• Use planning techniques to develop a clear website concept

• Apply design elements and structure to create an appealing layout

• Use simple code or tools to ensure the website is fully functional and user-friendly

Whether students are interested in game development, animation, media design, or simply want to explore the world of digital creativity, this course provides a fun and practical starting point. It builds skills that are transferable across all areas of future learning in Digital Technologies, Creative Industries, and beyond.

(Formerly Digital Technology)

This course introduces students to the exciting world of digital technologies through hands-on, creative projects in Gaming, Animation, and Digital Media. It is designed to build confidence, curiosity, and foundational digital skills in preparation for more advanced courses in Year 9 and beyond.

Students will explore how digital technologies impact our everyday lives and shape the way we communicate, create, learn, and solve problems. They will also begin thinking critically about the social, ethical, and cultural implications of technology in today’s world.

What students will learn and create:

• Stop-motion animation projects that introduce storytelling and frame-by-frame movement

• Digital media presentations using tools like Canva, Google Slides, or iMovie

• Web design basics to create simple websites using beginner-friendly tools

• Introductory coding using block-based (e.g. Scratch) or text-based programming

• Computer fundamentals such as file management, online safety, and understanding how computers work

Big-picture thinking:

• How technology affects society, communication, and culture

• The importance of ethical digital behaviour and protecting personal information

• How digital tools can be used to solve real-world problems and express ideas

This course is a fun, creative entry point into Gaming and Animation, while laying the groundwork for future study in Digital Technology, Computer Science, and the Creative Industries. No prior experience is needed—just a willingness to explore, make mistakes, and learn through doing.

Level 2 Gaming and Animation is a creative and technically focused course that introduces students to the process of designing and developing interactive digital experiences through both a Digital Technologies and Visual Art Design lens.

The course is split into two pathways:

1. Digital Technologies Pathway
   Students will work towards creating a Digital Outcome using tools such as Unity and C#, developing coding and computational thinking skills that support pathways into computer science and software development.

2. Visual Art Design Pathway
   Students focus on character design, concept art, and interface layout, using tools like Blender and Adobe Creative Suite to produce design outcomes aligned with Visual Art Design standards. This supports pathways into visual communication, game art, and digital media.

Whichever pathway students choose, the core learning and project structure are the same.

It is strongly recommended that students have completed Level 1 Gaming and Animation. This is a project-based course, and success relies on building on prior skills and the ability to manage a long-term, self-directed body of work.

This course prepares students for Level 3 Gaming and Animation and supports future study in game development, animation, digital arts, and computer science.

Level 3 Gaming and Animation is an advanced course designed for students interested in the intersection of digital technology and visual art. It offers a rich and challenging programme that deepens understanding of how interactive digital experiences—such as games and animations—are developed both visually and technically.

The course is divided into two pathways, allowing students to approach their work through either Digital Technologies or Visual Art Design:

1. Digital Technologies Pathway
   Students focus on creating a digital outcome using tools such as Unity and C#, applying computational thinking, programming, and digital systems knowledge. This pathway supports students interested in tertiary study in computer science, software development, or game technology.

2. Visual Art Design Pathway
   Students focus on the visual development of gaming and animation concepts, including character design, environments, user interface, and storytelling. Using tools like Blender and Adobe Creative Suite, students build a design portfolio aligned with NCEA Visual Art Design standards.

Regardless of the chosen pathway, students will explore shared concepts such as:

• Game and animation structure

• Coding and interactivity

• Visual storytelling and character development

• Industry-standard tools and workflows

• User experience and interface design

Please note: This is a student-dependent, project-based course designed to build on prior learning. Students are expected to have taken Level 1 and Level 2 in either Digital Technology or Visual Arts (Design), as the work is a continuation of skills and ideas developed over multiple years. Projects are self-directed, and students will work on a major body of work throughout the year.

This course supports progression into university-level Digital Arts, Game Design, Computer Science, or Visual Communication Design and prepares students for a range of creative and digital industries by combining artistic innovation with technical capability.

Level 1 Gaming and Animation is a future-focused, skills-based course designed to introduce students to the core principles of computer science through the engaging context of game development and animation. While the course may appear to centre on gaming, its true focus is on how games and animations are created—equipping students with technical and creative skills that are highly transferable to a range of digital and computing fields.

Students will gain hands-on experience using industry-standard tools such as Unity and Blender, learning how to design, model, animate, and code their own interactive digital experiences. Central to the course is a focus on character development, storytelling, and user interaction, which enhances both creative thinking and problem-solving skills.

In addition to digital design, students will develop a foundational understanding of computer logic, data representation, and programming principles, including an introduction to C#, the primary coding language used in Unity. This gives them early exposure to real-world programming concepts that are directly relevant to university-level Computer Science, Software Engineering, and Digital Technologies.

By the end of the course, students will not only have created their own game or animated project—they will have gained a deep understanding of how digital systems work, how users interact with technology, and how computational thinking can be applied to solve problems across multiple disciplines.

(formerly Digital Technology)

This course introduces students to the exciting world of game development and animation, while building core skills in programming, web development, and digital technologies. It’s designed to give students a strong foundation in both the creative and technical aspects of interactive media.

Students will learn to work with JavaScript, Python, HTML, and CSS to develop basic coding skills that support the design of games, animations, and websites.

They will:

• Problem-solve to ensure their game, animation, or website performs as intended

• Plan and structure logical code, and document their creative and technical decisions

• Test, troubleshoot, and refine their projects to ensure functionality and user experience

(formerly Digital Technology)

This exciting and creative course introduces students to the foundations of digital technology through the lens of Gaming and Animation. While developing their own simple games, animations, and websites, students will gain essential skills in digital citizenship, programming, and design thinking.

The course includes a mix of the following learning areas:

Digital Citizenship & Digital Media

Students explore how to manage and protect personal data online, and how to communicate ideas effectively through digital outcomes.
They will:

• Analyse and apply design principles to create a printed or digital outcome

• Understand and practise ethical use of digital tools and online spaces

• Ensure their projects are both functional and appropriate for purpose

Game Programming

Students are introduced to the basics of coding through fun and engaging programming tasks.
They will:

• Learn to break problems into smaller parts using computational thinking

• Create flowcharts to plan code

• Design and build simple programs or games to solve specific challenges

Web Design

Students will learn how to design and build their own basic websites using tools such as Weebly or beginner coding platforms.
They will:

• Use planning techniques to develop a clear website concept

• Apply design elements and structure to create an appealing layout

• Use simple code or tools to ensure the website is fully functional and user-friendly

Whether students are interested in game development, animation, media design, or simply want to explore the world of digital creativity, this course provides a fun and practical starting point. It builds skills that are transferable across all areas of future learning in Digital Technologies, Creative Industries, and beyond.

(Formerly Digital Technology)

This course introduces students to the exciting world of digital technologies through hands-on, creative projects in Gaming, Animation, and Digital Media. It is designed to build confidence, curiosity, and foundational digital skills in preparation for more advanced courses in Year 9 and beyond.

Students will explore how digital technologies impact our everyday lives and shape the way we communicate, create, learn, and solve problems. They will also begin thinking critically about the social, ethical, and cultural implications of technology in today’s world.

What students will learn and create:

• Stop-motion animation projects that introduce storytelling and frame-by-frame movement

• Digital media presentations using tools like Canva, Google Slides, or iMovie

• Web design basics to create simple websites using beginner-friendly tools

• Introductory coding using block-based (e.g. Scratch) or text-based programming

• Computer fundamentals such as file management, online safety, and understanding how computers work

Big-picture thinking:

• How technology affects society, communication, and culture

• The importance of ethical digital behaviour and protecting personal information

• How digital tools can be used to solve real-world problems and express ideas

This course is a fun, creative entry point into Gaming and Animation, while laying the groundwork for future study in Digital Technology, Computer Science, and the Creative Industries. No prior experience is needed—just a willingness to explore, make mistakes, and learn through doing.

This course is a hands-on introduction to the world of design, construction, and practical problem-solving. Students will learn how to take ideas from concept to finished product using a variety of materials such as wood, metal, plastic, and composites.

Through engaging, real-world projects, students will design, make, test, and evaluate their own functional products while developing safe workshop habits and essential technical skills.

What students will learn:

• Health and Safety:
  Understanding and applying workshop safety rules, safe use of tools and machinery, and maintaining a responsible work environment.

• Materials and Their Properties:
  Gaining knowledge about different materials, their strengths and weaknesses, and how they respond to various processes such as cutting, shaping, joining, and finishing.

• Manufacturing Techniques and Processes:
  Learning how to use hand tools, machines, and equipment to build high-quality outcomes with accuracy and care.

• Design and Visual Communication (DVC) Skills:
  Developing graphical presentation techniques such as sketching, rendering, and technical drawing to communicate ideas clearly and confidently.

Skills students will develop:

• Creative problem-solving and project planning

• Hands-on craftsmanship and workshop confidence

• Attention to detail and pride in making

• An understanding of the design process from idea to outcome

This course provides an excellent foundation for students interested in Technology, Engineering, Product Design, or the Trades, and prepares them for further study in senior Materials Technology or DVC pathways.

In Year 9, Materials and Processing Technology is taught as a multi-material, design-based subject that encourages students to think critically, work practically, and engage creatively with the world around them.

This course introduces students to the design process, helping them develop the ability to plan, model, construct, and evaluate functional products using a range of materials such as wood, metal, plastic, and composite materials.

Alongside hands-on making, students will explore how technology shapes society and how design can offer innovative solutions to real-world challenges.

What students will learn:

• Health and Safety Codes of Practice:
  Understanding how to work safely and responsibly in a workshop environment.

• Understanding Materials and Their Properties:
  Exploring the characteristics and appropriate uses of different materials.

• Using Hand Tools and Workshop Equipment:
  Learning how to safely and effectively use basic tools and machinery for measuring, cutting, shaping, and assembling.

• Graphical Presentation Skills (DVC):
  Developing skills in sketching, rendering, and technical drawing to visually communicate design ideas.

• Computer Aided Design (CAD):
  Gaining experience in using digital design tools to create and visualise their projects before manufacturing.

Course Focus:

• Encouraging creativity and independent thinking

• Building confidence in the workshop

• Developing practical problem-solving skills

• Understanding the role of technology in everyday life

This course provides a solid foundation for students interested in Product Design, Engineering, Architecture, or the Trades, and prepares them for future learning in senior Technology or Design subjects.

In Year 10, students will deepen their understanding of design thinking, technological practice, and hands-on making through a range of engaging, project-based learning experiences. This course encourages students to take a creative and investigative approach to designing and building functional outcomes.

Working with multiple materials such as wood, plastics, and metals, students will learn the tools, techniques, and processes needed to manipulate, shape, join, and refine materials into high-quality prototypes and products.

What students will learn:

• Technological Practice:
  Following the complete design process—identifying a problem or opportunity, researching solutions, developing ideas, and testing and evaluating a final outcome.

• Material Knowledge:
  Understanding the properties and behaviours of different materials and selecting the most appropriate for a given task.

• Workshop Skills:
  Developing safe and competent use of hand tools, machines, and workshop equipment to complete practical projects.

• Graphics and Visual Communication:
  Applying technical drawing, sketching, and rendering techniques to clearly communicate design ideas.

• Modelling and Prototyping:
  Using a combination of physical and digital modelling tools, including CAD, to plan and refine designs before construction.

Course Focus:

• Problem-solving through design and iteration

• Developing creativity, innovation, and independence

• Learning how to plan, manage, and evaluate a practical project

• Understanding the social, environmental, and ethical impacts of technology

This course lays the groundwork for success in Level 1 Technology and Materials Engineering, and supports future learning in areas such as Product Design, Industrial Design, Engineering, or the Trades.

Materials and Processing Technology is a hands-on, creative subject that encourages ākonga to explore the three strands of the technology curriculum through the design, development, and creation of fit-for-purpose outcomes. The practice of technology is grounded in intervention by design and ākonga will have multiple opportunities to demonstrate this. 

Ākonga who study Materials and Processing Technology will develop knowledge about materials, techniques, and processes which are intrinsic to their application and use. They will learn to plan projects and develop specifications through design concepts and the use of briefs. They will create outcomes that address a need or opportunity.

Ākonga will cultivate life-long practical skills and learn to incorporate collaboration into their technological practice. They will also develop an understanding of sustainable practices through research and application.

Ākonga will also learn about health and safety, which is integral to the practice of this subject. And finally, ākonga will learn to use their knowledge, skills, and understanding to determine and evaluate the fitness for purpose of their outcomes.

Materials and Processing Technology allows ākonga to develop ways of thinking through experience alongside soft skills that can lead to a wide range of pathways. It allows ākonga the freedom to bring their entire, authentic selves to the outcomes they develop. They will explore their creativity, follow their passions, and flourish as technological designers, creators, and innovators, as they take these skills with them into their future.

 What will I learn? 

• Develop basic skills when using tools and equipment 
• Acquire construction and joinery techniques 
• Problem solving by providing a solution to fulfil the requirements of a brief 
• Further develop freehand and technical drawing skills 
• Design and planning skills 
• Project management
• Safe practices in a workshop environment

This course combines Wood Materials Technology with Design Technology, giving students the opportunity to explore both the hands-on practical and creative design aspects of working with wood. It is ideal for students interested in product design, fabrication, architecture, engineering, or the trades.

In this course, students will identify a real-world issue or opportunity, then research, design, and manufacture a functional solution using woodworking techniques and design principles. Projects are student-driven, allowing for creativity and personalised learning.

Students can tailor their pathway by focusing on:

• Materials Technology standards (building and making),

• Design and Visual Communication standards (visualising and communicating ideas),

• or a combination of both, depending on their strengths, interests, and career goals.

Key Learning Outcomes:

• Develop practical woodworking skills and understand the properties, applications, and limitations of various timber materials.

• Use CAD software (such as Fusion 360 or SketchUp) alongside traditional tools and workshop machinery to plan, prototype, and manufacture.

• Learn how to effectively communicate design ideas using sketching, rendering, technical drawing, and digital modelling.

• Apply design principles (such as function, form, aesthetics, and ergonomics) to create innovative and user-centred products.

• Explore the technological processes involved in taking a concept from initial idea through to a finished, high-quality wooden product.

• Understand the social, environmental, and ethical considerations involved in material use and product design.

Future Pathways:

This course prepares students for Level 3 Technology, Design and Visual Communication, or Trades-based programmes, and supports future study and careers in:

• Product and Furniture Design

• Carpentry and Construction

• Industrial Design

• Architecture

• Engineering

• Joinery and Cabinetmaking

(Assessed through Visual Arts Sculpture Standards)

This course is designed for students who are interested in designing and building innovative objects using both traditional workshop practices and emerging technologies. It offers students the opportunity to learn hands-on skills with tools, materials, and machines, while encouraging creative thinking and exploration of how design can respond to the world around them.

Using wood, plastics, and mixed materials, students will select an everyday product—such as a chair, light, or furniture item—and redesign it in a more contemporary, expressive, or unconventional way. Final outcomes may be functional, semi-functional, or conceptual, depending on the student’s intent.

What students will learn:

• Workshop skills: Safe and effective use of hand tools, power tools, and machinery

• Material knowledge: How different materials behave, how to manipulate them, and how to select them for purpose

• Digital design and manufacturing: Use of CAD software, 3D printers, laser cutters, and digital prototyping

• Design thinking: Developing and testing ideas through drawing, modelling, and iterative making

• Project development: Managing a self-directed project from concept to completion

Creative Meets Technical

While the course is assessed through Visual Arts standards, the learning is deeply rooted in technological practice. Students will:

• Solve real-world design problems

• Learn how to plan, prototype, and construct

• Explore how materials are used in both design and trade industries

• Engage in a process that mirrors industrial design and product development, but with more space for innovation and creativity

This approach allows students to develop trade-relevant skills—such as precision making, material handling, and digital manufacturing—while also building portfolio-ready design thinking, ideal for creative industries and tertiary study.

Example Projects Might Include:

• A chair reimagined for a future context

• A lamp designed to respond to environmental data

• A speaker housing made from repurposed or layered materials

• A piece of furniture that doubles as a commentary on space or social function

Pathways and Opportunities

This course supports progression into:

• Design and Technology (Product, Furniture, Industrial Design)

• Creative Technologies

• Engineering and Applied Trades

• Architecture, Art and Design Schools

• Or directly into hands-on industries where design thinking and making skills are valued

Students leave this course with the ability to think like a designer and build like a maker.

This course offers students the opportunity to develop strong practical making skills through a design-led approach that blends traditional workshop processes with modern tools and creative thinking. Students will explore how materials can be used not just to solve functional problems, but to ask questions, tell stories, or reflect contemporary issues.

Using materials such as wood, plastics, and mixed media, students will choose an everyday product—like a chair, lamp, or speaker—and reimagine it through the lens of contemporary design. Outcomes may be functional, semi-functional, or experimental depending on the student's design brief.

Although assessed through Visual Arts (Sculpture) standards, the course remains grounded in hard materials technology, focusing on how materials are manipulated, constructed, and presented in a professional and thoughtful way.

What students will learn:

• Safe and confident use of workshop tools and machinery

• Understanding the properties and behaviours of materials

• Applying the design process from concept to final outcome

• Using CAD software, 3D printing, and laser cutting to support prototyping and making

• Developing visual communication skills through sketching, modelling, and documentation

• Exploring how materials and products can carry meaning, reflect identity, or challenge convention

Course Focus:

• Students will explore how products are made and how they could be redesigned for a new context or audience

• Emphasis is placed on both the practical making and the conceptual reasoning behind the work

• Projects are self-directed, allowing students to develop confidence, independence, and creative problem-solving

Pathways and Opportunities:

This course prepares students for:

• Level 3 Materials and Processing Design

• Product and Furniture Design

• Creative Industries (Art, ArchitectureDVC, Industrial Design)

• Design-focused trades or applied technologies

• Building a portfolio for tertiary study or apprenticeship applications

Students will leave this course with an understanding of how to work with materials not just to make objects, but to communicate ideas, challenge norms, and respond to the world in creative and practical ways.

This course is designed for students who are interested in expanding their skills in metalworking, fabrication, and welding, with a strong focus on industry-relevant techniques and practical application. Through hands-on projects and workshop-based learning, students will gain valuable experience in working with a variety of metals and processes used in engineering and manufacturing.

Key Learning Areas

Welding Techniques
Students will learn and apply a range of welding methods including:

• MIG (Metal Inert Gas)

• TIG (Tungsten Inert Gas)

• Arc Welding

They will also develop confidence in safely setting up and operating welding equipment, following industry-standard safety procedures and best practices.

Understanding Metal Types and Properties
Students will explore the properties, strengths, and limitations of commonly used metals such as:

• Mild steel

• Aluminium

• Stainless steel

They will learn how to select the appropriate material for different types of fabrication work based on these properties.

Design and Fabrication Projects
Students will complete design-based practical projects, taking their ideas from concept through to final product. This includes:

• Reading and interpreting technical drawings

• Planning fabrication steps

• Using appropriate tools, machinery, and welding methods

• Producing functional and visually refined metalwork

Health and Safety
A strong emphasis is placed on workshop safety, including:

• Correct use of personal protective equipment (PPE)

• Safe operation of tools and machinery

• Workshop conduct and emergency procedures

Assessment
Assessment is primarily project-based, with students demonstrating their:

• Technical competency in welding and fabrication

• Ability to follow design processes and work independently

• Understanding of material properties and safety protocols

Written reflections or theory-based assessments will complement practical tasks, reinforcing understanding of welding theory and material science.

Pathways and Progression

By the end of this course, students will have developed a solid foundation in metal fabrication and welding, preparing them for:

• Level 3 Technology Metal

• Entry into pre-trade engineering or welding programmes

• Careers in fabrication, automotive, engineering, construction, or manufacturing

This course provides a valuable blend of practical skills, design thinking, and industry-aligned knowledge that supports both further education and workplace readiness.

This course introduces students to the foundations of design and visual communication, combining creativity with technical skill development. Students will learn to generate and communicate ideas through freehand sketching, instrumental drawing, and visual presentation techniques, helping them build strong visual literacy and confidence in expressing design concepts.

Over the year, students will complete four design projects, each aligned with key NCEA standards in:

• Product Design

• Spatial Design (architecture, interior, or landscape)

• Instrumental Drawing

• Visual Presentation Techniques

These projects encourage students to apply the design process, explore real-world problems, and develop solutions through the lens of both spatial and product design. Each project is worth 5 credits, allowing students to gain a total of 20 Level 1 credits.

What students will learn:

• How to sketch, render, and draft design ideas accurately and confidently

• Use of design-specific language and tools

• Exploration of architectural, landscape, interior, and product design contexts

• How to communicate ideas to a specific audience using visual storytelling and layout

• An introduction to computer-aided design (CAD) and presentation software

Course Focus:

This course not only builds technical skills, but also develops creative thinking, problem-solving, and design literacy. It encourages students to observe and respond to the designed world around them, laying the foundation for future study and careers in:

• Architecture

• Industrial and Product Design

• Engineering

• Graphic Design

• Construction and Spatial Design

Whether students are interested in design as a career or simply want to build transferable creative and technical skills, Level 1 DVC offers an inspiring and practical introduction to the world of design.

This course provides students with a strong foundation in design thinking, drawing, and visual communication, with a focus on developing creative solutions to real-world design challenges. Students will explore design ideas related to architecture, product design, and media, and learn how to take a concept from initial sketches to a fully resolved visual presentation.

Throughout the course, students will be introduced to key design tools and techniques, including:

• Formal drawing systems (instrumental drawing)

• Freehand sketching and rendering

• Computer-Aided Design (CAD)

• Presentation and layout techniques

Students will work on a variety of design briefs that encourage both creative exploration and clear communication. Each project is designed to build confidence in presenting ideas visually and to develop a deeper understanding of how design influences our world.

Course Focus:

• Developing creative solutions for spatial and product design challenges

• Learning to visually communicate ideas to a target audience

• Building technical drawing and presentation skills

• Exploring digital tools used in the design industry

Where This Leads:

This is a foundation course for Level 1 DVC, and sets students up for further study in a range of creative and technical areas. From here, students can follow two key pathways:

• Design Technologies – focusing on building and realising physical designs, including fabrication, product development, and construction-related skills

• Art Design – focusing on artistic and conceptual design, including graphic design, character development, and visual storytelling

Whether students are interested in design, architecture, engineering, or the arts, Year 10 DVC offers a valuable mix of creative exploration and practical skill-building to support their future learning.

Level 2 Gaming and Animation is a creative and technically focused course that introduces students to the process of designing and developing interactive digital experiences through both a Digital Technologies and Visual Art Design lens.

The course is split into two pathways:

1. Digital Technologies Pathway
   Students will work towards creating a Digital Outcome using tools such as Unity and C#, developing coding and computational thinking skills that support pathways into computer science and software development.

2. Visual Art Design Pathway
   Students focus on character design, concept art, and interface layout, using tools like Blender and Adobe Creative Suite to produce design outcomes aligned with Visual Art Design standards. This supports pathways into visual communication, game art, and digital media.

Whichever pathway students choose, the core learning and project structure are the same.

It is strongly recommended that students have completed Level 1 Gaming and Animation. This is a project-based course, and success relies on building on prior skills and the ability to manage a long-term, self-directed body of work.

This course prepares students for Level 3 Gaming and Animation and supports future study in game development, animation, digital arts, and computer science.

This course is designed for students who are ready to explore the world through the lens of a digital camera, using photography as a means of creative and conceptual expression. Students will develop their technical and visual literacy while working towards a cohesive body of photographic work based on an individually selected broad theme.

While satisfactory completion of Level 1 Visual Art – Photography is recommended, students with a strong interest in photography may be considered on a case-by-case basis with approval from Mr. Manu.

Course Structure:

• Students will learn to use digital cameras, lighting equipment, and editing software to capture and manipulate images

• They will study a range of New Zealand and international photographers, applying relevant conventions and styles to their own work

• Projects will be driven by student-selected themes, encouraging both technical skill and personal voice

What Students Will Learn:

• How to generate and develop ideas through photography

• How to use photographic equipment confidently and safely

• Digital editing and post-production techniques

• How to analyse and apply artist models

• How to document creative decisions and develop a visually coherent photographic series

Assessment:

Students will be assessed through Visual Art Photography standards, including internal and external components, with the major focus being on the development and presentation of a final folio board.

• Regular photo-taking outside of class time is essential, and students are expected to manage their own shooting schedules and locations

• While it is preferred that students have access to a personal DSLR or mirrorless camera, a limited number of school cameras are available for use

Additional Notes:

• Students wishing to take two Level 2 Visual Art subjects (e.g. Photography + Painting or Printmaking) must seek approval from Mr. Manu

This course builds both creative and technical confidence, preparing students for Level 3 Photography, Scholarship opportunities, and future pathways in Visual Arts, Design, Media, and the Creative Industries.

Check out more of the students' work on our Art Instagram page @Listoncollegeart

This course builds on the creative and technical skills developed in Year 9, with a focus on visual storytelling, graphic communication, and concept development. Students will explore how to use design to express ideas and meaning, drawing inspiration from the work of contemporary artists and designers.

Students will learn how to apply the visual elements and principles of design—such as composition, colour, shape, line, and typography—through hands-on projects in drawing, painting, printmaking, and digital media. They will work across both traditional and digital processes to explore ideas and communicate messages visually.

What Students Will Do:

• Create visual responses to artist and designer models

• Learn to draw from observation and use this to develop original design ideas

• Explore graphic design and character illustration through a range of media

• Develop basic skills in layout, typography, and composition

• Analyse and describe how meaning is communicated through selected works of art and design

Course Focus:

• Building a strong foundation in visual literacy and creative thinking

• Introducing students to design as a form of communication

• Preparing students for Level 1 Visual Art – Design, or further study in Graphic Design, Art, or Media

Check out the Art Department Instagram page for more work from our students @Listoncollegeart

This course builds on the creative foundations developed in Years 7 and 8, and introduces students to the world of Visual Art and Design through a hands-on, practical approach. Offered as a two-term option subject, this course gives students the opportunity to explore both 2D and 3D media while developing their visual thinking and creative confidence.

Students will begin by strengthening their drawing and colour skills, with an emphasis on visual elements such as line, shape, form, texture, and typography. From there, students will be introduced to design thinking, working through creative processes to produce their own original outcomes.

What Students Will Do:

• Learn and apply key visual elements and principles

• Explore the role of typography and layout in visual communication

• Create typographic portraits, posters, and respond to Pacific and Māori design influences

• Experiment with a range of media and techniques, from traditional drawing and painting to design-focused making

• Develop their own visual ideas in response to the work of contemporary artists and designers

Course Focus:

• Encouraging creative thinking and individual expression

• Understanding how design is used to communicate meaning and identity

• Providing a strong foundation for further study in Year 10 Visual Art – Design and beyond

This course builds on the foundational skills developed in Years 7 and 8 and offers students a hands-on introduction to Visual Art with a focus on Painting. Offered as a two-term option subject, this course encourages students to explore a range of 2D and 3D media, while developing their ability to express ideas visually.

Students will begin with a focus on drawing and colour theory, using observation and imagination to create original artwork. They will explore the visual elements and principles of art, including line, shape, tone, texture, and composition, through practical activities.

The course culminates in a grid-based painting project inspired by an established contemporary artist, allowing students to apply their learning in a large-scale, personalised artwork.

What Students Will Do:

• Develop fundamental drawing and painting techniques

• Learn about colour mixing, shading, and brush control

• Explore the work of contemporary artists and respond creatively to their styles

• Create a final grid painting that reflects both technical skill and personal expression

• Experiment with both 2D and 3D media to build confidence across different art forms

Why Take Visual Art – Painting? Printmaking? Sculpture?

Visual Art improves:

• Observation and attention to detail

• Fine motor skills and hand-eye coordination

• Creative and critical thinking

• Imagination, innovation, and visual problem solving

This course provides an enjoyable, skill-building experience that lays a strong foundation for future study in Year 10 Visual Art and beyond, while encouraging each student’s individual creativity and artistic voice.

Year 8 Art is a hands-on, creative course that introduces students to a wide range of art-making techniques and ways of developing and expressing visual ideas. Students will explore drawing, painting, and sculpture through engaging projects that build their skills and confidence in the visual arts.

The course is structured around the four strands of the Visual Arts Curriculum:

• Developing Practical Knowledge

• Developing Ideas

• Communicating and Interpreting

• Understanding the Visual Arts in Context

Students will be inspired by a variety of artist models—both historical and contemporary—as they learn how to generate, develop, and present their own artwork. They will study and respond to different subject matter, experiment with media, and explore the processes involved in making artworks from concept to completion.

What Students Will Do:

• Build skills in drawing, painting, and 3D construction

• Explore a range of materials and media

• Learn how to use artist models to inspire and guide their own work

• Create a final project that reflects their individual ideas and creative decisions

• Begin to understand how art communicates meaning and responds to the world around us

This course encourages creative exploration, problem-solving, and personal expression, and provides an excellent foundation for continuing in Year 9 Visual Art or Design.

This Level 1 course is a directed course of study consisting of 20 Level 1 Liston Credits. The 20 credits are broken down into 3 assessments, TWO internal assessments (both 5 credits each) that make up the first panel of the folio (see images below), and ONE external assessment (10 credits) which are both panels.

At this level, students extend their skills using a variety of techniques, tools, materials, processes, and procedures in 2 dimensional activities. Students will focus on the theme of identity to create a body of work that reflects who they are while incorporating different artist models styles and methods.

Check out more of the students' work on our Art Instagram page @Listoncollegeart

This course introduces students to Graphic Design and Character Design as creative pathways within Visual Art. Students will develop their ability to communicate ideas visually and build a personal design style, working on projects that respond to themes such as branding, social issues, graphic narratives, or interactive media.

Students can choose to focus on:

• Graphic Design – branding, logos, posters, magazine spreads, packaging, and corporate identity

• Character Design – world-building, character development, environments, and storytelling for games or graphic novels

Course Structure:

Working in consultation with their teacher, students will:

• Develop an individualised brief based on a selected theme or concept

• Explore and apply design processes including sketching, collage, photography, painting, 3D modelling, and digital techniques

• Investigate and apply typography, layout, colour theory, and visual storytelling

The final body of work will be curated and presented as a folio board for assessment, showcasing the student’s design journey and technical growth over the year.

What Students Will Learn:

• How to generate and refine design ideas

• How to apply conventions from contemporary and historical designers

• How to use digital design software (such as Photoshop and Illustrator)

• How to produce a cohesive, visually engaging design outcome

• How to think critically about audience, message, and function in design

Assessment:

Assessment is based on Visual Art Design standards, including:

• Internal assessments focused on the development of ideas and techniques

• An external assessment through the submission of a folio board presenting a resolved body of design work

Additional Notes:

• Students wishing to take two Level 2 Visual Art subjects (e.g. Design + Photography or Painting) must seek approval from Mr. Manu

• This course prepares students for Level 3 Design and supports progression into fields such as Graphic Design, Illustration, Animation, and the broader creative industries

Check out more of the students' work on our Art Instagram page @Listoncollegeart

Example of Level 2 Design folio board below

This course offers students the opportunity to engage with graphic design and character-based illustration through both historical and contemporary design practices. Students will explore how meaning is created and communicated visually, and develop their own unique design style across a series of projects tailored to their interests and strengths.

Building on skills developed in Level 2, students will learn how to take an idea from concept to completion using a wide range of techniques including sketching, collage, photography, painting, model-making, and digital design tools.

Course Structure:

Students will choose from a range of design pathways, including:

• Graphic Design – logos, branding, posters, magazine spreads and covers

• Character Design & Illustration – visual storytelling for games, graphic novels, or animation concepts

Each student will work with the teacher to formulate an individualised design brief that may respond to a brand concept, social issue, graphic narrative, or interactive media project. Students will explore how to express their ideas through typography, layout, colour, form, and narrative structure.

Final outcomes will be digitally printed and displayed on a portfolio board for external assessment, showcasing the development and refinement of their work over the year.

What Students Will Learn:

• The evolution of design and its impact on culture and communication

• How to develop a cohesive visual language and design identity

• How to use industry-relevant tools such as Adobe Creative Suite (Photoshop, Illustrator, InDesign)

• How to think critically about audience, message, and function in design

• How to generate, refine, and present a resolved body of work

Assessment:

Assessment is based on Visual Art Design standards, including:

• Internal assessments focused on generating and developing ideas

• An external folio submission that presents a resolved series of design outcomes

Additional Notes:

• Students wishing to take two Level 3 Visual Art subjects (e.g. Design + Photography or Painting) must gain approval from Mr. Manu

• This course supports Scholarship Design, with mentorship available for eligible students

This course prepares students for further study in Graphic Design, Communication Design, Illustration, Animation, and other creative industries, while also building valuable skills in visual literacy, problem-solving, and creative innovation.

Check out more of the students' work on our Art Instagram page @Listoncollegeart

Examples of level 3 Design boards below:

This course is designed for students who wish to explore Photography as a visual art form, developing both technical skills and conceptual depth. Students will create a cohesive body of work that reflects a personal response to a broad theme of their choice, informed by the study of contemporary and historical photographic practice.

Satisfactory completion of Level 2 Visual Art – Photography is recommended. However, students who have not previously taken Art may still be considered, following a discussion with Mr. Manu.

Course Structure:

• Students will develop skills in using a digital camera, studio lighting equipment, and post-production software

• They will study New Zealand and international photographers, learning to apply artistic conventions to their own practice

• Emphasis is placed on visual storytelling, idea development, and the ability to work independently with purpose

• Students will explore digital and experimental processes, using photography to investigate personal, social, or conceptual themes

What Students Will Learn:

• Technical control of cameras, lighting setups, and image capture

• Digital manipulation and editing using Photoshop or similar software

• How to research and respond to the methods and ideas of contemporary photographers

• How to generate, refine, and present a visually coherent photographic series

• How to reflect critically on their work and document their creative decision-making process

Scholarship Photography Opportunity:

Students who demonstrate strong creative and technical ability will be supported to enter Scholarship Photography.
Our school has a proven track record of success, including multiple Scholarship recipients and a Top Scholar Award – the highest achievement in New Zealand for Photography.

Assessment:

Students will be assessed through Visual Art Photography standards, including both internal assessments and an external folio submission.

• Students are expected to take photographs regularly outside of class time. Homework and independent practice are essential.

• While it is preferred that students have access to a personal DSLR or mirrorless camera, a limited number of school cameras are available for loan.

Additional Notes:

• Students wishing to take two Level 3 Visual Art disciplines (e.g. Photography + Painting or Printmaking) must gain approval from Mr. Manu

• Students new to Art who are interested in Photography are encouraged to speak to Mr. Manu to discuss suitability and expectations

Check out more of the students' work on our Art Instagram page @Listoncollegeart

The LEAP contains a range of texts and assessment challenges to prepare students for the rigours of NCEA and further study. The course is designed to help students make sense of a complex and fast changing world. In this course we emphasise reinforcement of the basic skills involved in reading and writing accurately, as we endeavour to build student confidence and allow them to find their own voice and respond critically to a range of modern and classic texts. Texts studied in the LEAP range from classics like Lord of the Flies, or Macbeth, to more modern books such as The Hate U Give, or Montana 1948. We have a strong emphasis on Maori and indigenous voices in our course, with texts such as Whale Rider or The Savage Coloniser featuring. We are attempting to ensure our students growing up in West Auckland in 2024 are exposed to as many viewpoints on the wider world as possible. 

Many students will end up doing a selection of Liston Credits standards based on consultation with their teachers. We will endeavour as much as possible to fit the course to the strengths and needs of each student. 

We will be using some of the new, combined with traditional methods of assessment. We believe the mixture provided in our LEAP will provide an excellent jumping off point for NCEA Level 2 and beyond. 

At Level 2 English, students are required to respond on a deeper level to the texts they are studying. They have more choice around texts they might engage with than they did in Level 1, but with this choice comes greater responsibility to ask deeper questions, think harder and longer about what a text is saying to them, and respond in a more mature way to those texts. Texts students may encounter at Level 2 include classics such as To Kill a Mockingbird or Catcher in the Rye or Shakespeare along with modern books like THUG or visual texts such as Snowpiercer or Hacksaw Ridge. There is a continued emphasis on accuracy with written work, and also the scope for boys to read more widely than they perhaps ever have.

There is a also very important research standard at Level 2 which allows students to develop their skills around independant study. 

Entry to Level 2 English usually requires success in one or both of the external standards from Level 1 (1.1/1.3) and successful completion of all the internal standards in Level 1. 

Success at Level 3 English is considered a key indicator of students’ readiness for tertiary study. Auckland University in particular looks very carefully at students’ performance in Level 3 English. Most students requiring University Entrance will be doing English where they need at least 14 English credits. 

At Level 3 we are extremely interested in students voicing their own opinions on the ideas contained in the texts they encounter. Novels you might encounter in Level 3 include The Great Gatsby or The Things They Carried. In our auteur study you might see films from Baz Luhrmann, Clint Eastwood or Francis Ford Coppola. There is a real emphasis with Level 3 English on boys writing at a standard that is not far off that required at Stage One of a University English Course. While there is no doubt that Level 3 English presents challenges for students, it also represents a tremendous opportunity for them to extend themselves, preparing for the exciting challenges that lie ahead. 

Level 3 Media Studies

The media surrounds and influences all aspects of our lives. It is playing an increasingly central role in the lives of young people. Studying media and how it works, as well as learning how to use it to effectively communicate new ideas are crucial to all 21st-century young adults. 

Students will be offered the following internal standards: (the equivalent assessments will be on offer at Level 2 in 2023) 

AS3.3 (91492): Demonstrate understanding of the media representation of a DISADVANTAGED GROUP or OTHER GROUP in NZ culture or society.(3 credits) 

They must be able to understand the media and not just take it on face value but to be able to ask critical questions about how groups are represented and whether they think it is a correct representation or not.  

AS 3.2 (91491) Demonstrate the understanding of the meaning of a media text through different readings (3 credits)

In this course they also must be able to view a film and have the ability to look through different lenses and comment on how themes are communicated about groups, gender, politics, religion and numerous other issues and how this perspective affects wider society. 

AS 3.5 (91494): Produce a design for a media product that meets the requirements of a brief- (4 credits)

AS3.6 (91495): Produce a media product to meet the requirements of a brief- (6 credits)

Young people also must be able to work in a group and collaborate to reach a desired outcome just like in the media industry. They have a major project of planning a short film and then shooting it in a group to create a horror genre short film which will take an entire term. 

AS 3.7(AS 91496) Demonstrate understanding of a significant development in the media 5 weeks to complete.(3 credits)

They need to be able to identify a significant development in social media. This must be done to highlight how and why a social media platform, app or company has made a  considerable impact on the audience, industry and wider society and what lies in wait for us in the future.

Students will be offered the following external standard:

AS 3.1 (AS 91490) Demonstrate understanding of an aspect of a media industry (4 credits)

The students need to research and prepare for an essay question dealing with an aspect in the media industry. They are advised to use their significant development in AS3.7 as a starting point to prepare for this single external standard.

• Active analysis and creation of the production of media
• Examine the role media plays in society
• Examine the ways in which media has/is/could be disseminated and presented to society. 
• Development of critical thinking and digital literacy and fluency
• Create a short film incorporating basic visual communication techniques
• Analyse and chart the change in social media and/or the music industry
• Write a script and story board for a horror comedy short film

Important: In 2022 this class will be doing its external examinations DIGITALLY but the option to conduct the exam on paper will also be permitted.

The Level 3 Mathematics with Statistics course teaches students the skills to collect, process, display and analyse data. Probability concepts and distributions are also covered. These skills prepare our students for the quantitative aspects of Science, Social Science, Business, or any field where statistical analysis and making sense of data is important. 

The use of technology to explore and analyse data is a focus of this course which reflects the changing world of data analysis. Students will use computer based analytical skills to conduct statistical investigations and draw conclusions from raw data.

A combination of internal and external achievement standards, the topics in this course include Probability Concepts, Probability Distributions, Inference Investigations, Bivariate Data Investigations and Linear Programming.

L3MAS is recommended for students who successfully completed the L2MAS course. This means 14 credits in L2MAS with at least Achieved in AS91267 (Apply probability methods in solving problems). As this course requires writing statistical reports, a good level of English is beneficial.

Students who studied L2MAC may take Level 3 Statistics with permission from the Head of Department,

Scholarship Statistics will be made available to students who performed to a high standard in Level 2 Mathematics and are willing to commit to the study program.

The Level 2 Mathematics with Calculus course (L2MAC) is recommended for students with a sound ability in Algebra who are viewing tertiary study (or potentially a career) in the physical sciences, engineering, economics, or any field where Mathematics is used as a tool for analysis. 

L2MAC builds on the Algebra concepts covered in Year 11 Mathematics and focuses on the techniques and applications of both Algebra and Calculus, Mathematical modelling, and the development of Mathematical reasoning.

A combination of internal and external Achievement Standards; topics focus on Algebra Concepts, Calculus, Trigonometry, Graphs and Systems of Equations.

Students wishing to enter Level 2 Calculus should have a strong understanding of Level 1 algebra skills. They must have achieved at least 14 credits in the Level 1 Mathematics course, including a minimum of Merit in the Algebra Concepts and Graphs assessments.

Students who do not meet this criteria may wish to consider Level 2 Statistics instead.

Scholarship opportunities are available to high-achieving students.

The Level 2 Mathematics with Statistics course teaches students the skills to collect, process, display and analyse data. Probability concepts and distributions are also covered. These skills prepare our students for the quantitative aspects of Science, Social Science, Business, or any field where statistical analysis and making sense of data is important. 

The use of technology to explore and analyse data is a focus of this course which reflects the changing world of data analysis. Students will use computer-based analytical skills to conduct statistical investigations and draw conclusions from raw data.

A combination of internal and external achievement standards, the topics in this course include Probability, Designing a Questionnaire, Carrying out a Statistical Experiment, Inference, Networks, and running a statistical simulation.

L2MAS is recommended for students who enjoyed the Statistics components of the Year 11 Mathematics course and who have a reasonable level of writing ability given the literacy demands of the report writing in this course.

Scholarship opportunities are available to high-achieving students.

Students enrolled in the Level 1 Numeracy course require approval from the Head of Department to take this course.

Liston Level 1 Mathematics (L1MAT) is a course designed to give students a sound understanding of the Mathematics skills required for the day-to-day problems encountered at home, or in the workplace, while also preparing students for future Mathematics study in Calculus and Statistics.

A combination of both internal and external assessments, the topics in this course include:

• Number and Measurement to solve problems
• Right Angle Triangles (Pythagoras and Trigonometry)
• Statistics
• Algebra Manipulation
• Algebra Graphs

After Liston Level 1 Mathematics, the subject splits into Mathematics with Calculus and Mathematics with Statistics.

For those students who wish to continue into Level 2 Mathematics with Calculus, they are required to pass both Algebra Manipulation and Algebra Graphs with a minimum of Merit Grades.

For those students who wish to continue into Level 2 Mathematics with Statistics, they are required to pass three assessments in Year 11 Mathematics, one of which must be Statistics.

Liston Level 1 Numeracy is a course designed for students who have not yet attained the numeracy requirements for passing NCEA co-requisite. This course will ensure students have the numeracy skills required to function at home, or in the workplace, and will work towards preparing them for the NCEA Numeracy assessment.

Topics in this course include:

• Number
• Statistics and Probability.
• Measurement and Geometry.
• Introduction to Statistical Investigations (Relationship and Comparison Questions) and Probability Concepts.

Assessment opportunities for attaining NCEA Numeracy are at the end of Term 2 and in the middle of Term 4.

Students who take this course cannot continue into Level 2 Mathematics courses. However, they can take the next step into Liston Level 1 Mathematics in their 12th year. 

Students for this course will be identified by the Head of Department with consultation from Year 10 teachers and parents / caregivers.

The Level 3 Mathematics with Calculus course (L3MAC) is recommended for students with a sound ability in Algebra who are viewing tertiary study (or potentially a career) in the physical sciences, engineering, economics, or any field where Mathematics is used as a tool for analysis. 

L3MAC builds on the Algebra and Calculus concepts covered in L2MAC and focuses on the techniques and applications of both Algebra and Calculus, Mathematical modelling, and the development of Mathematical reasoning.

A combination of internal and external Achievement Standards, the topics in this course are Trigonometry, Complex Numbers, Differentiation and Integration.

Scholarship Calculus will be made available to students who performed to a high standard in Level 2 Calculus and are willing to commit to the study program.

To enter into L3MAC, students require 15 credits from L2MAC, with a minimum of Merit grades in AS91261 (Apply algebraic methods in solving problems) and AS91262 (Apply calculus methods in solving problems).

Level 1 Music builds on the skills developed in Years 9 and 10. You will continue to grow your performance, composition, and music theory skills in a flexible course that allows you to play to your strengths and interests.

You’ll have choice in the pieces you perform and how you compose your music. For example, using traditional notation, a DAW such as Bandlab, or songwriting with lyrics and chords. Songs created individually or in groups can be used for both composition and performance standards.

Composition: Compose two original pieces of music

Performance: Perform two solo pieces and one group piece. Your own compositions may be used for your performances

Theory: Develop your understanding of music theory and score analysis through weekly lessons. This is assessed through an external exam

This course is a continuation from Level 1 Music. You will further develop your performance and composition skills. This course is flexible with two compulsory standards and five optional standards to choose from. 

Compulsory standards: 

• Perform two substantial pieces of music as a featured soloist
• Compose two substantial pieces of music

Optional standards (students must choose two or three):

• Devise an instrumentation for an ensemble
• Perform a substantial piece of music as a featured soloist on a second instrument.
• Demonstrate ensemble skills by performing a substantial piece of music as a member of a group  
• Investigate an aspect of New Zealand music.
• Demonstrate knowledge of conventions in a range of music scores. (External)

Within each standard there is flexibility and student choice. You can select your own pieces for performance and instrumentation tasks and choose what aspect of NZ music you would like to learn about. You also have choice in how you compose your music e.g. through traditional notation, using a DAW such as GarageBand or songwriting with lyrics and chords. Students can create their own songs in groups or as an individual which can count towards both the composition and performance standards.

Level 3 Music is a flexible and personalised course. Students can choose from a range of standards to suit their individual interests and strengths. These include performing as a soloist or in a group, researching an aspect of music, and composing original music.

The skills developed in Level 2 Music will be extended further, with a higher level of skill expected. For example, students completing performance standards should already have confident and competent performance abilities. Due to the flexible nature of the course, students must be self-directed, organised, and motivated learners.

At the start of the year, students will explore all standards on offer and carefully select the ones that best suit their goals. They will plan their course around the final deadlines, creating a programme worth between 16 and 26 credits. While final deadlines are fixed, progress checkpoints will be negotiated with the teacher.

For more information on the available standards, please refer to the Assessment Details section.

In Year 10 Music, students will develop skills in:

• A chosen instrument (see Instrumental Programme)

• Ensemble (group) performance

• Fundamental music theory (e.g. chord and scale knowledge)

• Music notation and score reading

• Composition and songwriting

• Aural (listening) skills

• Understanding the context and characteristics of different music genres

• Music technology – using DAWs (Digital Audio Workstations) and notation software

These skills are developed through genre-based units, including:

• Latin

• Rock

• Pop and Songwriting

Standards

Instrumental Programme
Year 10 students are required to learn an instrument, attend weekly lessons provided at school and practice that instrument at home. Students must have access to an instrument at home. This will ensure they are prepared for NCEA Music where the standard required at Level 1 is that the student has been playing their instrument for three years.

Instrument lessons available are: trumpet, trombone, euphonium, flute, clarinet, saxophone, piano, guitar, bass guitar, drum kit and voice.   

Did you know that music is one of the only activities that uses your entire brain at once? Learning music can improve your memory, boost your creativity, and help you learn in other subjects too!

The Year 8 Music course is part of the options programme and runs for approximately 20 weeks. You’ll have six lessons over each 10-day timetable cycle.

This course builds your musical skills through performance, composition, and music knowledge, and helps prepare you for Year 9 Music and beyond.

In this course, you will learn:

• Basic guitar skills – including how to read tab, strum, and pick
• Music knowledge – including theory, notation, and listening skills
• About film music – its key features, how composers create emotion, and how music supports what’s happening on screen. You’ll analyse scenes and present one to the class

Assessments:

• 8.1 Demonstrate knowledge of music

• 8.2 Demonstrate guitar skills

• 8.3 Discuss and describe the uses of music in a context

In Year 9 Music, students will explore a range of practical and theoretical musical skills through engaging and creative activities. 

What students will learn:

• Guitar Skills - Learn to read TAB and chord charts, play simple melodies, and strum common chord progressions.

• Musical Knowledge - Develop an understanding of the elements of music (such as pitch, rhythm, dynamics, etc.), music notation, and listening skills.

• Group Performance - Work collaboratively in small groups to learn, rehearse, and perform a chosen song.

• Composition - Learn the basics of composing music using digital tools, with a focus on creating an original piece on a program called Bandlab.

Course Standards

• 9MUS001 – Demonstrate Knowledge of Music
  Students complete a test to show their understanding of musical elements, theory, and listening skills.

• 9MUS002 – Compose an Original Piece of Music
  Students create one original composition using Bandlab.

• 9MUS003 – Demonstrate Practical Skills
  Students are assessed on their individual guitar playing and their participation in a group performance.

  
  
  
  

This course provides an extension to the existing Year 9 to year 11 Physical Education programme, developing leadership and organisational skills. There will be opportunities for students to take an in-depth look into different sports. They will examine the importance of health and fitness and their effects and benefits to the modern lifestyle and apply theoretical aspects of Sports Science to practical situations. 

Prerequisites

Academic requirements: Liston College Y10 HOD approval = Junior Diploma. 

Other requirements: Students must wear the correct Liston College PE uniform (House shirt) during practical lessons.  An interest in physical activity, sport and a desire to learn and improve themselves is essential. 

Aims

Students will gain knowledge, skills and experience to:

• Develop interpersonal skills (including leadership) when working within a team to encourage positive outcomes.
• Understand how and why, self-management skills impact on participation in a team/group setting. How to work as a team and develop the necessary skills to make competition successful.
• Understand what affects their participation and how participating in physical activity affects their well-being/Hauora.
• Understand basic body functions and the influence biophysical principles (including anatomy, biomechanics and physiology) have on the performance of physical skills.
• Develop an understanding of factors that affect their physical performance and how they can improve their ability. 
• Develop strategies and the physical performance skills necessary to compete in a practical setting.

 Course Content

• For those students wishing to learn about how the body moves, how they can improve their performance and gain a deeper and better understanding of anatomy and biomechanics. It will cover team-based activities, individual sports and fitness. 
• There is a large practical side in Physical Education. It will cover team games, individual activities, fitness, teamwork and safety. Practical lessons will support theory lessons to ensure students gain a deep understanding of the content.
• The course is heavily designed to develop the necessary skills needed for leaving school and taking up employment and negotiating their lives safely. It uses sport and physical activity as the context to improve their self-belief, self-esteem, interpersonal skills including communication, teamwork, problem solving, conflict resolution and assist them in developing positive attitudes. 

Note, course standards may change slightly to reflect student/school needs as required. 

Where does this course lead? 

This course will improve your personal ability across a range of physical activities. It will also develop and improve your knowledge of how the body works and how you can improve your performance. It will give skills for careers in the sports industry, physical education, uniformed services, recreation and tourism. It will also provide the knowledge and skills to move into Level 2 Sports Science.

Contact for further inquiries

Mr Morath (HOD PE) [email protected] 

This course introduces the underlying theory relative to the prescription of fitness and health based programmes. It includes four recreational activities and assesses the development of initiative, cooperation and leadership qualities.

Prerequisites

Academic requirements: 12 credits from Level 1 Sports Science,

OR if you haven’t done Level 1 PED, 80 credits at Level 1 including Level One literacy. 

Other requirements:  Students must wear the correct Liston College PE uniform (House shirt) during practical lessons. An interest in physical activity, sport and a desire to learn and improve themselves is essential. 

Aims

Students will gain knowledge, skills and experience to:

• Participate in a variety of physical activities and sports
• Develop leadership and interpersonal skills
• Understand basic body functions, including physiology, biomechanics and anatomy and how they influence performance in physical activity
• Examine skill-learning principles and psychological skills in relation to improving at a physical activity
• Plan, apply and review leadership strategies in a group or team physical activity

Course Content

Physical Education at Liston College is a broad subject area that includes topics and assessments from measures of performance, learning about functional anatomy, physiology, and biomechanics, to learning about leadership strategies and designing exercise programmes. Unlike an increasing number of Physical Education courses in different Secondary Schools in New Zealand, we are very conscious of the amount of time students spend sitting down, and so work hard to design lessons that teach theory through practical. This course requires students to be proactive in their approach to application and understanding of concepts around which the subject is organised. It is an academic subject which will have a ratio of two theory and two practical lessons. 

You will also: Demonstrate performance in two contrasting physical activities; Turbo Touch, a 4km run or your own personal sport where possible.

Where does this course lead?

It will generally lead into Level 3 Sports Science and then potentially into many fields of Tertiary study or it can provide a comprehensive knowledge base for those wishing to complete a well-rounded course at Level 2 or those wishing to move into the physical activity industry. 

The course is well suited to those students who are academically able and who wish to gain endorsements in Level 2 NCEA of Merit and/or Excellence.

Contact for further inquiries

Mr Morath (HOD PE) [email protected]