The issues that result from market forces are the scope of study at this level. Students explore the economic issues of employment, trade, growth, inflation and inequality. They learn to define and measure these issues as well as understand their causes and possible effects. Government policies are examined as well as the independent nature of the economy by examining the impact on various groups.

General
1.Analyse inflation using economic concepts and models.
2.Analyse international trade using economic concepts and models.
3.Analyse economic growth using economic concepts and models.
4.Analyse unemployment using economic concepts and models.
5. Analyse statistical data relating to two contemporary economic issues.
6.Analyse how government policies and contemporary economic issues interact.

This level of study is organised into Five major Topics.
Theme 1 The Conceptual basis of Economics
You will develop an understanding of Inflation, Trade, Growth, unemployment and Government Policies. You will also be able to describe and provide explanation the causes and effects of the above topics on various economic issues, analysing, comparing and contrasting their impact on issues and various groups in society. Integrating changes shown in economic models into explanations.
Theme 2Processing
You will learn how to process, present and analyse statistical data in relation to two contemporary economic issues.
Theme 3Economic Models
You will learn to provide detailed explanation with the use of economic models like-AS / AD, PPF, Circular Flow and Business Cycle various economic issues.
Theme 4 Analyse unemployment using economic concepts and models.
Theme 5 Analyse interdependent nature of the economy
You will learn how to analyse, interpret and evaluate the interdependent nature of the economy by examining the impact of government policies on contemporary economic issues

The economics course at Level 3 will enable students to attain economic literacy and understanding which will allow them to develop a continuing interest in contemporary economic issues. The skill of reasoning clearly by means of analytical techniques will allow students to present and interpret economic data and arguments in a clear and concise manner.

General
This course aims to:
1.Demonstrate understanding of the efficiency of market equilibrium
2.Demonstrate understanding of the efficiency of different market structures using marginal analysis
3.Demonstrate understanding of micro-economic concepts
4.Demonstrate understanding of government interventions to correct market failures
5.Demonstrate understanding of macro-economic influences on the New Zealand economy

This level of study is organised into five major Topics.
Theme 1 The Conceptual basis of Economics
You will demonstrate an understanding of Market Equilibrium, different Market Structures using Marginal Analysis, Understand Micro-Economic Concept, Understand how Government intervenes to correct Market Failures and understand Macro-Economic influences on New Zealand Economy.
Theme 2 Processing
You will learn how to process, present and analyse statistical data in relation to two contemporary economic issues.
Theme 3 Economic Models
The economic models assessed will be selected from the supply and demand model for the goods and /or service markets, resource markets (e.g. labour market) and internationally traded goods markets. For a comprehensive understanding, candidates may be required to demonstrate an understanding of elasticity concepts.
Theme 4 Government Interventions
Demonstrate understanding of government interventions to correct market failures.
Theme 5 Macro-economic influences
Demonstrate understanding of macro-economic influences on the New Zealand economy

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.

The financial affairs of sole traders will be studied right through to presentation of financial statements. At this level students are also introduced to a more in depth study of analysis and interpretation of financial reports. Also included are accounting for inventory and fixed asset subsystems.

General
This course aims to:
•Develop student’s understanding of the role in society as a financial language for sole proprietors
•Provide students with knowledge of the principles, processes and systems of Accounting.
•Enable students to apply financial knowledge and skills to practical situations.

This level of study is organised into five major themes. They build on what was learnt at Year 10 and Level 1. Entities at this level are limited to service and trading enterprises.
Theme 1 - The Conceptual basis of Accounting
You will develop an understanding of the foundations of Accounting, the principles on which it is based and how they are applied in a range of situations.
Theme 2 - Processing
You will learn how to record and process financial transactions using accounting software.

Theme 3 - Cashflow Forecasting

You will learn to be able to calculate and prepare cashflow forecasts for primary industries.

Theme 4 - Financial Statements

You will learn how to prepare and report financial information for a sole trader.
Theme 5 - Decision Making
You will learn how to analyse, interpret and evaluate financial and non-financial information to make informed decisions.

At level 3 students will further develop a knowledge of financial accounting principles, processes and systems. Skills learnt at Levels 1 and 2 will be further developed to enable students to apply their knowledge, understandings to partnerships, companies and manufacturing entities. Students will be exposed to aspects of management accounting.

General
This course aims to:
•Develop student’s understanding of the role in society as a financial language for partnerships, companies and manufacturing concerns.
•Provide students with knowledge of the principles, processes and systems of Accounting.
•Enable students to apply financial knowledge and skills to practical situations

This level of study is organised into five major themes. Entities at this level are limited to partnerships and incorporated companies.

Theme 1 Partnerships

You will learn how to prepare and analyse financial and non-financial information for partnerships. 

Theme 2 Finanacial Statements

You will learn how to record, prepare and process financial transactions for particular entities.

Theme 3 Accounting Reports

You will learn how to analyse, present and report financial information to interested parties for particular entities.

Theme 4 Job Costing

You will learn how to analyse, interpret and evaluate financial and non-financial information for a production company.

Theme 5 Management Accounting

You will learn how to analyse, interpret and evaluate financial and non-financial information to make informed decisions.

Recommended Prior Learning

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

This course will help students understand the way small businesses operate, giving them a foundation for further study in the areas in business, economics and commerce. It would also be useful for anyone interested in one day starting, and running, their own business.

Topics in the course will cover Market Activity (starting a business), Economic Concepts and Accounting concepts and skills.

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.

This course will help students understand the way small businesses operates, giving them a foundation for further study in the areas in business and commerce. It would also be useful for anyone interested in one day starting, and running, their own business.

Topics in the course will cover Internal Features like Business Structures, Motivational Theory behind Business, Critical issues that Businesses will come across, as well as the Market Activity, where students will be selling their products to the general public.

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.

• 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.

Students will be able to develop basic computer programming skills working with JavaScript, Python, HTML an d CSS. Students will learn to:

• Problem solve to ensure that the programme, or website performs the specified tasks.
• Plan well structured and logical code and document this process.
• Test and refine the code to ensure that it functions as expected.

Students will have the opportunity to use one of the following technologies to support their development of Digital Technologies. They will investigate the impact of this technology on society and how it can support the advancement of society and business, through their applications. Technologies can include: 3D modelling, Animation, Drones, Artificial Intelligence, Virtual Reality, Control Mechanisms. Students will learn to:

• Understand present day and future problem solving possibilities of this technology 
• Have an appreciation of the moral and ethical issues surrounding its use.
• Further develop their digital technological skills (digital media, computer programming skills, human computer interaction) associated with this technology.

This course focuses on Digital Computing Technologies and may include any of the following components in combination with one another.

Digital Citizenship / Digital Media
An introduction to the managing and protection of data on digital platforms. Here Students will explore communication through the use of a digital media outcome (Print Media) through:

• Analysing and using design techniques to produce an outcome
• Understanding and apply ethical practice to outcome/s
• Developing and ensure appropriate functionality of outcome/s

Computer Programming
Students will be able to develop basic computer programming skills using a number of coding applications.

• Understand how to break problems down into smaller parts
• Understand how to develop flow charts.
• Create programs designed to solve specific problems

Web Design
Students will learn the basics of web design and apply these skills to design and create a basic, but fully functioning site (using Weebly), through:

• Using planning techniques, develop a solution
• Using accepted design techniques and elements, produce a website
• Through coding, ensure the appropriate functionality of the website

Digital Technology is a progressive and constantly evolving subject area. This course provides an exciting opportunity for students to create, communicate, and use information in a digital context. They will gain an excellent introduction to the world of information communication technology and develop information management techniques, computer programming, coding, and web development skills.  Through this, they will understand how computers work,  how people interact with computers, how data is represented, and how computers store and manipulate data.

Students will learn about the wider implications digital technologies have on society.  They will be involved in creating digital media outcomes such as stop-go animations, digital media presentations, web design, coding, and computer fundamentals.  

This year students will be creating a Digital Outcome of their choosing to fulfil a Need or Opportunity. Students will be required to conduct an Inquiry for a Proposal and apply conventions to Design the outcome. They will then proceed to use advanced processes to develop the outcome.

Throughout the year, you will be gathering evidence of the knowledge and skills you are developing. Your evidence will be checked throughout the year for both formative checkpoint marking and summative internal assessment marking. Therefore, it is important that you start from the beginning of the year keeping good notes including your proposal and development ideas, research, brainstorms, sketches, doodles, storyboards, your decision process, the skills learned (including screenshots of your process) the analysis of how or why you use certain tools/techniques when creating your outcome.

The external assessment for the course will be an external exam that is a summary of your learning during the project at the end of Term 3.

This year students will be creating a Digital Outcome of their choosing to fulfil a Need or Opportunity. Students will be required to conduct an Inquiry for a Proposal and apply user experience methodologies to Design the outcome. They will then proceed to use Complex processes to Develop the outcome.

Throughout the year, you will be gathering evidence of the knowledge and skills you are developing. Your evidence will be checked throughout the year for both formative checkpoint marking and summative internal assessment marking. Therefore, it is important that you start from the beginning of the year keeping good notes including your proposal and development ideas, research, brainstorms, sketches, doodles, storyboards, your decision process, the skills learned (including screenshots of your process) the analysis of how or why you use certain tools/techniques when creating your outcome.

The external assessment for the course will be an external exam that is a summary of your learning during the project at the end of Term 3.

This Graphics course allows students to develop an understanding of design and visual communication through exploring and presenting design ideas across a range of different contexts. It allows them to develop freehand and instrumental drawing skills and teaches them how to enhance the presentation of their design ideas.

Throughout the course, students will undertake design tasks that require them to use specific design-based tools and language in the areas of spatial design (architecture, landscaping, interior design) and product design. 

This course places an emphasis on enhancing student’s visual literacy and inspiring a passion for the world of design.

Students will complete 4 standards over the year worth 5 credits each covering Product Design, Spatial Design, Presentation Techniques, and Instrumental Drawing.

Students will be expected to demonstrate “technological practice” within a wide range of technological areas. The program of study will essentially cover a range of Materials e.g. Wood, Plastics, and Metals, and the processes required to manipulate, shape, join/assemble them. 

Students are expected to explore problems, issues, and situations and be able to research, design, model, and test their solutions and develop a final product or prototype. They will be instructed in graphics and practical skills and encouraged to be creative and innovative, all of which will form the foundation blocks for the essential elements of Level One Technology and Materials Engineering.

In Year 9, Technology is taught as a multi-material, design-based subject. The course also aims to enhance students’ use of design and evaluation techniques and develop not only practical and problem-solving skills but also an understanding of the wider effects that technology plays within society. 

Students will learn

• Health and safety codes of practice.
• Understand materials and their properties.
• How to use hand tools.
• Develop graphical presentation skills (DVC)
• Use Computer Aided Design (CAD)

Students design and make products from a variety of materials, solve practical problems, and learn to work safely in a workshop environment.

Students will learn

• Health and safety codes of practice
• Understand materials and their properties
• Manufacturing, techniques and processes
• Graphical presentation skills (DVC)

Students will be able to develop basic computer programming skills working with JavaScript, Python, HTML an d CSS. Students will learn to:

• Problem solve to ensure that the programme, or website performs the specified tasks.
• Plan well structured and logical code and document this process.
• Test and refine the code to ensure that it functions as expected.

Students will have the opportunity to use one of the following technologies to support their development of Digital Technologies. They will investigate the impact of this technology on society and how it can support the advancement of society and business, through their applications. Technologies can include: 3D modelling, Animation, Drones, Artificial Intelligence, Virtual Reality, Control Mechanisms. Students will learn to:

• Understand present day and future problem solving possibilities of this technology 
• Have an appreciation of the moral and ethical issues surrounding its use.
• Further develop their digital technological skills (digital media, computer programming skills, human computer interaction) associated with this technology.

Students taking this course will study ideas associated with architecture, media, and product design. You will be taught how to take an idea and present it as a fully realised solution, to do this you will study formal drawing systems, sketching, computer-aided design, and presentation techniques to solve various design briefs. This course is a foundation course to help develop skills and knowledge for Level 1 DVC. This course pathway will lead you in two directions. One will be with Design Technologies which will focus more on realising and building your designs, the other direction will be Art Design, where you will look more into the artistic design features of products and/or character design. This course offers a solid foundation for both directions.

This course focuses on Digital Computing Technologies and may include any of the following components in combination with one another.

Digital Citizenship / Digital Media
An introduction to the managing and protection of data on digital platforms. Here Students will explore communication through the use of a digital media outcome (Print Media) through:

• Analysing and using design techniques to produce an outcome
• Understanding and apply ethical practice to outcome/s
• Developing and ensure appropriate functionality of outcome/s

Computer Programming
Students will be able to develop basic computer programming skills using a number of coding applications.

• Understand how to break problems down into smaller parts
• Understand how to develop flow charts.
• Create programs designed to solve specific problems

Web Design
Students will learn the basics of web design and apply these skills to design and create a basic, but fully functioning site (using Weebly), through:

• Using planning techniques, develop a solution
• Using accepted design techniques and elements, produce a website
• Through coding, ensure the appropriate functionality of the website

Digital Technology is a progressive and constantly evolving subject area. This course provides an exciting opportunity for students to create, communicate, and use information in a digital context. They will gain an excellent introduction to the world of information communication technology and develop information management techniques, computer programming, coding, and web development skills.  Through this, they will understand how computers work,  how people interact with computers, how data is represented, and how computers store and manipulate data.

Design Technology is about developing authentic outcomes that respond to people’s needs through Materials and Processing Technology practice. During the course students will learn to:

• Understand and apply a design process throughout the development of a series of technological outcomes.
• Manipulate a selection of materials, techniques and processes into design outcomes
• Develop creative thinking and problem-solving skills using physical and digital design/fabrication methods
• Grow an understanding of aesthetic, functional, and manufacturing design considerations and concepts
• Develop confidence through perseverance, resilience and communication

Course Structure

• Students will complete 18 credits.
• All Achievement Standards are internal and portfolio based

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

Level 2 Technology Metal Course Description

The Level 2 Technology Metal course focuses on developing students' skills in metalworking, with a particular emphasis on welding techniques and understanding various types of metals. Throughout this course, students will gain hands-on experience working with metals and learning essential techniques used in the industry.

Key Learning Outcomes:

1. Welding Techniques:
   Students will learn different welding methods, including MIG (Metal Inert Gas), TIG (Tungsten Inert Gas), and arc welding. They will understand the safety protocols and proper handling of welding equipment to ensure a safe working environment.

2. Metal Types and Properties:
   The course covers a range of metals, including steel, aluminum, and stainless steel. Students will explore the properties, applications, and limitations of each type of metal, understanding how these properties affect the selection and use of metals in various projects.

3. Design and Fabrication:
   Students will engage in design and fabrication projects, applying their knowledge of metal types and welding techniques to create functional and aesthetically pleasing metal products. They will develop skills in reading and interpreting technical drawings and use these skills to plan and execute their projects.

4. Health and Safety:
   A strong emphasis is placed on health and safety practices in the workshop. Students will learn about personal protective equipment (PPE), safe operation of tools and machinery, and emergency procedures to maintain a safe learning environment.

5. Assessment and Evaluation:
   Students will be assessed through practical projects, demonstrating their ability to select appropriate materials, use welding techniques, and adhere to safety protocols. Written assessments will evaluate their understanding of metal properties, welding theory, and workshop safety.

Course Prerequisites: Completion of Level 1 Technology Metal or equivalent experience is recommended. A strong interest in hands-on metalwork and safety awareness is essential.

By the end of this course, students will have a comprehensive understanding of various welding techniques, metal types, and their applications. They will be equipped with the skills necessary to pursue further studies in metalworking or begin a career in the metal industry.

Dive into the exciting world of robotics with this hands-on Year 10 course. 

Students will explore the fundamentals of robotic design, programming, and engineering through a series of engaging projects and challenges. Using state-of-the-art tools and technologies, you'll build and program robots to solve real-world problems, develop critical thinking and problem-solving skills.

Students will learn about the wider implications digital technologies have on society.  They will be involved in creating digital media outcomes such as stop-go animations, digital media presentations, web design, coding, and computer fundamentals.  

MPD uses Hard Materials Technology to design and make a project. 

In Design Technologies, students will study how products are designed for specific situations. Students will develop an understanding of graphics practice using design and visual communications techniques exploring and presenting design ideas across a range of different contexts. 

Students will also learn about technological practice and develop practical workshop-based skills looking at how materials are transformed and the techniques and processes used in design and manufacturing industries.  Students will use computer-based design and manufacturing as part of their course work including designing a product using computer-aided design and setting up and using the laser cutter and or 3d printer to produce it.

The course will involve

• Product design: Students will develop designs for products such as speakers, headphones, furniture, lighting, and storage solutions.
• Idea Presentation: the ability to find the most appropriate method of showcasing ideas to a specific audience – this may be using a website, presentation boards, posters, models, and the use of computer-aided design (CAD).
• Technological Practice: including research, concept generation, and evaluation of practice.
• Workshop practices: including laser cutter/CNC/Digital design and manufacturing (CAM)
• Spatial Design:  exploring space through architectural, interior, exterior, landscape, and the design of public spaces. (Note! The Spatial Design Element is intended for students wanting to study DVC only and study Architecture at a University)

This year students will be creating a Digital Outcome of their choosing to fulfil a Need or Opportunity. Students will be required to conduct an Inquiry for a Proposal and apply conventions to Design the outcome. They will then proceed to use advanced processes to develop the outcome.

Throughout the year, you will be gathering evidence of the knowledge and skills you are developing. Your evidence will be checked throughout the year for both formative checkpoint marking and summative internal assessment marking. Therefore, it is important that you start from the beginning of the year keeping good notes including your proposal and development ideas, research, brainstorms, sketches, doodles, storyboards, your decision process, the skills learned (including screenshots of your process) the analysis of how or why you use certain tools/techniques when creating your outcome.

The external assessment for the course will be an external exam that is a summary of your learning during the project at the end of Term 3.

This year students will be creating a Digital Outcome of their choosing to fulfil a Need or Opportunity. Students will be required to conduct an Inquiry for a Proposal and apply user experience methodologies to Design the outcome. They will then proceed to use Complex processes to Develop the outcome.

Throughout the year, you will be gathering evidence of the knowledge and skills you are developing. Your evidence will be checked throughout the year for both formative checkpoint marking and summative internal assessment marking. Therefore, it is important that you start from the beginning of the year keeping good notes including your proposal and development ideas, research, brainstorms, sketches, doodles, storyboards, your decision process, the skills learned (including screenshots of your process) the analysis of how or why you use certain tools/techniques when creating your outcome.

The external assessment for the course will be an external exam that is a summary of your learning during the project at the end of Term 3.

The Level 2 Wood Materials course integrates Wood Materials Technology with Design Technology, allowing students to explore both the practical and creative aspects of product design using wood materials. In this course, students will identify a real-world issue, then design and manufacture a solution using woodworking skills and design principles. Students have the flexibility to focus on Materials Technology standards, Design and Visual Communication standards, or a combination of both, tailoring their learning to their interests and career aspirations.

Key Learning Outcomes:

• Develop practical woodworking skills and understand the properties and uses of different wood materials.
• Gain proficiency in using CAD software and workshop tools for product design and manufacturing.
• Learn to effectively communicate design ideas through various presentation methods.
• Understand and apply design principles to create functional and aesthetically pleasing products.
• Explore technological processes involved in the transformation of wood materials into final products.

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 builds on skills learnt at Years 7 and 8. Visual Art is an option subject, offered for two terms at Year 9. Students will do practical activities which develop their knowledge of visual elements and principles while exploring a range of three dimensional and two dimensional media. Students will generate and develop visual ideas in response to established contemporary artist’s artworks. 

The year 9 course is a hands on practical course that starts with an introduction of drawing skills and colour. The focus for year 9 is painting and ends with a grid painting inspired by an established painting artist. 

Visual Art improves observation, fine motor skills, creative and critical thinking, encourages imagination, as well as problem solving.

This course builds on the skills developed in Year 9. Students will do practical work applying a range of visual elements and principles in two dimensional media using drawing, printmaking and painting. Students will draw from observation to develop ideas while being inspired by the work of artists and designers. Students will describe and evaluate how ideas and art making processes are used to communicate meaning in selected works.

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

Year 8 Art is primarily a practical subject. Students are assessed against the four Visual Arts Curriculum Strands: Practical Knowledge, Developing Ideas, Communicating and Interpreting and the Visual Arts in Context.

Students will study and observe a range of subject matter from which they will make a range of artworks using a variety of media. The course focuses on using artist models as a way to help you develop your ideas and skills.

They will learn how artworks are made and the processes involved in their making. In this course, they will undertake a project where they will develop skills in drawing, painting and sculpture.

This course builds on skills learned at Years 7 and 8. Visual Art / Art Design is an option subject, offered for two terms at Year 9. Students will do practical activities which develop their knowledge of visual elements and principles while exploring a range of three dimensional and two dimensional media. Students will generate and develop visual ideas in response to established contemporary artist’s artworks. 

The year 9 course is a hands on practical course that starts with an introduction of drawing skills and colour incorporating typography. The year 9s will then learn about what Design is by designing and making. Students will have the opportunity to make things like typographic portraits, posters and introduced to Pacific and Maori designs. 

Design in the Visual Arts focuses on graphic design or character design. Graphic Design is creating logos, magazine spreads and covers, posters, and other brand concepts whereas character design focus on the development of characters, environments, and storytelling. Students are encouraged to actively engage in all aspects of Graphic and Character Design from typography to corporate identity, book and packaging design through to marketing and illustration bringing their own developing style to their design work.

Students are required to develop their ideas for a brand, social issue, graphic novel, or game over the year in consultation with the teacher to formulate an individualised graphic style. Design can utilise a range of approaches including sketching, collage, photography, paint, models, and digital processes. Your final body of work will be printed and displayed on a folio board for assessment.

Students are encouraged to be innovative and will build on their knowledge of art techniques studied in Year 11.

Where a student wishes to take TWO Level 2 Visual Art subjects, they will need the permission of Mr. Manu.

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

Example of Level 2 Design folio board below

In Level 3 Design we will be looking at the historic evolution of Design as well as contemporary practice. We will develop our understanding of how meaning is created and communicated through design. Design processes will include will range from very hands-on drawing and collage to completely digital design or character design. Graphic Design is creating logos, magazine spreads and covers, posters and other brand concepts whereas character design illustration can be for a graphic novel or a game, but both encourage the student to bring their own developing style to their design work. 

Students are required to develop their ideas for a brand, social issue, graphic novel, or game over the year in consultation with the teacher to formulate an individualised graphic style. Design can utilise a range of approaches including sketching, collage, photography, painting, models, and digital processes. Your final body of work will be printed and displayed on a portfolio board for assessment.

Students are encouraged to be innovative and will build on their knowledge of art techniques studied in Year 12.

Where a student wishes to take TWO Level 3 Visual Art subjects, they will need the permission of Mr. Manu

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

Examples of level 3 Design boards below:

The course at this level presupposes that the Level 2 course has been completed satisfactorily by students. In Art Photography this year students will develop skills using a digital camera and other modes of photography to visually explore the world. Students will research artists by investigating their methods and ideas relating to photography and applying these conventions to their own work. Students will generate and develop ideas to produce a body of work based on an individually selected broad theme. Students will learn technical skills including how to use photographic equipment such as cameras, lighting, digital processes, and photo manipulation. Students will spend time looking at relevant and contemporary photographers, both internationally and in New Zealand. We will look at how to develop ideas using photographic procedures, digital developing procedures, and individual methodologies. 

Ideally, students will need their own camera, however, we have a limited stock of cameras we can lend out where a student does not have one.

Students are expected to spend significant time taking photos outside of class time so homework is essential in this subject choice.

Note:

- Where a student wishes to take TWO of the Level 3 Visual Art subjects, they need the permission of Mr. Manu

- Where a student has not taken an Art subject in previous years they are still eligible to select this course but will need to speak to Mr. Manu.

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

The course at this level presupposes that the Level 1 course has been completed satisfactorily by students. In Photography this year students will develop skills using a digital camera to visually explore the world. Students will research artists by investigating their methods and ideas relating to photography and apply these conventions to their own work. Students will generate and develop ideas to produce a body of work based on an individually selected board theme. Students will learn technical skills including how to use photographic equipment such as cameras, lighting, digital processes, and photo manipulation. Students will spend time looking at relevant and contemporary photographers, both internationally and in New Zealand. We will look at how to develop ideas using photographic procedures, digital developing procedures and your individual methodologies. 

Students are expected to spend significant time taking photos outside of class time so homework is essential in this subject choice.

Where a student wishes to take TWO of the Level 2 Visual Art subjects, they need permission from Mr. Manu

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

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 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 tandards 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. 

The Level 1 literacy class follows the broad outline of the Liston Level 1 course with a few important changes. You will be in a smaller class environment and you will have a more flexible timeline around completing Liston Level 1 assessments. Your teacher will select texts that are at the right level to advance your learning  - engaging enough to keep you interested, but challenging enough to ensure your learning progresses. There will be a focus on supporting students to achieve in the Literacy exams which are required to pass future levels of NCEA.

The Level 1 literacy course is designed to set you up for success at Level 2 English. 

This course builds on the skills and knowledge that has been learned in previous years. More advanced language is learned for each function. The topics covered are: family and school life in Japan.

This course builds on the skills and knowledge that has been learned in previous years. More advanced language is learned for various functions. The topics covered are current/social issues, history, religions, and traveling (geography and geology).

By the end of the Year 10 course, students will be able to;
1.get the gist of short spoken or written dialogues and texts, identifying the key details and responding appropriately
2.interact in everyday conversations, using variations of learned words and phrases
3.apply your knowledge of vocabulary and structures to write and manipulate learned phrases and sentences, using Hiragana, Katakana and some kanji.

Japanese at Year 10 further develops the skills of speaking, listening, reading and writing. As with Year 9 Japanese, work continues to be centred around topics such as cooking, hobbies, and housing in Japan. More emphasis is placed on oral communication, with students creating more detailed dialogues. Students also continue to develop their reading and writing skills, also learning to read and write katakana and kanji.

Course Standards
10JAP001 Listening
10JAP002 Speaking
10JAP003 Interacting
10JAP004 Reading
10JAP005 Writing

In this course, students will develop their proficiency in Japanese through a blend of language skills and cultural insights. 

Emphasis will be placed on expanding vocabulary, mastering grammar, and improving listening, speaking, reading, and writing abilities. 

This course aims to build a solid foundation in Japanese, preparing students for further language study and deepening their appreciation of Japan’s rich heritage.

This course is to register interest only.

It is dependent on student intertest and teacher availability - please ensure you select a back up subject also.

Japanese at Year 9 continues to develop the skills of speaking and listening, with students being expected to create their own dialogues. The work builds on the topics introduced in Year 8, such as Self-introduction, likes and dislikes, hobbies and food. Students will also learn to read and type the hiragana scripts. As a part of learning to read Hiragana, anime and manga will be used. 

By the end of the Year 9 course, students will be able to;
•greet and farewell people appropriately.
•introduce yourself and your friends. (Name, age, nationality, where you live, telephone number, birthday, likes and dislikes, hobbies, etc.)
•say the time, days of the week, months, and dates.
• use the numbers 0 to 100.
• apologize and thank someone.
• understand classroom instructions.
• recognize and talk about when and where activities take place.
• talk about likes and dislikes – food, sports, leisure and school subjects
• identify the main islands and six cities in Japan.
• say something about life in Japan.
• read and type Hiragana and some Kanji

 Course Standards
9JAP001 Speaking
9JAP002 Listening
9JAP003 Reading
9JAP004 Writing

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
• Measurement and Geometry
• Statistics and Probability
• Financial Capability

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 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.

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 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).

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 wanting to enter into Level 2 Calculus should have a sound understanding of Level 1 Algebra skills and should have received a minimum of Merit grades in the Level 1 Algebra Concepts and Tables, Equations and Graphs assessments.

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

This course is a continuation from Level 1 Music. You will continue to focus on performance and composition skills, with the addition of the instrumentation standard. This course is flexible with three compulsory standards and four optional standards: 

Compulsory standards: 

• Perform two substantial pieces of music as a featured soloist
• Compose two substantial pieces of music
• Devise an instrumentation for an ensemble

Optional standards (students must choose one or two):

• 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 choice. You can choose which pieces you would like to do for performances, instrumentations and what aspect of NZ music you would like to learn about. You can chose how you would like to compose your own music – e.g. through traditional notation methods, 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.

Students at Level 3 Music get to choose which standards they would like to complete. There are a range of standards to choose from to suit each student's interests and strengths. These include performing as an individual or a group, researching an aspect of music or creating your own original music. 

The components of Music studied at Level 2 will be further developed in Level 3 Music. A high level of skill is expected to be displayed. For example, students completing the performance standards will need to have competent skills in performance. Due to the flexibility of the course, students will be required to be self directed and motivated learners.

At the start of the year, students will learn about the requirements of all standards on offer and spend time carefully selecting which would be best for them and planning their workload based around the deadlines. Students will create their own course consisting of 16 - 26 credits from the standards. Final deadlines are given for each standard but checkpoints are negotiated with the teacher.

Refer to the "assessment details" section for more information on which standards are available to choose from.  

At year 10, students learn/develop:

• A chosen instrument (see instrumental programme)
• Fundamental theory knowledge e.g. chord and scale knowledge
• Music notation and score reading
• Composition and songwriting skills
• Listening skills
• Elements and features of a specific music work
• Ensemble (group) performance skills

Course Standards
10MUS001 Perform pieces of music as a featured soloist: Students will be required to perform at least two times in front of their class. Students will be marked holistically across the two performances.
10MUS002 Demonstrate knowledge of a music topic: Students will complete assessment tasks that synthesize the knowledge they have gained about the music topic that is studied.
10MUS003 Demonstrate knowledge of score reading and music literacy: Students will complete a test to measure their development of music reading skills.
10MUS004 Compose two original pieces of music: Throughout the year students will develop simple compositional skills and will produce two original compositions.
10MUS005 Perform a piece of music as a group: Students will perform one piece of music as a member of a group.

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.

At Year 9, Students will learn:

• Guitar skills - Reading tab and playing melodies as well as reading chord charts and playing chords.
• Musical knowledge - focusing on the elements of music. Includes notation and listening skills. 
• Group Performance - students create their own groups and play a song as a member of a group.
• Composition - students will develop simple compositional skills and will produce their own original music. This includes creating music on a program called Bandlab. 

Course Standards

9MUS001 Demonstrate knowledge of music: Students will complete a test to measure their understanding of musical elements, theory and listening skills.

9MUS002 Compose two original pieces of music: Create one original piece of music on Bandlab. 

9MUS003 Demonstrate practical Skills: Student will be assessed on their guitar playing and their group performance.

The components of music studied in Years 9 and 10 continue to be developed in Level 1 Music. You will continue to focus on performance skills, composition skills and music theory.  This course is flexible with the ability to choose which pieces you would like to do for performances as well as how you would like to compose your own music – e.g. through traditional notation methods, 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.

Composition: Students compose two original pieces of music

Performance: Students prepare and perform two solo pieces and a single group piece. Students can use their compositions for performances 

Theory: Students will work weekly on their understanding of music theory and analysing scores. This is an external exam.

Did you know that music and other performing arts are the only activities which access all of the memory banks simultaneously, actually exercising the entire brain at once?  Music has proven to be an experience which increases your ability to learn! The Year 8 Music course is an option in which you will study as part of the option programme for a period of approximately twenty weeks for six one hour periods over a 10 day timetable cycle.  In this course the concepts of music are developed through performance, composition and music knowledge. The Year 8 course is designed to give you an appreciation of music and will prepare you for the year 9 course which then leads on to the Year 10-13 courses. 

 You will learn:

• Basic guitar skills including reading tab, picking and strumming.
• Basic musical knowledge - this includes: theory, notation and listening skills
• About gaming music
• How to create a piece of gaming music on the online program“Bandlab”
• How to read sheet music and play a piece of music as a group

Assessments:

• 8.1 Demonstrate knowledge of music 
• 8.2 Perform music 
• 8.3 Create an original piece of music

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]

The Level 3 Sports Science programme is the third stage of NCEA. Through this programme, students will learn to apply the Knowledge, skills, attitude and motivation to make informed decisions and take action in ways that contribute to their personal well-being, the well-being of other people and the Society we live in.

Prerequisites

Academic requirements: Level 2 Sports Science with at least 14 credits including UE literacy (5 credits reading and 5 credits writing.

OR if you have not completed Level 2 Sports Science, 60 credits at Level 2, including UE literacy. 

OR discretion of HOD PE based on other Level 2 results.

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 and apply strategies to improve their own performance in their sport.
• Understand and review training programmes that increase performance.
• Improve their understanding of their own sport and how it affects their well-being.
• Develop a holistic understanding of Physical Education based around place, history and culture. 

Course Content

You will learn:

• How to analyse the performance of a physical skill (Badminton Overhead Smash), incorporating biomechanical analysis of the motor skill.
• How to develop your own physical performance to reach the demanding Level 3 standards.
• Investigate issues in sport and examine the implications of these on New Zealand society.
• Evaluate your participation in physical activity up until this time in your life, with a focus on your time at Liston College. 
• To improve performance by implementing a Performance Improvement Programme.

Where does this course lead?

This is an approved University Entrance subject. It can lead to many fields of Tertiary study or it can provide a comprehensive knowledge base for 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 3 NCEA for Merit and/or Excellence.

Contact for further inquiries

Mr Morath (HOD PE) [email protected]