Accounting is the language of business. It provides a system of measuring the money value of transactions in business and for individuals. The course involves personal accounting, financial accounting, the accounting process and the application of these principles and processes to individuals, clubs and sole traders.

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 fiver major themes. These themes will be taught in the following order.
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 the impact of financial transactions for particular entities
Theme 3 - Accounting Systems
You will learn to be able to describe and evaluate a job cost system for a business which produces a good or provides a service.
Theme 4 - Accounting Reports
You will learn how to present and report financial information to interested parties for particular entities.
Theme 5 - Decision Making
You will learn how to analyse, interpret and evaluate financial and non-financial information to make informed decisions.

 Liston Standards 2024 Accounting.

1.1 Demonstrate an understanding of Accounting concepts of small entities.

(3 credits) External

1.2 Process financial transactions for a small entity.

(5 credits) Internal

1.3 Prepare financial statements for sole trader.

(5 credits) External

1.4 Prepare financial information for a community organsiations Annual General Meeting.

(4 Credits) Internal

1.5 Interpret accounting information for sole proprietors.

(4 credits) External

1.6 Make a financial decision for an individual or group.

(3 credits) Internal

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 the impact of financial tranactions for particular entities
Theme 3 - Accounting Systems
You will learn to be able to Demonstrate an understanding of accounting processes for accounting subsystems
Theme 4 - Accounting Reports
You will learn how to present and report financial information to interested parties for particular entities.
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 four major themes. Entities at this level are limited to service and retail undertakings and incorporated societies.
Theme 1The 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 2Processing
You will learn how to record and process the impact of financial transactions for particular entities
Theme 3Accounting Reports
You will learn how to present and report financial information to interested parties for particular entities.
Theme 4Decision Making
You will learn how to analyse, interpret and evaluate financial and non-financial information to make informed decisions.

This level focuses on how two sectors of the economy (households and firms) interact through the market. This interaction results in economic decisions about what will be produced and the process of production.

General
This Course aims to:
1.Demonstrate understanding of consumer choices, using scarcity and/or demand.
2.Demonstrate understanding of decisions a producer makes about production.
3.Demonstrate understanding of producer choices using supply.
4.Demonstrate understanding of how consumer, producer and/or government choices affect society, using market equilibrium.
5.Demonstrate understanding of a government choice where affected groups have different viewpoints.
6.Demonstrate understanding of the interdependence of sectors of the New Zealand economy.

This level of study is organised into six major topics.
Theme 1 The Conceptual basis of Economics
You will develop an understanding of consumer choices, producers decisions, producer choices, government choices, the markets, and interdependence of sectors of NZ 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
You will learn to provide detailed explanation with the use of economic models like demand and supply, and Circular Flow.
Theme 4 Market Equilibrium
You will demonstrate understanding of how consumer, producer and/or government choices affect society, using market equilibrium
Theme 5 Governement supply of Goods and Services
You will demonstrate understanding of a government choice where affected groups have different viewpoints
Theme 6 Interdependence
You will demonstrate understanding of the interdependence of sectors of the New Zealand economy

 Liston Standards 2024 onwards Level 1

1.1 Demonstrate understanding of consumer choice, using scarcity&/or demand.

(4 credits) External

1.2 Demonstrate understanding of Producer choices using supply.

(3 credits) External

1.3 Demonstrate understanding of how consumer, producer and/or government choices affect society, using market equilibrium.

(5 Credits) External

1.4 Demonstrate understanding of decisions a producer makes about production.

(5 credits) Internal

1.5 Demonstrate understanding of a government choice where affected groups have different viewpoints.

(4 credits) Internal

1.6 Demonstrate understanding of the interdependence of sectors  of the New Zealand economy.

(3 credits) Internal

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

This course aims to:
•Develop student’s understanding of the role in society as a financial language for a sole traders of service and retail 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 course introduces students to the subject of Accounting. 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
10ACC001Demonstrate an understanding of accounting concepts for small entities.
10ACC002Describe a method of processing financial information and analysing transactions for a small entity.
10ACC003 Analyse and Interpret the financial information of a small entity
10ACC004Make a financial decision for an individual or a group (AS90981)
10ACC005Prepare financial statements for sole proprietors

Students who successfully complete the course will have 3 credits towards their NCEA Level 1 Accounting.

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.

Year 8 Enterprise studies covers the skills for setting up businesses with a focus on legal structure/finance and profitability.

This course will help students understand the way small businesses operate, 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 Entrepreneurship (starting a business), Marketing, Business Structures, Human Resources and basic accounting 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.

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.

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.

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

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

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.

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.

Technology 

Offers students an opportunity to gain knowledge and experience in problem-solving activities through utilizing a range of resistant materials, such as metal, wood and plastics. The subject embeds sound workshop skills and practices and also prepares students to solve design problems. 

 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 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 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.

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 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

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

Design Technologies combines Hard Materials Technology and Design and Visual Communications. Using skills from both subjects students identify an issue, then design and manufacture a product to solve it.  Students have the option of studying Materials Technology standards or Design and Visual Communications or a mixture of both.

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

You will also learn about technological practice and develop practical workshop-based skills looking at how materials are transformed and the techniques and processes including computer-aided design and manufacturing used in design and manufacturing industries.

The course will involve

• Product design: Students research an influential designer’s style and apply these styles to the development of a product. such as iPod speakers, headphones, torches, 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
• Spatial Design:  exploring space through architecture, interior, exterior, landscape, and the design of public spaces. (Note! This is intended for students wanting to study DVC only)

It is possible for students to study only the DVC components of the course. This would suit students wanting to study architecture at university.

Design Technologies combines Hard Materials Technology and Design and Visual Communications 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)

It is possible for students to study only the DVC components of the course, this would suit students wanting to study architecture at university.

This course operates over a two-year period, students can start at Year 11 or Year 12.  The intention of the course is to enable students to experience a range of practical skills in the workshop and to help students make informed decisions regarding possible vocational career paths.  All courses offered are at Level 2 NCEA.

Materials Engineering is a practical hands-on multidisciplinary course.  The course will use materials selected from a range of different ITO's (Industry Training Organisations) and will introduce students to Carpentry, Joinery, Construction, and Mechanical Engineering trades.  

Students will complete a range of practical projects and associated folder work which will include activity sheets and related information on tools, machinery, and safety issues essential to achieving the selected Unit Standards. Students will produce and maintain a portfolio of completed theory and practical work which can be shown to prospective employers.

This is not a University Approved Course.

This course will build upon L1DVC for those who took the course in 2023. This course will only go ahead if there is enough interest. 

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

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

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

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

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.

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:

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. 

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.

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. 

In 2024 we will be using some of the new, combined with the 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 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. 

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

This course continues the study of spoken and written Japanese begun in junior classes. The topics covered are: My Town, My Friend’s Birthday, Travel and Japanese Schooling

The students are taught the language and culture in class using Nihongo Hapani which is developed by Takeda Sensei. https://nihongohapani.co/  The students can revise the junior courses and/or try extension work by using this website at any time during the year.

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

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.

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 both AS91027 (Apply algebraic procedures in solving problems) and AS91028 (Investigate relationships between tables, equations and graphs). 

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

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).

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
• Statistics
• Financial Numeracy

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 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.

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.