Menzies College

Year 11 Option

Booklet for 2018

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Contents

Contents Page . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 How NCEA Works . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Choosing Subjects at Menzies College. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Other Things to Consider

University Entrance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Vocational Pathways . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Subjects Not Offered . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Additional Advice Key Personnel at Menzies College. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Helpful Decision-Making Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 English 101 English. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 102 English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 103 English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Mathematics 101 Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

102 Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 103 Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Science Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Agriculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Social Sciences Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Business Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Technology Metal Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Wood Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19 Digital Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Food Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Design and Visual Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Visual Art . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

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Where to start? Entering the NCEA system can be very daunting for both students and parents. There are lots of new words that are important to know about and understand, new information to manage, assessments that generate grades for life, and success needs to be tracked to make sure everyone stays on target. The following information is designed to guide students and parents through their introduction to this new chapter of their lives.

1. How NCEA Works

NCEA is the system used to manage records of academic achievement. It is split into 3 levels which roughly align to Year 11 (Level One), Year 12 (Level Two) and Year 13 (Level Three). Each NCEA Level is a step up from the previous one in terms of curriculum level, but access to credits at any level is not restricted by age or school year. Students gain credits as a reward for achieving a set standard. Credit values vary from standard to standard, but usually reflect the amount of work required to meet the standard. Students gain a Level Certificate when they satisfy the credit requirements at that level. This is the most basic qualification and is usually the student’s first priority. If students satisfy higher achievement, they can qualify for a Level Certificate with Merit or Excellence. Students who do well in a particular subject can also be awarded a Course Endorsement in either Merit or Excellence for that subject. The requirements for the awards are:

Level One

o 80 Level One (or higher) credits which MUST include:

10 Numeracy credits

10 Literacy credits

Level Two

o 80 Level Two or Three credits

20 can come from Level One

Must include:

10 Level One Numeracy Credits

10 Level One Literacy Credits

Level Three

o 80 Level Three credits

20 can come from Level One or Two

Must include:

10 Level One Numeracy Credits

10 Level One Literacy Credits

Higher Certificates:

o Merit Certificate:

Gain a Level Certificate with at least 50 Merit or Excellence credits

o Excellence Certificate

Gain a Level Certificate with at least 50 Excellence credits

Course Endorsement

o Merit

At least 14 credits at Merit or Excellence in a course, including at least 3 Merit or

Excellence credits from an externally assessed standard

o Excellence

At least 14 credits at Excellence in a course, including at least 3 Excellence credits

from an externally assessed standard

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An example of a student’s record after completing Level One may be: Level One Certificate (with Merit Endorsement) with an Excellence Course Endorsement in Mathematics. This tells a future interested party that this student has generally achieved well but has a particular strength in Mathematics. Credits are generated when students pass standards (pieces of work) in their chosen subjects. Each standard generates a certain number of credits. Standards are either Unit Standards or Achievements Standards. Unit Standards are primarily aligned with vocational pathways (industry specific) while Achievement Standards relate to more traditional school subjects. Credits from either have the same value, but most Unit Standards do not allow for Merit or Excellence (Achieved only). All Achievement Standards allow Achieved, Merit or Excellence results. Achievement Standards are assessed either Internally or Externally. External assessments are prepared by the New Zealand Qualifications Authority and are in the form of exams at the end of the school year. Internally assessed standards are administered by Menzies College and are offered throughout the year. Some subjects (e.g. Art) do not have exams for their externally assessed standards. These can require students to submit a portfolio or have a visiting assessor. Unit Standards are all Internally Assessed. Schools inform NZQA of standards that have been gained, and the associated grade. Students are able to look up this information on the NZQA website, the Student Portal of Edge and the Edge App.

2. Choosing Subjects at Menzies College

Subject choices are made through the Student Portal of Edge. Each student in Year 11 next year will choose 6 subjects to study. Of these:

One will be English

One will be Mathematics This leaves 4 option subjects to choose from. Students are expected to read relevant information about subjects in this booklet and carefully consider their choices. It is important to note that these choices feed into the timetable structure. This means that these choices need to be as accurate as possible so that the school can cater for student needs in the best possible way. The aim of this booklet is to provide information on the courses available. For each available course there is a table of information, an aim of the course, an indication of what will be studied in each course and an indication of associated costs. See below for an explanation of these tables. Students wishing to study a subject that is not offered in this booklet should talk to their Dean. Menzies College will always endeavour to meet the learning needs of our students. Available options in these cases include distance learning and correspondence.

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3. Other Things to Consider

There are some future considerations to take into account when making choices for Year 11. Choices made now can have an effect on future pathways. Students who have a clear passion for a subject area need to make sure they are taking the correct options for future study in that area. Those who are looking to keep their options open need to make good choices to avoid restrictions in later years. Some subjects can be picked up at a later date quite easily, while others tend to have very clear pathways which make this more difficult. Students should be speaking to Subject Teachers, Whanau Teachers, Heads of Departments, Deans and our Senior Careers Adviser if they have any questions. Below is some extra information about future years to come. UNIVERSITY ENTRANCE To help with your course selection at Year 11 you may wish to bear in mind that to keep the option of going to university open, students need to gain University Entrance (UE). To do this they need to:

attain NCEA Level 3

achieve 14 credits at Level Three in each of three subjects from the list of approved subjects listed below

achieve numeracy at Level 1

achieve UE literacy at Level 2 – 10 credits (five in reading and five in writing) at Level 2 and above from specific standards

APPROVED SUBJECTS FOR UNIVERSITY ENTRANCE

The list of approved subjects will be updated as subjects meet the criteria. Accounting Agriculture and Horticulture Biology Business Studies Chemistry Computing Design (Practical Art) Economics English Geography Graphics Health Education History Home Economics Statistics and Modelling Painting (Practical Art) Physical Education Physics Technology

Standard Number

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AS 12345 1 3 Write to communicate ideas for the size and shape of a pig

4 I N Y

AS 45678 1 5 Demonstrating knowledge of the lifecycle of pigs

3 I N Y

AS 98765 1 3 Calculations involving a pig’s weight and its rate of growth

3 E N Y

Indicates the number of credits each piece of

work is worth for NCEA.

Indicates whether a piece of work will be marked by the

teacher at school (internal) or sent away to be marked by

another teacher.

Indicates if the piece of work offers Numeracy and/or Literacy credits. Students need 10 credits

of each to gain Level 1 NCEA

These show the standard’s number (code), level and version (this is primarily for school use)

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VOCATIONAL PATHWAYS Vocational Pathways were developed between industry and the education sector to show students the direction they are heading in during their time at school. Most standards offered have a clear Vocational Pathway. For more information on how a course aligns to Vocational Pathways, the subject teacher or the Head of Department are the best people to talk to. The Vocational Pathways website also has a wealth of information http://www.youthguarantee.net.nz/vocational-pathways/.

The six pathways align with six major industry sectors:

Primary Industries

Services Industries

Social and Community Services

Manufacturing and Technology

Construction and Infrastructure

Creative Industries

4. Subjects Not Offered

There are options available for students wishing to study a subject that is not offered in the option choices. These include Correspondence School and distance learning. Students wishing to study a subject that is not offered at Menzies College should approach Mr Wilkinson.

5. Additional Advice

Here are some other tips to help in the decision-making process. All teachers and support staff are 100% focussed on helping students to make good decisions. Students and parents are encouraged to ask for help form a variety of sources. KEY PERSONNEL AT MENZIES COLLEGE Principal: Gerry Ward Deputy Principal: Kath Luoni Assistant Principal: Pete Wilkinson Year 9 & 10 Deans: Matt Cook and Bianca Gibbs Senior Dean: Eamon Dakin Senior Careers Adviser: Stuart Clark Heads of Departments/Teachers in Charge:

English: Lucy McKelvie Gateway: Barbara Williams

Mathematics: Brendon Wallace Music: Ginny Winefield

Outdoor Education: Tim Landreth Physical Education: Mark Kerslake Social Sciences: Louise Youngson Science: Kit Hustler Technology: Eamon Dakin Visual Arts: Bianca Gibbs

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THIS FORMULA MAY BE HELPFUL WHEN CHOOSING YOUR COURSE

Making choices may be easier by focussing on the above information. Other things that may help:

Eliminate any options that do not appeal

Speak to subject and Whanau teachers, Heads of Departments and Deans

Book an appointment with the Careers team to discuss options

Speak to the important people in your life

Ability

Firstly, take your ability: • how good you are at a

subject. • how easily you

understand it. Your grades, classwork and teacher feedback will help you to understand your ability. Discuss your choices with your teacher to make sure your ideas around ability match theirs.

Interest

Add to your ability your interest—what you enjoy doing. Reasons for enjoyment might be because of the content, or because you seem good at it. You gain more satisfaction and probably reach a higher standard in your work if you are interested in it.

Ambition

You may not know what career you would like to do— the majority don’t. You may have several careers during your lifetime so keep your subjects as wide as possible. If you do know (or have ideas about what you might do), you can find out what range of subjects may be needed.

The Careers Adviser:

Knows about careers

and the qualifications

you need.

Career

Quest

Your Dean:

Knows you and

what you are

good at

Mum, Dad,

family, whanau

know you best.

Talk to them! Heads of Department:

Can advise on course

demands and assess

your potential if you

have not met

prerequisites

Your Whanau teacher: Knows

your personality,

work and

attendance pattern

Your Subject

Teacher:

has taught you and

knows your ability

and potential

Research in the

transition room, library,

computer room, use

the internet to find the

latest information

Career Quest

Computer programme

asks students questions

about themselves and

then creates a profile of

them which is matched to

jobs that match the

profile

Consult www.careers.govt.nz

which gives information

on jobs and careers

courses AND

http://youthguarantee.n

et.nz/vocational-

pathways/profile-

builder/ to build up a

vocational profile.

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AIMS: English is a compulsory subject at Level One. Level One English is divided into three classes which cater to specific learning needs and abilities. They are:

101 English (Internal / External assessment via Achievement Standards)

102 English (Internal assessment via Achievement and Unit Standards)

103 English (Internal assessment: via Unit Standards) More specific information on the three courses is provided below. Level One English encourages students to view films and read novels and short texts; analyse character, plot, theme, setting and visual and verbal features; reflect on what they have read and viewed and offer personal opinions; prepare material and speak in front of an audience; research a topic that interests them; and develop and present their ideas in a visual manner.

101 English

The 101 English course provides opportunities for students to develop their literacy skills, develop greater connections to the world through promoting analysis and critical thinking and extend already established key literacy skills. This is done through interpreting texts (identifying, analysing and critically thinking about characters, themes, issues and conflicts) and creating texts (to inform, persuade and entertain through accurately organising and crafting ideas and structures for specific purposes and audiences). Students will complete a program of learning which is assessed both internally and externally. Three external Achievement Standards will be developed through the program and students will (after consultation with the classroom teacher) opt into two of these standards.

NCEA Course Endorsement is available in this option

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AS 90052 1 5 Produce formal writing 3 I No Yes

AS 90855 1 2 Create a visual text 3 I No Yes

AS 90857 1 2 Construct and deliver an oral text 3 I No Yes

AS 90852 1 2 Explain significant connection(s) across texts, using supporting evidence

4 I No Yes

AS 90849 1 3 Show understanding of specified aspect(s) of studied written text(s), using supporting evidence

4 E No Yes

AS 90850 1 3 Show understanding of specified aspect(s) of studied visual or oral text(s), using supporting evidence

4 E No Yes

AS 90851 1 3 Show understanding of significant aspects of unfamiliar written text(s) through close reading, using supporting evidence

4 E No Yes

Students will be entered in either AS 90849 or AS 90850. This will be decided during the year via consultation between the classroom teacher and student.

ENGLISH

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102 English

The 102 English course is a one year program designed to consolidate and then extend key literacy skills. For the majority of students, this is an internal course with assessment being drawn from both Unit and Achievement Standards. There is scope for students to be extended within this course via the external Achievement Standard AS 90851 (Show understanding of significant aspects of unfamiliar written text(s) through close reading, using supporting evidence) students will be entered for this during the year after consultation with the classroom teacher and Head of Department. The 102 course is divided into two semesters as follows:

NCEA Course Endorsement is not available in this option

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Semester One (Please note that in order to gain Literacy Level One, all three Unit Standards assessed in Semester One

need to be gained)

US 26622 1 4 Write to communicate ideas for a purpose and audience 4 I No Yes

US 26624 1 4 Read texts with understanding 3 I No Yes

US 26625 1 4 Actively participate in spoken interactions 3 I No Yes

Semester Two

AS 90855 1 2 Create a visual text 3 I No Yes

AS 90857 1 2 Construct and deliver an oral text 3 I No Yes

AS 90852 1 2 Explain significant connection(s) across texts, using supporting evidence

4 I No Yes

103 English

The 103 English course is a two year course with students generally starting the program in Year 10 and completing it during Year 11. This is a purely internal course and the main focus is on establishing key literacy skills and assessing them against the Literacy Unit Standards ‘basket’ of assessment. In order for students to gain Level One Literacy they must successfully complete all three standards which are offered.

NCEA Course Endorsement is not available in this option

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US 26622 1 4 Write to communicate ideas for a purpose and audience 4 I No Yes

US 26624 1 4 Read texts with understanding 3 I No Yes

US 26625 1 4 Actively participate in spoken interactions 3 I No Yes

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MATHEMATICS AIMS:

With three courses available at Level 1, students are able to progress their Mathematical knowledge to suit their needs. All 3 courses follow on from the learning established in Year 9 & 10.

The need for people to be numerate – that is to be able to calculate, estimate and use measuring instruments has always been identified as a key outcome for education. Mathematics education aims to develop a broad range of numeracy skills and associated thinking skills and processes.

Mathematics 101:

This course is designed for students who are likely to continue with Mathematics in Level 2 and beyond. Students will complete a mixture of Internals and Externals, covering the standards required as a framework for Level 2. Good algebra skills are an advantage in this course.

NCEA Course Endorsement is available in this option

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AS 91026 1 3 Apply numeric reasoning in solving problems 4 I Yes No

AS 91027 1 4 Apply algebraic procedures in solving problems

4 E Yes No

AS 91028 1 3 Investigate relationships between tables, equations and graphs

4 E Yes No

AS 91032 1 3 Apply right-angled triangles in solving measurement problems

3 I Yes No

AS 91036 1 3 Investigate bivariate numerical data using the statistical enquiry cycle

3 I Yes No

AS 91037 1 4 Demonstrate understanding of chance and data

4 E Yes No

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Mathematics 102:

This course is designed for students who may need essential mathematics skills in their future careers, but are unlikely to continue with Mathematics past Level 1.

This course is entirely internal. Please note: entry to the Level 2 course from this course is at the HoD’s discretion.

NCEA Course Endorsement is not available in this option

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AS 91026 1 3 Apply numeric reasoning in solving problems 4 I Yes No

AS 91029 1 3 Apply linear algebra in solving problems 3 I Yes No

AS 91030 1 3 Apply measurement in solving problems 3 I Yes No

AS 91032 1 3 Apply right-angled triangles in solving measurement problems

3 I Yes No

AS 91036 1 3 Investigate bivariate numerical data using the statistical enquiry cycle

3 I Yes No

AS 91038 1 3 Investigate a situation involving elements of chance

3 I Yes No

Mathematics 103:

This course is designed for students who require the Numeracy component in order to obtain their Level 1 Certificate.

This course is based around thematic units, students contributing to a portfolio of their numeracy knowledge throughout the year.

NCEA Course Endorsement is not available in this option

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US 26623 1 4 Use number to solve problems 4 I Y N

US 26626 1 4 Interpret statistical information for a purpose

3 I Y N

US 26627 1 4 Use measurement to solve problems 3 I Y N

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MUSIC AIMS:

To enable students to develop skills and literacies and assist students to participate in and develop a lifelong interest in music. Students will develop practical knowledge in music, exploring and using the elements, conventions, techniques and technologies of music.

Students are able to gain Achievement Standards in Music over and above their timetabled subjects. A prerequisite is that a student has undertaken lessons for three years before sitting Level One. Students can sit a solo performance or perform as a member of a group. Students can also choose to take Music as a full subject where they would undertake research and composition standards alongside performance ones.

NCEA Course Endorsement is not available in this option

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91090 1 3 Perform two pieces of music as a featured soloist 6 I No No

91091 1 3 Demonstrate ensemble skills through performing a piece of music as a member of a group

4 I No No

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PHYSICAL EDUCATION AIMS: The study of Physical Education requires an understanding of many different aspects of knowledge and overlaps into many other curriculum areas. The general aims of the subject are to

Provide opportunities to study in-depth aspects of physical education

Provide opportunities for personal and social development by including students in activities which require individual endeavour and interaction with others

Level One NCEA Physical Education is optional for Level One NCEA students. Year 10 students will be advised at interviews as to whether they are suitable for the subject at Year 11. This will be based on staff recommendations and discussions with parents/caregivers and achievement patterns from Year 10. Level One NCEA Physical Education is a mixture of a theory based course with practical sessions associated with many of the internal standards. The entire course is internally assessed so therefore requires students to work well throughout the year.

NCEA Subject Endorsement is available in this option

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AS 90962 1 3 Participate actively in a variety of physical activities and explain factors that influence own participation

5 I No No

AS 90963 1 3 Describe the function of the body as it relates to the performance of physical activity

5 I No Yes

AS 90964 1 3 Demonstrate quality movement in the performance of a physical activity

3 I No No

AS 90966 1 3 Demonstrate interpersonal skills in a group and explain how these skills impact on others

4 I No Yes

AS 90968 1 3 Demonstrate and show understanding of responsible behavior for safety during outdoor education activities

3 I No Yes

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SCIENCE AIMS:

The aim of science is to describe the world around us at its most fundamental physical, chemical and biological level. Alongside this we focus on practical and thinking skills to prepare students with inquiring minds with good problem solving abilities.

Science is an option at Year 11. There are two possibilities for Level One Science. These are called Science and Internal Science. Science has external examinations and allows for the best possible preparation for Year 12. The first three standards offered in the table below will be studied by students entering this course. There is the possibility of attempting some of the internals listed in the rest of the table subject to approval by the Teacher in charge of Science. It is recommended that students enrol for the Physics and Biology externals the Chemistry internal (the first e standards on the list below), at a minimum. Individual internals can then be selected, subject to approval by the Head of Science, to make up the number of credits, up to a maximum of 20 attempted during the year. This course is designed to give students the best preparation for Level Two Single Sciences (Biology, Physics and Chemistry. With good algebra from Level One Maths students can choose Level Two Physics if they successfully complete this course. Internal Science is entirely internally assessed and there are limited possibilities to pursue a single Science in Year 12 from this course. The internals that are offered cover a range of topics considered to be interesting and useful to the students who are taking them.

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EXTERNALLY ASSESSED COURSE (SCIENCE)

(and two internally assessed courses from the list below)

90948 3 Demonstrate understanding of genetic variation (Biology) 4 E No Yes

90940 3 Demonstrate an understanding of mechanics (Physics) 4 E Yes No

90947 4 Investigate selected chemical reactions 4 I No No

INTERNALLY ASSESSED COURSE (INTERNAL SCIENCE) (minimum of 3 options from this list)

90930 3 Carry out a practical chemistry investigation 4 I Yes No

90949 3 Investigate life processes and environmental factors that affect them 4 I No No

90926 3 Report on a Biological issue 3 I No Yes

90941 3 Investigate implications of electricity and magnetism 4 I Yes No

90935 3 Carry out a practical physics investigation 4 I Yes No

Cost: $30 for workbooks and exam books for revision

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AGRICULTURE

AIMS:

To provide opportunities for students to safely gain hands on experience in a range of agricultural settings and learn a range of skills.

To teach students about the huge New Zealand agricultural sector and the employment opportunities within it.

The Level One Agricultural program focuses on a wide range of skills and important safety factors within the Agricultural Industry. Students will look at such topics as Hazard safety, Motorbike operation and basic fencing technique. Students will also plan and carry out their own Agricultural experiment. Field trips will feature throughout the year and may include such visits as the freezing works, robotic dairy farms and practical work at local farms. Menzies now has access to a Dairy farm 300m from school grounds to which they regularly make visits to complete practical work and help out with general farm duties.

Course Endorsement is not available in this option

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AS 91057 1 7 Practical skills 4 I No No

US 24832 1 1 Open and draw out a coil of wire, tie knots and join wire 5 I No No

US 24833 1 1 Identify and maintain fencing tools 3 I No No

AS 90922 1 2 Design a landscape plan that reflects user requirements 3 I No No

AS 90918 1 2 Carry out a practical Agricultural Investigation 4 I Yes No

US 24555 1 2 Demonstrate knowledge of the safe operation of a motorcycle 3 I No No

US 19053 1 3 Ride a motorcycle on flat terrain 3 I No No

AS 90920 1 1 Demonstrate knowledge of Geographical Distribution 3 I No Yes

Cost: $50 to cover the practical aspects of the course such as travel to farms and use of agricultural equipment.

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SOCIAL SCIENCES

GEOGRAPHY

AIMS:

To increase students’ knowledge and awareness of the earth they inhabit and their impact on it through the application of geographic concepts and literacy skills

Geography is a valuable subject, important to all humans. It provides basic knowledge on the functioning of the earth, and the knowledge gained will provide a foundation which supports and leads to careers in a vast number of areas. The course covers a range of topics including the study of extreme natural events like the Christchurch earthquakes and the human response to them; along with basic geographic skills (map work, graphing, and the understanding viewpoints). The course also covers a number of topics which are assessed within the school. These include a study of a contemporary geographic issue (the use of 1080 in Southland) and a study of a global pattern (the coffee trade).

Level 1 Geography

NCEA Subject Endorsement is available in this option

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AS91007 1 3 Demonstrate geographic understanding of environments that have been shaped by extreme natural events

4 E No Yes

AS91009 1 3 Demonstrate geographic understanding of the sustainable use of an environment

3 I No Yes

AS91010 1 2 Apply concepts and basic geographic skills to demonstrate understanding of a given environment

4 E Yes No

AS91011 1 3 Conduct geographic research, with direction 4 I Yes Yes

AS91012 1 2 Describe aspects of a contemporary New Zealand geographic issue

3 I No Yes

AS91013 1 2 Describe aspects of a geographic topic at a global scale

3 I No Yes

Cost: $50 approximately to cover the cost of fieldtrip and 1.4 skills book.

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HISTORY

AIMS:

Develop an understanding of themselves as New Zealanders, the heritage, cultures, and shared values and of New Zealand’s relationship with the rest of the world.

History is one of the most exciting subjects offered at school. It explores how and why change has occurred in societies over time. It helps us to recognise the forces that have shaped our own society. It is a subject for the curious and for those seeking to know more about the world’s current problems. History also prepares you for many careers. The skills of analysis, research and communication are sought after by employers and are fundamental to lifelong learning. History students find work in law, the public sector, politics, diplomatic service, media and business. The course will look at “History makers and moments through time”. This will involve looking at the Black Civil Rights Movement in America, the 1981 Springbok Tour of New Zealand and a decade study amongst other topics.

Level 1 History

NCEA Subject Endorsement is available in this option

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AS91001 1 3 Carry out an investigation of an historical event, or place, of

significance to New Zealanders. 4 I No Yes

AS91002 1 3 Demonstrate understanding of an historical event, or place, of

significance to New Zealanders. 4 I No Yes

AS91003 1 3 Interpret sources of an historical event of significance to New

Zealanders. 4 E No Yes

AS91004 1 3 Demonstrate understanding of different perspectives of

people in an historical event of significance to New Zealanders.

4 I No Yes

AS91005 1 3 Describe the causes and consequences of an historical event. 4 E No Yes

AS91006 1 4 Describe how a significant historical event affected New

Zealand society. 4 E No Yes

Cost: $30 approximately to cover the cost of the 1.3 sources workbook.

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BUSINESS STUDIES

AIMS:

To develop an understanding of the reasons consumers and produces act as they do and how this impacts on markets

To develop an understanding of the New Zealand economy as a whole

To provide an introduction to: Introduction to Accounting and the Conceptual Basis, Financial Reporting

and Processing, the Accounting Process and Application of the Accounting Process

This course will be created to suit the wants and needs of the students doing it. It may be a blend of accounting and economics or a full course of either. This will be decided by the teacher in consultation with the students. The economics will focus on how consumers and producers interact through the market. This interaction results in economic decisions about what will be produced and the process of production. The accounting will focus on understanding the process involved in recording, classifying, analysing and interpreting financial information. The course will have around 20 – 21 credits available. This will be a combination of internal and external standards. There are a number of literacy credits available.

Cost: $30 to purchase workbooks

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TECHNOLOGY Technology is described as intervention by design: the use of practical and intellectual resources to develop products and systems that expand student possibilities by addressing needs and producing quality projects. We do this students researching and developing their own projects that reflect their own interests and needs. Students are encouraged to use a range of different methods and materials to improve skills. This will vary depending on the technological field that your student has chosen.

TECHNOLOGY – Metal

AIMS:

Designing, planning, modelling, and making practical projects while learning skills and processes related to the various areas in Technology.

In Level One Engineering we make two projects over the course of the year; one of which will be an Ozpig stove. During the course of these projects we will study how we have changed and manipulated a range of materials to make them as well as developing a brief to guide our practical work. The course is assessed using a mixture of unit standards and achievement standards.

TECHNOLOGY – Metal

NCEA Subject Endorsement is available in this option

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AS 91057 1 4 Implement basic procedures to make a specified product 6 I No No

AS 91049 1 4 Demonstrate understanding of how materials enable

technological products to function 4 E No Yes

AS 91044 1 3 Undertake brief development to address a need or

opportunity 4 I No Yes

US 2395 2 9 Select, use, and care for, engineering hand tools 4 I No No

US 4435 2 7 Select, use and care for engineering dimensional

measuring equipment. 3 I No No

US 22926 1 3 Demonstrate knowledge of safety procedures in a

specific engineering workshop. 2 I No No

Cost: $130 This cost includes all materials and personal safety glasses

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TECHNOLOGY – Wood

AIMS:

Designing, planning, modelling, and making practical projects while learning skills and processes related to the various areas in Technology.

This course requires the implementation of basic procedures using resistant materials to make specified products. Students construct a beautiful Cape Cod chair out of locally sourced macrocarpa, They cover the technology process to design, plan and implement projects specific to stakeholder needs. In the second semester students make a small mixed materials Cheval unit. If time permits student have the opportunity to focus on their own small project. Students will complete the course with a working understanding of safety, tools, machinery and routines common with a wood trade environment. This course will be assessed through a mixture of Achievement and Unit Standards to suit the needs of all students.

TECHNOLOGY – Wood

NCEA Subject Endorsement is available in this option

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AS91047 1 1 Undertake development to make a prototype to address a brief

6 I No No

AS91059 1 4 Demonstrate understanding of basic concepts used to make a product from resistant materials

4 I No No

AS 24356 1 2 Apply elementary workshop procedures and processes for BCATS projects.

8 I No No

AS 29520 1 2 Identify and describe types of joints and select jointing methods for a BCATS project

3 I No No

AS 24352 1 2 Demonstrate knowledge of and apply safe working practices in the construction of a BCATS project.

2 I No No

AS 91048 1 2 Demonstrate understanding of how technological modeling supports decision making

4 E No Yes

Cost: $130 This cost includes materials, safety glasses and a trade pencil.

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TECHNOLOGY - Digital

AIMS:

This will be an introductory course to the world of Digital Technology. You will develop skills in a range of computer based activities. You will learn a mixture of computer and design skills.

We will look at the skills of Graphic Design in relation to printed materials: design elements, text features, typography, image manipulation and layout design. You will develop your own design style in the production of printed and web documents. You will learn the skills of web design and develop the ability to code using html. We will look at the fascinating world of “Computer Programming” and produce outcomes using simple coding techniques. Students will work through a number of briefs and produce a variety of outcomes. Examples of commonly used software are MS Word, Photoshop, Illustrator, InDesign, Dreamweaver, Flash, Fireworks and Web Browsers. It will equip you with the skills you need to keep up with the fast pace of technological change. Year 11 Digital Technology allows students to develop an excellent foundation of research, design, problem solving and computer skills, which will complement many areas of tertiary study (Computer science, Information Science, Business, Engineering or presentation of personal work).

TECHNOLOGY – Digital

NCEA Subject Endorsement is available in this object

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AS91053 (1.10)

1 4 Demonstrate understanding of design elements 3 E No Yes

AS91046 (1.3)

1 4 Use design ideas to produce a conceptual design for an

outcome to address a brief 6 I No No

AS91072 (1.42)

1 4 Demonstrate understanding of basic concepts of digital media 3 I No Yes

AS91073 (1.43)

1 4 Implement basic procedures to produce a specified digital

media outcome 4 I No No

AS91071 (1.41)

1 4 Implement basic procedures to produce a specified digital

information outcome 4 I No No

AS91076 (1.46)

1 5 Construct a basic computer program for a specified task 3 I No No

US26745 1 3 Produce still images for a range of digital media 3 I No No

US25659 1 3 Create a web page using a mark-up language with a text

editor 2 I No No

US5946 1 8 Use computer technology to create and deliver a presentation

from given content 3 I No No

Cost: $30 to cover the cost of materials

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TECHNOLOGY – Food and Nutrition

AIMS:

To build understanding about how to work in a commercial kitchen and present foods for the food industry. The class work together on practicing teamwork, time management, and developing outcomes. The course has an academic focus, requiring students to present information, conduct research and make informed decisions.

Students enjoy having a wide range of practical cooking experiences, while developing knowledge about food hygiene and safety, nutrients, preparing balanced meal s and cooking methods. They learn how to make healthy food choices and justify their decision making. Students plan and prepare healthy meals, and develop systems to ensure they are efficiently producing quality solutions.

TECHNOLOGY – Food and Nutrition

NCEA Subject Endorsement is available in this option

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AS 90959 1 3

Demonstrate knowledge of practices and strategies to address food handling issues

5 I No Yes

AS 90956 1 3 Demonstrate knowledge of an individual’s nutritional needs

5 I No Yes

AS 90960 1 3 Demonstrate understanding of how packaging information influences an individual’s food choices and well-being

4 E No Yes

AS 91082 1 1 Implement basic procedures to process a specified product 4 I No No

Cost: $130 for materials

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TECHNOLOGY – Design and Visual Communication AIMS:

Learning and applying a range of drawing skills and media applications to design and produce solutions for various project briefs throughout the year.

In this course we learn about and use the principles of design to investigate, conceptualise and produce a range of briefs. The Design Briefs will allow you the opportunity to face exciting new challenges. You will be introduced to a wide range of skills including: formal and freehand drawing, pencil rendering, the use of different drawing mediums, model making, computer-aided design and most importantly the design process.

TECHNOLOGY – Design and Visual Communication

NCEA Subject Endorsement is available in this subject

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AS91063 1 4 Produce freehand sketches that communicate design ideas 3 E No No

AS91066 1 3 Use rendering techniques to communicate the form of own design ideas.

3 I No No

AS91064 1 4 Produce instrumental, multi-view orthographic drawings that communicate technical features of design ideas

3 E Yes No

AS91065 1 4 Produce instrumental paraline drawings to communicate design ideas.

3 E Yes No

AS91068 1 4 Undertake development of design ideas through graphics practice.

6 I No No

AS91067 1 4 Use the work of an influential designer to inform design ideas

3 I No No

Cost: $20 students will be expected to purchase their own graphics equipment, a list will be provided.

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VISUAL ARTS AIMS:

To generate and develop and clarify ideas through, drawing, painting or photography, by researching and producing artworks using different media.

Develop visual literacy and the means to communicate in the visual world and the creative industries. Throughout this course students will research different artist models. They will develop drawing skills using a range of visual media and learn how to construct and refine compositions within a theme of their own choice. Students will produce a final portfolio for external examination made up of work completed during the year. Students learn to work both independently and collaboratively to construct meanings, produce works, and respond to and value others' contributions. As students express and interpret ideas within creative, aesthetic, and technological frameworks their thinking skills will be extended and strengthened.

VISUAL ARTS - Art

NCEA Subject Endorsement is available in this subject

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AS 90913 1 3 Demonstrate understanding of art works from a Maori and another cultural context using art terminology

4 I No Yes

AS 90914 1 3 Use drawing methods and skills for recording information using wet and dry media

4 I No No

AS 90915 1 2 Use drawing conventions to develop work in more than one field of practice

6 I No No

AS 90916 1 3 Produce a body of work informed by established practice which develops ideas using a range of media

12 E No No

Cost: $45 to purchase an Art Pack this is required for Level 2 and 3