Year 11 Course Booklet 2023
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Welcome to the Christ’s College Diploma
At the end of Year 11 you will graduate into NCEA with a Christ’s College Diploma. The Diploma is designed to provide you with a range of learning experiences, both inside and outside the classroom. You will be allocated to a range of classes for some subjects and have a choice of classes for other subjects. By the end of the year, you will have experienced many of the subjects on offer at Christ’s College, along with selected courses to prepare you for NCEA. All courses in Year 11 are taught in semesters, allowing you to select a larger number of courses overall. Even though the overall subject may be the same, by changing courses halfway through the year you can be exposed to a range of topics that interest you.
There are two types of courses designed to meet your learning needs. Core courses These give you core knowledge in each subject. As a second year Diploma students, you will complete Core courses in subjects that you did not get to experience yet in Year 10. Prep courses These give you deeper, expert knowledge in a subject. They are designed to prepare you directly for NCEA Level 2, but you may also choose a prep course for deeper knowledge.
Core subjects (assigned)
Core subjects (choose)
Prep subjects (choose) • English • Mathematics • Biology • Chemistry • Commerce (Accounting, Economics)
• Financial Literacy • Health • Mathematics • MindFIT (Wellbeing) • Physical Education • Religious Education • Science (Biology, Chemistry, or Physics – whichever you did not complete in Year 10)
• Arts (at least one semester of Drama, Music, or Visual Arts – whichever you did not complete in Year 10) • English (at least one core course; prep highly recommended) • Technology (at least one semester of DVC, Digital Technology, Materials Technology) For students who completed Language 2 in Year 10, also choose: • Humanities (one semester of Commerce, History, or Geography – whichever you did not complete in Year 10)
• Japanese • Physical Education • Physics • Te Reo Māori • Visual Arts (Painting,
Photography, or Sculpture)
• Digital
Technology
• Workshop
• Drama • DVC • Earth & Space Science • French • Geography • History
and Materials Technology (Wood or Metal)
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Number of subject choices
Assigned core (no choice)
Compulsory core (choice of one of the above)
Additional core or prep options
• Financial literacy or Te Ao Māori – 2 periods • Health - 2 periods • Maths – 4 periods • MindFIT – 2 periods • Science – 4 periods • Religious Education – 2 periods • Physical Education – 4 periods (2 x 2 period classes
• Core Art – 2 periods • Core English – 4 periods • Core Technology – 2 periods • *Core Humanities if languages were taken in both semesters in Year 10– 4 Periods
Up to 8 Prep courses – 4 periods each* Can also replace a Prep course for a 4 period per week core course Learning support classes are in lieu of 1-2 prep courses
20 periods
8 Periods (or *12 periods if Language 2 was taken in in Year 10)
32 periods (or *28 periods if Language 2 was taken in in Year 10)
When considering courses, it is helpful to work backwards from NCEA Level 2. Which subjects MAY you want to take? Do they have a prep course? When you have that list, how many course options do you have left to fill? On the following pages, you will find information on specific courses under each subject.
NB: All courses are subject to sufficient student numbers. No course is guaranteed to run.
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DIPLOMA CORE
DIPLOMA PREP
YEAR 12 NCEA Level 2
YEAR 13 NCEA Level 3
SUBJECT
YEAR 9
Accounting Agribusiness Art (General) Art (Design, Painting, Photography, Sculpture) Art History (online provider) Biology Building Construction Business & Enterprise Chemistry Classical Studies Design & Visual Communication (DVC) Digital Technologies Drama Earth & Space Science Economics English Financial Literacy French Geography
Health History Japanese Materials Technology Mathematics
Mathematics with Calculus Mathematics with Statistics Media Studies Mechanical Engineering Music Physical Education Physics Psychology
Religious Education Sports Leadership Te Ao Ma¯ori Te Reo Ma¯ori Wellbeing (MindFIT)
KEY
Subject taught
Compulsory for all
Subject not taught
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Entering options online
Options are entered online at http://www.selectmysubjects.com.au.
You will be emailed a direct link to your school email. The email also contains your student access code and password. You can go to the above address and enter your access code and password manually if you prefer. If you do not receive an email, or if you delete it, see Timetabler William Bell. Subject choices 2023 – login details Enter your subject choices for next year when you are ready. You can go back and change or reorder them any time before the deadline. All subject choices must be entered by 8am on Friday 26 August at the latest. You will not be able to enter your options after this date as the school will start to make decisions about 2023 classes immediately after the deadline. Please ensure you discuss your subject selection with your parents/guardians before entering them into the system. Please see Assistant Principal – Curriculum Nicole Billante if you have any questions about your subject options or Timetabler William Bell if you have any problems with submitting your options.
Login Click on this direct link to enter your preferences:
Direct link to my Web Preferences account. Or enter the
www.selectmysubjects.com.au address into your browser and log in with your student access code and password.
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Step 1: Click Add New Preferences To view your subject information, click “View Subject Details” near the top right of the screen. To select (or change) your preferences, click the green “Add New Preferences” button.
Step 2: Select Your Preferences Carefully read the “View Instructions” at the top of the page about your option choices for next year. Select your subjects from the drop-down lists. You have 30 minutes to do this before your session expires. Once complete, click the green “Proceed” button. Note: You are not finished until you complete Step 3.
Step 3: Submit Valid Preferences If you are happy with your preferences, click the green “Submit Valid Preferences” button, which will open your “Preferences Receipt”. Or, if you would like to change your preferences, click “Cancel” and this will take you back to the Preferences selection page. It is important that you enter your choices in order of how important they are to you. You can click “Reorder Preferences” on the right of the screen if you need to change your preference order and then “Save Order”. Note: Your choices will not be submitted unless you click “Submit Valid Preferences”.
Step 4: View/Print Receipt If you wish to print a “Preferences Receipt”, click “Open Print View” and then “Print Receipt”. To continue, click “Return to Home Page”. If you want to change your preferences now, or at any time before the deadline, repeat the whole process by clicking “Add New Preferences”. Exit by clicking “Logout”.
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Course descriptions
A guide to key words Subject: The curriculum areas – the main topic of subject. Courses: The different classes offered by a subject area.
NZC Learning
Subject
Course option Course option Course option
Example
The Arts
Drama
Stage movement
Clowning around
Techniques
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The Arts
By the end of Year 11, you must have completed one core course from each Art subject (Drama, Music, Visual Arts). You may choose any prep course.
Drama
Core courses
Creating theatre and theatresports Create a performance out of the games you love. This course enables development not only of dramatic techniques, but also quick thinking and how to respond to others in the dramatic moment. Recommended for those looking at continuing Drama. Prep courses Students may take one or both prep courses. Acting techniques and styles of theatre Extend your skills and prepare for Level 2 Drama with character work. Look into the past and discover new techniques and genres. Prerequisite for: Level 2 Drama. Creating theatre Extend your skills in writing and devising new theatre. Combine all of your drama skills and prepare for the tasks of Level 2 Drama. Prerequisite for: Level 2 Drama.
Clowning around Pure fun – all the games you love, plus basic skills. The course explores the freedom that dramatic expression offers and encourages boys to find a variety of ways to harness the power of drama. Recommended for those wanting to stick to the basics. Stage movement and fighting Love to move? Jump, slide, roll and fight your way into stage combat alongside performance skills. This course focuses on the power of movement in dramatic performance. This is about the visual and physical spectacle of how to bring stories to life. Recommended for those looking to broaden their skills. Acting technique and performance Bring characters to life. Be involved in a production and extend your skills. This course looks at the dramatic techniques involved in character development. By working through the production process, students develop greater awareness of the intricacies of characterisation in Drama. Recommended for those looking at continuing Drama.
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Music
Visual Arts
Core courses
Core courses
Solo/ensemble performance Students focus on both solo and ensemble performance skills, working to improve their working knowledge of musical styles and ability to perform music to the best of their musical ability. Strongly recommended for students having – or those who have had – instrumental/voice lessons on their chosen instrument/voice. Create musical works to include songwriting Students create works for both their chosen instrument(s) or ensembles (bands) and develop skills in musical notation, lead sheets, theoretical aspects, sound production, recording, and completing both live performance and professional recording of their works. Recommended for students who like to work within both a solo and ensemble (band) situation and collaborate with peers in musical creativity.
Sculpture This course encourages students to express their creative ideas in the context of Sculpture. Students' critical-thinking skills and creative abilities are nurtured through student-directed projects. Students learn a range of visual communication techniques in an art-making context. They learn about the techniques and processes used by established artists and apply these in the making of their own artwork. This course is inspired by the Scape Public Art festival. Students make a series of maquettes, or scale models, proposed for a site of their choice. This project encourages exploration through a range of art materials and art-making objectives, and explores the theme of connection to place and identity. Photography This course encourages students to express their creative ideas in the context of Photography. Students' critical-thinking skills and creative abilities are nurtured through student-directed projects. Students learn a range of visual communication techniques in an art-making context, including learning about pictorial, technical and conceptual conventions. They learn about the techniques and processes used by established artists and apply these in the taking of their own photographs. It explores the theme of whakapapa, migration and identity. Students make a series of photographic works for exhibition. This project encourages exploration through a range of approaches to photography and its presentation.
Prep courses
Music-making in prep for L2 Developing the technical skills in performance and creativity work to ensure a smooth transition into the Level 2 programme. Ability to perform on an instrument/voice and ensure you are having formal lessons are strongly advised. Prerequisite for: Level 2 Music.
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The Arts
Visual Arts continued ...
Core courses
Contemporary Māori Art This course encourages students to express their creative ideas in the context of Contemporary Māori painting. Students' critical-thinking skills and creative abilities are nurtured through student-directed projects. Students learn a range of visual communication techniques in an art- making context. They learn about the techniques and processes used by established artists and apply these in the making of their own artwork. In this course, students look at the art of Shane Cotton and make paintings informed by tikanga Māori.
Painting This course encourages students to express their creative ideas in the context of Painting. Students' critical-thinking skills and creative abilities are nurtured through student-directed projects. Students learn a range of visual communication techniques in an art-making context. They learn about the techniques and processes used by established artists and apply these in the making of their own artwork. Projects include drawing from architecture or assemblage and developing a series of abstract paintings on hardboard.
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Prep courses Year 11 Visual Arts studies give students further opportunities in a range of creative fields, including photography, animation, architecture, film and design. Sculpture This course encourages students to express their creative ideas in the context of Sculpture. Students respond to a self-directed brief and produce a coherent series of original sculpture and installation artworks, which are recorded and submitted in the form of an A1 panel. Students' critical-thinking skills and creative abilities are extended as they learn to reflect on, and evaluate, their artworks. Students learn to select and present artworks for different contexts. Prerequisite for: any Level 2 Art. Recommended for students pursuing Sculpture in NCEA. Painting This course encourages students to express their creative ideas in the context of Painting. Students respond to a self-directed brief and produce a coherent series of original drawings and paintings, which are recorded and submitted in the form of an A1 panel. Students' critical-thinking skills and creative abilities are extended as they learn to reflect on, and evaluate, their artworks. Students learn to select and present artworks for different contexts. Prerequisite for: any Level 2 Art.
Large-scale Painting For students who have completed the Painting core course. This course encourages students to express their creative ideas in the context of Painting. Students develop a series of works and produce resolved large-scale paintings on canvas. A semester of the Painting core course is a prerequisite. Prerequisite for: any Level 2 Art. Highly recommended for students pursuing Painting in NCEA. Photography This course encourages students to express their creative ideas in the context of Photography. Students respond to a self-directed brief and produce a coherent series of original photographic artworks, which are submitted in the form of an A1 panel. Students' critical-thinking skills and creative abilities are extended as students learn to reflect on, and evaluate, their artworks. Students learn to select and present artworks for different contexts. Prerequisite for: any Level 2 Art. Recommended for students pursuing Photography in NCEA.
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English
This year you must complete one core course from the options below. A prep course is highly recommended.
These courses are designed to teach core English skills in a range of contexts and provide academic rigour and engagement. While all courses are accessible to all students, courses offer differing levels of academic challenge to differentiate for student needs. Students should speak to their English teacher for further advice.
How to get away with murder Read a range of texts about characters who commit and get away with homicide. Text types: novels, short stories. Recommended for students interested in the power and intrigue of storytelling. Fake it until you make it It is no secret that marketing can persuade us to spend, but in what ways? Focus on advertising within specific time periods. We will investigate how language and visual aids are used to blindside the truth. Clever marketing can easily fool even the most careful person into believing they are making the right choice – find out if it is you. Text types: print, film, online advertisements. Recommended for students interested in the power of media and marketing. On the cutting-room floor Explore visual texts as a mode of storytelling. Look specifically at how a director's choices do make a difference.
Core courses
The newsroom: live-streamed investigative journalism Put your sharp mind and curious soul to work in uncovering inconvenient truths. We will be creating our own media company and live- streaming our product. Text types: documentaries, print, television, online news sources. Recommended for students interested in journalism and media. Don’t judge me Honestly face the inequalities in our society. We will take a look at the ways literature exposes these and the solutions it has to offer. Text types: novel, film. Recommended for students interested in social issues and comparing texts. Rage against the machine Examine how those in power retain control through the use of tools such as manipulation and surveillance. Text types: novel, short stories, film. Recommended for students interested in power and/or politics and comparing texts.
Text types: cartoons, graphic novels, film. Recommended for students interested in film studies.
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Prep courses All prep courses can lead to either English 201 or English 202. Direst ambition An investigation into the nature of ambition – from Shakespeare's dire warnings to Andrew Niccol's optimistic exhortations. We find that literature across the last four centuries has a lot to teach us about our fundamental human nature. Prepare to feel discomfort. Alternative reality An exploration of the generation of setting in film and in writing. In English literature, the walls do speak, as do the curtains, the furniture, the atmosphere. Which methods are used by writers and directors to create a sense of place? In darkness and in light Gothic fiction as a response to The Enlightenment. An exploration of this genre in terms of style – how literature shines a light, or casts a shadow, on the ideas of its time. Articulation and manipulation Looking at how to address the age-old problem of representation (and misrepresentation) in literature. Who has the loudest voice and who is missing from our view.
It's the little things that count Look at thematic connections in film and literature that celebrate moments of joy and beauty. This is all about looking at the little moments of pleasure in the everyday. Text types: poetry, film, creative writing. Recommended for students interested in the joy that can come from a good story. An eye for an eye: retribution and revenge Delve into the distinctly human phenomenon of revenge. Text types: short stories, creative writing. Recommended for students interested in exploring philosophical ideas and applying them to different texts. Yeah... Nah. For all our advances as a country, the cultural cringe is still alive and well. This course will examine New Zealand’s contemporary identity as it appears in some of our most iconic literature, language and visual art. Text types: short stories, poetry, film, creative writing, visual art and contemporary spoken language. Recommended for students who want to understand our place in the world.
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Health and Wellbeing
By the end of Year 11, you must complete a course in Health Education and a course in Wellbeing. For Year 11, you will be assigned to the following two classes:
Health Education
Wellbeing
Year 11 MindFIT Within the Year 11 MindFIT programme, students continue to work on the key areas of wellbeing introduced in Years 9–10. Students focus on how to develop a growth mindset, and build strategies for resilience and grit. Self-regulation and understanding emotions, particularly around dealing with stresses in life, is a key new area of focus at this level.
Year 11 Health Within the Year 11 Health course, students challenge ideas around personal and social drinking, and look at what responsible drinking is and how this differs from the traditional New Zealand view on the consumption of alcohol. They develop critical-thinking skills in relationships to sexuallity and positive relationships; investigate and understand their rights and responsibilities in sexual relationships and how consent and the law work. Students take a critical look at the negative role that porngraphy has played in developing unhealthy ideas in relation to intimate relationships.
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The Humanities
By the end of Year 11, you must have completed one core course in each of The Humanities subjects. You may choose any prep course.
Commerce
Core
Prep Students may take one or both prep courses. Economics An introduction to the fundamentals of micro and macroeconomics. Microeconomics analyses why consumers and producers behave the way they do. Why will a consumer pay $200 for a pair of shoes but will not pay more than $5 for a breakfast bun? Macroeconomics focuses on the big New Zealand picture. Why are house prices so high? What effect does the minimum wage have? How can we make the economy grow? Prerequisite for: an advantage for taking Economics, Agribusiness, or Business and Enterprise at Level 2, but not required. Accounting An introduction to the fundamentals of the accounting cycle. Students learn how to process accounting information, both manually and using a software package. They also produce financial information to be able to analyse in order to support the decisions of an organisation. Prerequisite for: Level 2 Accounting
Decisions, decisions, decisions A combined Commerce course that touches on the foundations of business, economics and accounting through the lens of decision-making. It answers several questions. Will this product sell? How much should I sell it for? Should I use social media to advertise? Am I a just-for-profit business? Why do consumers do that? Recommended for students who enjoy Commerce but would prefer not to carry out their ideas in a practical context and sell their product. Business, innovation and enterprise An applied course that also combines the foundations of Business, Accounting and Economics, it uses a practical applied lens. Students work as a group to set up a business to sell a product/service on a small scale. Recommended for students who enjoy working with others to develop Commerce theory and bring it to reality by trying to start your business and sell your product/service.
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Geography
Core
Prep Students may take one or both prep courses. Cultural environment – Monsoon Asia A study of population patterns and processes in selected countries in Monsoon Asia. We cover the nature and structure of the population; distribution and growth patterns; the processes of population movement; the reasons for the different living conditions; and sustainability issues associated with each of these.
Megacity madness This course looks at the effects of urbanisation and congestion on people and environments, with case studies from around the world. Recommended for students with an interest in the impact of development on both humans and the planet. Extreme natural events This course looks deeper at how extreme natural event(s) have shaped environments. All events have an impact on people and places around the world and students compare the nature of these events and their consequences. Recommended for students with an interest in the physical world.
Prerequisite for: an advantage for taking Geography at Level 2, but not required.
Natural environment – Amazon Rainforest A study of a large natural environment in South America. We cover the characteristics of a large natural environment that include how it is formed and changes over time; how people interact with a large natural environment; and how people's perceptions of a large natural environment change over time.
Prerequisite for: an advantage for taking Geography at Level 2, but not required.
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The Humanities
History
Prep Students may take one or both prep courses. Rugby, race and revolution An investigation into why New Zealand became divided over a rugby tour from South Africa in 1981. This involves an invesigation into South African apartheid, New Zealand’s sporting contacts with South Africa and the significance of the tour then, and now. Additional case studies may be used to assist in the development of skills such as inquiry, interpretation and critical thinking. Recommended for students especially interested in how sport and the developing maturity of New Zealand collided. Prerequisite for: an advantage for taking History at Level 2, but not required. Outwit, outlast, outplay: The intrigue of gaining world supremacy An investigation into how Joseph Stalin manipulated Russian society to gain power and how he outwitted opposition to extend his domination. The result being Russia outplaying the rest of the world to be the dominant force in the mid-20th century. This influence still has an impact on our world today. Additional case studies may be used to assist in the development of skills such as inquiry, interpretation and critical thinking. Recommended for students especially interested in how an individual can develop into a totalitarian leader and take his country from despair to world domination. Prerequisite for: an advantage for taking History at Level 2, but not required.
Core
The abuse of power This course also looks at how people and groups have challenged the abuse of power. Students investigate the rise of leaders who use and abuse their positions for their own personal, ethnic or national ambition. The impact of this then falls on ordinary people. Will you find your leader guilty of crimes against humanity? Recommended for students interested in leadership and how individual leaders assert their influence and impact on people. It is also helpful for those interested in the legal profession. The people at war War may seem glorious, and the purpose of this course is to find the similarities and differences in how and why war is conducted, while being aware of the impact on those left at home. Recommended for students interested in war and conflict but also how people act because of conflict. It is also helpful for those interested in the legal profession.
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Languages
At Year 11, languages are optional. If you wish to take NCEA Level 2, you should select both Language 3 and Language 4. You may choose to carry on with Language 3 only for enjoyment.
Prep courses
routines, shopping, leisure and weather. Film study also continues. This course is very useful for travel. Prerequisite for: Japanese Language 4. Level 2 Japanese Japanese Language 4 Students must have completed Japanese Language 3. This course introduces and practises important language for those wishing to gain a national qualification in this subject. Topics include travelling, accommodation, health and school life. Film study also continues. This course is also very useful for travel. Prerequisite for: Level 2 Japanese. Te Reo 3 Students must have completed Te Reo 1 & 2. By the end of the course, students will be able to speak and write in a more flexible way and have developed a wider vocabulary. Topics include food, social events, school and land. Prerequisite for: Te Reo 4. Level 2 Te Reo. Te Reo 4 Students must have completed Te Reo 3. This course introduces and practises important language for those wishing to gain a national qualification in this subject. Topics include health and wellbeing, town and exploring media. Prerequisite for: Level 2 Te Reo.
French Language 3 Students must have completed French Language 1 & 2. By the end of the course, students will be able to speak and write in a more flexible way and have developed a wider vocabulary. Topics include shopping, eating out, my style and making plans for social events. Film study also continues. This course is useful for travel. Prerequisite for: French Language 4. Level 2 French. French Language 4 Students must have completed French Language 3. This course introduces and practises important language for those wishing to gain a national qualification in this subject. Topics include making plans, going on holiday, visiting a chemist or doctor overseas and finding your way around foreign places. Film study also continues. This course is also very useful for travel. Prerequisite for: Level 2 French. Japanese Language 3 Students must have completed Japanese Language 1 & 2. By the end of the course, students will be able to speak and write in a more flexible way and have developed a wider range of vocabulary, including kanji. Topics include town and directions, daily
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Mathematics
In Year 11, you will be assigned to one core and one prep course. The theme of the prep course will be dependant on your understanding of the three preceeding core courses in Mathematics, and will indicate your pathway through years 12 and 13.
Semester 3: Core Course
Number and Algebra with Graphs Students will recognise patterns and relationships in both mathematics and the real world, and be able to generalise from these. They will develop the ability to think abstractly using the relationship between number and algebraic expressions to solve practical problems. Semester 4: Prep Course Numeracy: This is a practical course, which places emphasis on numeracy concepts. This course does not prepare for study beyond Diploma level and it is generally not expected that students study Mathematics or Statistics in years 12 and 13. Access to Statistics: This course is part of the pathway which enables students without higher level algebra skills to study Mathematics for Statistics through to Level 3. Access to Calculus: This course is part of the pathway through to either Level 3 Calculus or Level 3 Statistics and aims to develop considerable skills in algebra. Successful students have the choice of selecting either Level 2 Mathematics or Level 2 Mathematics for Statistics in Year 12.
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Physical Education
By the end of Year 11, you will have completed two courses in Physical Education.
Move to improve Students will investigate what processes are involved in learning a complex motor skill. Boys will develop an understanding of how the experiment process of skill learning is taken to develop a skill of their choice. Students will participate in a wide variety of different activities and sporting contexts before selecting a skill or activity that they wish to develop. Students will then investigate and refine different strategies as they look to enhance their performance of this skill. The Great Outdoors Students will demonstrate and develop strong interpersonal and self management skills within a variety of situations. Boys will participate in a wide range of activities, while managing different interpersonal relationships and exploring the many situations that can arise when outside their comfort zone. Students will look at the many reasons people choose to participate in physical activities and outdoor pursuits and what benefits these activities bring to self, others and society. Key themes and activities covered in this course: • ABL activities • Self management strategies
Sports Science This course will build on the basic biophysical and socio-cultural principles that have been introduced in the Year 10 courses and enhance these ideas and themes. This course will cover a range of scientific content and sociological ideas and investigates how the ideas of Physical Education relate to real-world situations and practices. The main themes covered within this course include: • Anatomy • Biomechanics
• Exercise Physiology • S.P.E.E.C.H. Factors.
These themes will be explored through a range of different topics both practically and theoretically and will encourage students to think critically about how science and sociology can be used to enhance sports and personal performance. This course is highly recommended for any student considering taking Level 2 Physical Education.
• Team work and problem solving • Outdoor pursuit opportunities.
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Religious Education
By the end of Year 11, you will have completed the following course in Religious Education.
From Christ to Christ’s College An overview of Western history, religion, and ethics. How did we get where we are? How should we live? This course offers an overview of 2000 years of Christian history, from Jesus of Nazareth, with a particular focus on the Reformation and the development of Anglicanism. It explores tools for how to uncover “what actually happened”, as well as develop an understanding of various ethical models and how they apply to concrete situations.
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Science
In Year 11, you must complete at least one semester of Science.
All students will complete their final Core Science rotation in Year 11, and in addition, will be able to choose any combination of Biology, Chemistry, Earth and Space Science or Physics Prep courses to progress into Level 2. It is highly recommended that students choose the Prep subjects that they intend to carry on with in Level 2 NCEA. However, these can also be taken as interest subjects as well.
Biology
Chemistry
Core (compulsory) This course covers the three main strands of the New Zealand Curriculum – evolution, ecology and genetics. There is also a strong applied theme to the course that has a human biology and health focus. Topics include human body systems, human ecology and genetics. Prep This Prep course emphasis is on developing the skills and understanding required for further study in Biology. We delve deeper into genetics, biotechnology, cellular processes, and plant and animal adaptations. The course is designed to be both practical and fun, giving students the opportunity to learn about a wide range of relevant topics to them now and in the future. We also place a strong emphasis on literacy, research and presentation skills which can be of wider benefit to the students. It prepares students for Years 12–13 Biology courses and beyond. However, it may also serve as an interesting option for those who simply enjoy the subject. Prerequisite for: Level 2 Biology.
Core (compulsory) The mainly descriptive work begun in Year 9 is continued, with the special language that chemists use being extended as students become more familiar with formulae and simple equations. Chemical reactions between different substances is a major focus, engaging all students in developing a well-rounded view and understanding of the chemical nature of our world. Prep The chemical concepts learnt in Core Chemistry form a platform for this course. An attempt is made to systematise chemical information on the basis of the Periodic Table and a great deal of reaction chemistry is introduced. Students engage in a wide range of practical tasks designed to develop and reinforce a deeper understanding of the ways in which chemical species react together. Example tasks include investigating acid and base reactions, methods of testing for chemical substances, the properties of carbon compounds, reactions of chemical elements, and displacement reactions between metals. Prerequisite for: Level 2 Chemistry.
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Earth & Space Science
Physics
Prep Earth & Space Science is the study of Earth processes, the solar system and space beyond. It is a practical science that applies concepts from physics, chemistry and biology. It develops an understanding of how Earth and space systems interact, how they affect us, and how we affect them. Earth & Space Science will investigate aspects of geology, plate tectonics, atmospheric and oceanic processes. It will also look at components of the solar system, and other astronomical features. There will be plenty of opportunities for practical investigations and field work. Prerequisite for: an advantage for taking Earth and Space Science at Level 2, but not required.
Core (compulsory) The course introduces the study of motion, forces, work done and kinetic energy, along with electrostatics and electrical circuits. The emphasis is on practical work and developing the skills to tackle the required content in the Physics prep course. Prep The concepts learnt in Core Physics form a platform for this course. The course serves as a foundation, prerequisite for Level 2 Physics but also provides a sound base for understanding the physics concepts that underpin aspects of many other subjects. Studies of motion, forces, energy, waves, electricity and magnetism will be further developed. Prerequisite for: Level 2 Physics.
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Technology
By the end of Year 11, you must have completed three courses across two Technology subjects. You may choose any prep course.
Design & Visual Communication
Core courses
Prep courses Students may take one or both prep courses. Architecture Students develop their own architectural solution to a given brief with a Te Ao Māori theme. Emphasis is placed on developing key DVC skills, including sketching, rendering, and layout presentation in an architectural context. Students also produce a technical drawing using a drawing board, ruler and compass. Prerequisite for: Level 2 DVC. Recommended that is complemented by DVC design prep course. Product design Students develop their own product design solution to a given brief with a Te Ao Māori theme. Emphasis is placed on developing key DVC skills, including sketching, rendering, and layout presentation in a product design context. Students also produce a technical drawing using a drawing board, ruler and compass. Prerequisite for: Level 2 DVC. Recommended that is complemented by DVC architecture prep course.
Architecture Students learn a range of visual communication techniques in an architectural context. They learn about the importance of architectural design and layout when sketching, rendering, technical drawing and 3D modelling. They experiment using a range of techniques and have the opportunity to investigate established Aotearoa architects to gather inspiration for their own design work. Recommended for students with an interest in design and architecture. Product design Students learn a range of visual communication techniques in a product design context. They learn about the importance of ergonomic design when developing a product using sketching, rendering, technical drawing and 3D modelling. They experiment using a range of techniques and have the opportunity to investigate established Aotearoa product designers to gather inspiration for their own design work. Recommended for students with an interest in design.
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Digital Technology
Core courses
Prep courses Students may take one or both prep courses. Robotics and Coding Students develop their own programming-based solution to a given brief. The emphasis is on developing an understanding of programming in the context of the Python language. Students use an integrated development environment, such as PyCharm or Wing. They also learn how to comment code and develop a development log to show their testing and trialling. Prerequisite for: Level 2 Digital Technologies. Recommended that is complemented by the website design and development prep course. Website design and development Students develop their own web-based solution to a given brief. The emphasis is on developing skills, including UX Design, HTML, CSS and Javascript coding, branding and photo editing in a website or application context. Students use text editors and Adobe design software. They also learn how to comment code and develop a development log to show their testing and trialling. Prerequisite for: Level 2 Digital Technologies. Recommended that is complemented by the robotics and coding prep course.
Robotics and coding Students learn to write code in a range of programming languages as they work in the physical computing environment to problem solve and innovate using robotics. They gain an understanding of algorithms, design thinking and the need for testing and trialling in a programming sense. Recommended for students with an interest in digital technologies. Website design and development Students learn to design and code a website from scratch. They are introduced to a variety of web-coding languages, including HTML, CSS and Javascript, as well as a range of Adobe design software used to prototype web outcomes. They gain an understanding of web development tools, design thinking and the need for testing and trialling in a web environment. Recommended for students with an interest in digital technologies.
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Technology
Prep courses Note: Prep courses are prerequisites for different pathways.
Combined Technology
Core courses
Wood construction Students develop their skills and understanding of workshop techniques in a wood-based context through the construction of a set project. They are introduced to a range of hand tools and machinery used in the building construction industry. They learn to read and build from a working drawing. Prerequisite for: Level 2 Building Construction. Metal construction Students develop their skills and understanding of workshop techniques in a metal-based context through the construction of a set project. They are introduced to a range of hand tools and machinery used in the engineering industry. They learn to read and build from a working drawing. Prerequisite for: Level 2 Mechanical Engineering. Materials technology Students design and develop a furniture item by working through the design process. They explore possibilities and broaden their understanding of a range of design and modelling tools and techniques, such as research, sketching, CAD modelling, function modeling, and construction techniques. Prerequisite for: Level 2 Materials Technology.
Industrial Design Students use digital design tools to produce student-designed outcomes within an inquiry- based process. Outcomes reflect innovative solutions to design problems encountered throughout the design cycle. Product design tools used may include CAD software, CNC milling, laser cutting, laser engraving and 3D printing. Recommended for students with an interest in design, construction, and digital technologies and the intersection of them.
Workshop Technology
Core courses
Wood construction Students learn how to safely use a range of wood- based tools and machinery to complete small construction projects in a workshop environment. Students gain an appreciation and knowledge of timber properties, tool capability and manufacturing processes in the context of Aotearoa. Recommended for students with an interest in design, carpentry and construction. Metal construction Students learn how to safely use a range of metal based tools and machinery to complete small construction projects in a workshop environment. Students gain an appreciation and knowledge of metal properties, tool capability and manufacturing processes in the context of Aotearoa. Recommended for students with an interest in design, construction, and mechanical engineering.
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Additional subjects
By the end of Year 11, you must have completed a course in Financial Literacy and Te Ao Ma¯ori.You will be assigned to whichever course you did not complete in Year 10.
Financial Literacy A basic understanding of how finances work and how to budget and plan is a foundation skill for all students. Through the use of a range of activities and online tools, students have the resources to make informed, final decisions in their future.
Te Ao Ma¯ori Tangata whenua hold a special place in Aotearoa. All people in New Zealand have a moral and legal obligation to contribute to the partnership that our ancestors agreed to in Te Tiriti o Waitangi. By appreciating the history, culture, and traditions of Ma¯ori, students are better equipped to engage in the future of New Zealand society, as well as build connections across cultures on a personal level.
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Core Choices
The following table helps you understand the choices you need to make at the end of Year 10. You will be provided with an A3 copy of this table to talk through your options with parents and teachers.
The Arts
Choose one of the courses below from a subject you did not complete in Year 10
Subjects
Drama
Music
Visual Arts
Stage movement and fighting Creating theatre and theatresports
Clowning around
Sculpture
Painting
Solo and ensemble performance
Create musical works
Courses
Acting techniques and performance
Contemporary Ma¯ori art
Photography
English
Choose two of the courses below
The newsroom: live- streamed journalism
Rage against the machine
Fake it until you make it
It's the little things that count
Yeah… Nah.
Courses
An eye for an eye: retribution and revenge
How to get away with murder
On the cutting-room floor
Don’t judge me
Humanities
Choose one of the courses below from a subject you did not complete in Year 10
Subjects
Commerce
Geography
History
Business, innovation and enterprise
Decisions, decisions, decisions
Megacity madness – urbanisation
Extreme natural events
The abuse of power
The people at war
Courses
Technology
Choose one of the courses below
Design & Visual Communication
Subjects
Digital Technology
Workshop Technology
Combined Technology
Website design and develop- ment
Product design
Robotics and coding
Wood con- struction
Metal con- struction
Courses
Architecture
Industrial design
32 Year 11 Course Booklet 2023
Prep Choices
Choose up to seven or identify substitutions
The Arts Subjects
Drama
Music
Visual Arts
Sculpture
Photography
Acting techniques and styles of theatre
Courses
Creating theatre
Making-music
Painting – large scale
Painting
English
Articulation and manipulation
Courses
Direst ambition
Alternative reality
In darkness and in light
Humanities Subjects
Commerce
Geography
History
Natural environment – Amazon Rainforest
Cultural environment – Monsoon Asia
Outwit, outlast, outplay: The intrigue of gaining world supremacy
Rugby, race and revolution
Courses
Economics Accounting
Languages Subjects
French
Japanese
Te Reo
French Language 3
French Language 4
Japanese Language 3
Japanese Language 4
Courses
Te Reo 3
Te Reo 4
Sciences Subjects
Biology
Chemistry
Earth and Space Science
Physics
Courses
Prep
Prep
Prep
Prep
Technology
Design and Visual Communication
Digital Technology
Workshop Technology
Subjects
Website design and development
Architec- ture
Product design
Robotics and coding
Materials technology
Metal construction
Wood construction
Courses
Substitutions
One prep course
1 x Learning Support 2 periods each semester OR 4 periods 1 semester
1 x 4 period core (English and Humanities)
2 x 2 period core (Arts and Technologies)
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Ngaˉ Miha Maˉtauranga
The Christ’s College Diploma is designed to acknowledge achievement inside and outside the classroom. We believe that learning takes place in several ways and boys should be recognised for all their strengths.
Ngā Miha Mātauranga is the means by which this achievement is tracked.
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The seven elements of Ngā Miha:
Academic engagement Showing a commitment to learning through active participation in class, completion of expected work, and contributing to creating a positive learning environment. Character and Leadership A demonstration of Christian principles in what you say and do and utilising your character strengths for the good of yourself or others; helping to lead others to be at their best.
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This means ‘the fronds of education’ or more figuratively, ‘unfolding knowledge’. The ‘miha’ is the tender young frond of the bracken fern which grows lushly in the forest and on the hills of the countryside.
This design symbolises the lush growth of the young as they spread out and become fully grown. The academic frond is the largest and all other fronds are off shoots of that. The Christ’s College Hauora Cross is also symbolically at the centre.
34 Year 11 Course Booklet 2023
Community and Service Active service to others – actions that show you are putting others (the community) above yourself. Discovery and Challenge Putting yourself outside of your comfort zone in order to develop new skills and confidence. Global Citizenship Learning about cultures and values beyond your own in order to understand our place as part of a global community.
Sustainable Futures Making efforts to create a sustainable world for the next generation – a world that is environmentally, culturally, socially, and economically sustainable.
Taha Māori Showing a commitment to our
bicultural nation by demonstrating an understanding of the Te Ao Māori (The Māori world).
Each element of Ngā Miha, and the Diploma as a whole, can be awarded at Black and White (compulsory experiences), Silver (showing initiative of personal development) or Gold (making an impact on your community).
Throughout Year 11, you will be able to submit evidence of your achievements in the non- academic elements and track this through a personalised visual of Ngā Miha.
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