2024 Yr 10 Half-Year Subject Booklet

FRANCIS DOUGLAS MEMORIAL COLLEGE

2024

Year 10 Half Year Option Handbook.

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FRANCIS DOUGLAS MEMORIAL COLLEGE INTRODUCTION Welcome to the Francis Douglas Memorial College 2024 Year 10 Option Booklet. The Option Booklet is designed to assist parents and students in making the best choices. It provides information about the options available in Year 10.

All Year 7-10 students are required to undertake a full programme of learning in English, Religious Education, Mathematics, Social Studies, Science, Physical Education, and Health.

Year 10 Options ● ● ● ●

All options run for a half year semester, apart from Sports Performance - which is a whole year option.

The half year options are intended as taster courses.

A student will not be prevented from choosing a Year 11 subject if they haven’t studied the subject in Year 10.

Students must select either: o Five half-year options in order of importance (your first choice is your most wanted option, second choice is your next most wanted option, etc). o If the student selects Sports Performance as one of their options, they will be required to complete an online application form. o Students will have the opportunity to reselect their second-half year option in Term Two.

● ●

Please take the time to read the Year 10 Option Handbook before completing the Google form.

Choices need to be made carefully and in consultation with parents/caregivers and teachers.

Choosing Your Options Every effort is made to ensure as many students as possible are able to study a programme of their choice. It is a priority of the school to offer continuity of courses and to structure the school timetable to meet student needs.

However, subjects that do not attract sufficient student numbers may not be able to run.

Subject choice is based on three factors.

1.

Skills & ability

2.

Interest

3.

NCEA subject pathways

It is not expected that students will know exactly what they wish to do when they finish secondary school, but some serious thought should have been given to possible options.

Some points to remember when choosing options 1.

2.

3.

4.

5.

Be clear about what subjects/topics you enjoy the most.

Be clear about your abilities in each subject. Check with your teachers if necessary.

Make sure your selection is broad, allowing future flexibility.

Make sure your selection suits your possible career needs.

Make sure the options you select will interest you and, therefore, help you succeed.

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FRANCIS DOUGLAS MEMORIAL COLLEGE OPTION SELECTION PROCESS AT FDMC PEOPLE WHO CAN HELP Deciding your options deserves careful thought and consultation. Make use of the resource people around the school, including the contact people in this document, e.g. your Deans and Teachers, Pathways/Careers staff, and Heads of Departments.

● ● ● ● ● ● ● ● ● ● ● ● ●

Commerce /Business Studies – Ms Pascale Joines or Mr Mark Wales Careers – Ms Lauren O’Reilly Digital Technologies – Mr Andy Evans / Mrs Melinda Stevenson Geography – Mr Mark Wales History – Mr Martin Dravitzki Food and Nutrition - Mrs Lana Rowland or Mrs Sheree Asi Sport Performance – Mr James Rowland or Mr Nick Taylor Music – Mrs Lisa Stuck NCEA Liaison/DP Curriculum – Mrs Melinda Stevenson Primary Industries – Mrs Aimee Watkins / Mr Charl Van der Heever Product Design – Ms Briana Matthews Technologies (Wood, Metal, Digital) – Mr Andy Evans and Mr Steve Ritchie Visual Arts – Mrs Jane Aitken Connolly

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PLANNING SHEET Use this planning sheet to rank your option choices BEFORE you fill in the ONLINE Selection Form. The link to the form will be sent to you.

You must select five (5) options. Rank them based on your preference, e.g., 1 (first choice), 2 (your second choice), and 3 (your third choice).

OPTIONS

RANKING

OPTIONS

ART

TECH ENGINEERING

TECH WOOD

FOOD AND NUTRITION

PRIMARY INDUSTRIES

PRODUCT DESIGN

SPORT PERFORMANCE (Whole year course)

GEOGRAPHY

HISTORY

COMMERCE / BUSINESS STUDIES

DIGITAL TECHNOLOGIES

MUSIC

RANKING

TE REO MĀORI

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SUBJECT PATHWAYS YEAR 10

NCEA LEVEL 1 YR 11

NCEA LEVEL 2 YR 12

NCEA LEVEL 3 YR 13

UNIVERSITY APPROVED

Art

Visual Arts

Painting Photography

Painting Photography Design

YES YES YES

Commerce Business Studies

Commerce

Accounting Economics Business Studies

Accounting Economics Business Studies

YES YES YES

Digital Technologies

Digital Technologies

YES

Digital Technologies Digital Technologies Geography

Geography

Geography

Geography

YES

History

History

History

History

YES

Food and Nutrition

Health Studies

Health or Food and Nutiriton

Health or Food and Nutrition

YES YES

Sport Performance

Physical Education (PE)

Physical Education

Physical Education

YES

Music

Music Studies

Music Studies

Music Studies

YES

Primary Industries

Primary Industries Trades Organisation (PITO)

PITO

PITO

NO

Product Design

Product Design

Product Design

Product Design

YES

Tech Engineering

Tech Engineering

Tech Engineering

NO

Tech Wood

Tech Wood

Tech Wood

NO

Te Reo Māori

Te Reo Māori

Te Kura Correspondence Māori

Te Kura Correspondence Māori

YES

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ART The art courses deliver a range of skills and techniques required for future NCEA Visual Art studies, but the topics within each half year module differ, so students can choose to study art for either a half-year programme or the full year.

This course aims to: Support the Arts in the curriculum document by delivering programmes that reflect the four strands - which are: 1. Developing practical knowledge 2. Developing Ideas 3. Communicating and Interpreting 4. Understanding Visual Art in Context Students will: ● Gain technical knowledge using a range of techniques and media ● Provide opportunities to create individual and collaborative works ● View artists’ work and either visit or be visited by practicing artists ● Respond to artist’s work ● Serve as a basis for future study in this subject.

The course is divided into a variety of topics of work.

1. Drawing- underpins everything we do artistically. This topic will use a range of media, and introduce students to new media they may not have used before.

2. Students will use Plexiplate and scribes to create a drypoint etched print or an A4 woodblock and chisels to develop a print from an initial drawing.

3. Painting- principles of colour theory, colour mixing, and paint application skills will be taught.

Students will also be introduced to additives such as impasto, gel, binding medium, pouring medium, etc. They will learn about preparing ‘grounds’ for painting on to, and elements such as glazing, blending, combing, stippling, dribbling, blowing etc.

4. Photography-beyond the auto function! Understanding aperture, shutter speed, and other camera functions.

Making a contact sheet and choosing a final print.

5. Spray and stencil- using stencils to build up a layered work that can be applied to ply, toolboxes, canvasses, etc.

This can be individual or cooperative work.

ASSESSMENT INFORMATION- all units of work will be assessed and reported on Assessment Focus Course introduction- questionnaire. Work sample (pre-test)

1 week

Drawing unit

3 weeks

Printmaking

4 weeks

Painting

4 weeks

Photography

3 weeks

Spray and stencil

3 weeks

What it leads to: NCEA Level 1 Visual Art.

Art and creativity are intrinsic parts of being human. These skills are vital in our 21st century world and this course provides diverse skills to enable many future vocational pathways, such as becoming an animator, illustrator, artist, sign maker, craftsperson, artist, jeweller, photographer, printer, artistic director, camera operator, lighting technician, make-up artist, wardrobe/ costume/ fashion designer, art therapist, art historian, conservator, architect, landscape and industrial design and tertiary studies in the arts.

Course costs: Charges will be made for any special/additional take-home materials that students use e.g. toolboxes/skateboard decks.

For further information, see: Mrs Jane Aitken Connolly or email: jac@fdmc.school.nz

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COMMERCE / BUSINESS STUDIES This course aims to: ● Give students a ‘taster’ of the various topics encountered at NCEA levels 1, 2, and 3. ● Engage students' interest in society and what happens around them through a focus on news and political situations. ● Give students financial skills that will help them into adulthood. ● Highlight business goals and processes and encourage innovation.

The course is divided into four topics of work (time permitting): 1. Business a. Economics is also about setting up businesses and production. b. How do economics and accounting all fit into running a firm c. Setting up and promoting a business, designing business cards, advertising, business plans, product discovery/design d. Students have a go at setting up a business (time permitting).

2. Marketing a. What do you need for a good marketing plan. How will you let people know about your business.

3. Accounting a. Basic business accounting for firms b. Making an Income Statement to Find Net Profit 4. Economics a. The basic demand of every consumer – examined and researched b. Firms, the reason for business and the supply of goods You will also cover Financial Literacy c. How to manage money d. Sorted.co.nz a website to help us plan our best with our $$$ - Budgets. e. Loans and interest. Credit and credit purchases and laws ASSESSMENT INFORMATION Assessment Focus Business planning - A small project designed & presented; includes marketing.

Poster, report,

Basic Demand, consumerism, economic terms

Term 1 end - Assignment

Accounting for a firm – Income Statement

Semester end - part of business report.

Financial Literacy, Financial Skills

Semester end - part of business report

Business Report

Class presentation, or slideshow presentation

What it leads to: Level 1, Commerce Level, 2 & 3 Economics and Accounting Level 2 & 3 Business Enterprise In Year 11 there is a general subject of Commerce – this covers economics and accounting.

Most students will be employed in some way by a firm, and their ability to understand business matters may determine how successful they are. Some students will specialise in business, accounting, or even own their own firm/farm. Others will be interested in the social aspects of the distribution of economic resources and politics. (These subjects are also connected with many other subject areas at University for those wishing to pursue a degree) Course costs: Nil - fund raising will occur for the business seed funding.

For further information, see: Ms Pascale Joines

pjo@fdmc.school.nz

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DIGITAL TECHNOLOGIES This course aims to: ● develop and enhance students’ understanding of how technology works, and how they can use that knowledge to solve problems. ● enable students to select the appropriate software in order to perform calculations, create useful applications. ● enable students to use a programming language to create simple, interactive programs. ● give students a better understanding of how to follow the design process to develop fit for purpose digital outcomes

The course is divided into Two topics of work.

1.

Digital Design a. Game Design – develop a simple interactive game using online resources

2.

Computational Thinking – a. Develop, apply, and test a range of computer programming actions to create an outcome

ASSESSMENT INFORMATION Assessment Focus Adobe Animation

An in-class project

Database Design

An in-class project

Computer Programming - Python

An in-class project

What it leads to: Level 1 Digital Technologies.

The information technology sector is one of the fastest-growing sectors in New Zealand, with a growing demand for skilled IT graduates. This subject will support students to develop the skills and confidence in the use of a range of digital technologies and lead them to opportunities across the diverse and growing IT sector.

Year 10 Digital Technologies provides a sound building block for any career pathway, and is particularly useful for students interested in specialising in computer science, computer game design, media design and/or information systems.

Course costs: Nil For further information, see: Mr Andy Evans or email: aev@fdmc.school.nz

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GEOGRAPHY This course aims to: ● Develop students' understanding that extreme natural and cultural events have causes and effects. ● Develop students' understanding of how people respond to community challenges, and what measures can be adopted to mitigate the impacts of the events. ● Understand that people move between places (tourism) and how this has consequences for the people and the places ● Understand how people’s management of resources impacts on environmental and social sustainability ● Apply geographic skills and concepts to a range of case studies and contexts using mapping, graphing, and statistical interpretation techniques.

The course is divided into three topics of work.

1.

Our Savage Earth (8 Weeks) Examines how extreme natural events (volcanic eruptions, tsunamis, earthquakes, flooding, drought etc.) are caused and how they have major effects for both global and local communities. The topic also examines how people respond to these events and how they can decrease the damage caused by these violent and savage environmental hazards.

2.

Leave Only Footprints (8 Weeks) Students will explore the nature of tourists and tourist destinations at a local, national and international level, and to develop an understanding of the impact of tourism on people and the environment. Students will examine how people and groups respond to the impacts of tourism, and the drive towards sustainable (eco)tourism.

3.

Geographic Skills and Concepts (Throughout the Course) Using a variety of concepts and case studies, students will enhance their application of a range of basic geographical skills (mapping, graphing, statistical analysis, and interpretation) and concepts to a variety of geographic environments. Students will be introduced to GIS (Geographic Information Systems) and learn the basics of ArcGIS.

ASSESSMENT INFORMATION Assessment Focus Our Savage Earth Leave Only Footprints Geographic Skills and Concepts

Social Inquiry Assessment (Individual/ Group Project-Based Research) Social Inquiry Assessment (Individual/ Group Project-Based Research)

Ongoing – weekly concepts and case studies Geographic Skills and Concepts – Level 1 Assessment Practice

What it leads to: Level 1 Geography.

Geography is the study of how people interact with their environment. In Level 1 there are a number of different topics covered throughout the year. The internal assessment concentrates on coastal erosion in New Zealand and using ArcGIS, investigating Taranaki Maunga and researching the spatial patterns of population in Ngamoutu (New Plymouth). External assessment topics include responding to sea level rise in the Pacific and understanding natural processes in a geographic environment.

Course costs: TBC For further information, see: Mr Mark Wales or email: mwal@fdmc.school.nz

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HISTORY This course aims to: ● ● ● ●

Develop students' understanding of historical concepts and perspectives.

Develop students' understanding of personal and group histories and how they can be developed.

Develop students' knowledge and range of historical skills, such as research and analysis of historical evidence, and the presentation of historical ideas and examples.

Develop students' knowledge and appreciation of a past culture and its historical context.

The course is divided into three topics of work.

1.

Personal and Group Histories and How They Are Constructed (8 Weeks) An introduction to research methods and a range of historical sources focusing on how modern sources of information can be used to construct histories. Students will construct a personal history for a person or specific group of their choosing, which will be presented as a Google Doc. This will focus on the historical events that had an impact on the chosen person or group.

2.

The Mongol Empire (8 Weeks) The Mongol Empire is studied with specific emphasis on how it came about and the impacts it had on the world at the time, and up to the present. This will involve lectures on the Mongol Empire in general along with student-based inquiry into a specific aspect of the Empire’s impact. The student’s inquiry will be presented as a Google Slide presentation.

3.

Historical Skills and Concepts (Throughout the Course) Using a variety of case studies, students will enhance their application of a range of historical skills and concepts to a variety of historical events.

ASSESSMENT INFORMATION Assessment Focus Personal/Group Histories

Social Inquiry Assessment (Individual/ Group Project-Based Research) Conceptual Understanding Assessment (Individual Test)

The Mongol Empire

Social Inquiry Assessment (Individual/ Group Project-Based Research) Conceptual Understanding Assessment (Individual Test)

Historical Skills and Concepts

Ongoing – weekly concepts and case studies

What it leads to: Level 1 History.

Course costs: TBC For further information, see: Mr Martin Dravitzki or email: mdr@fdmc.school.nz

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FOOD AND NUTRITION This course aims to: ● ●

● ● ●

Develop students' understanding of the nutritional needs of teenagers.

Develop students' understanding and critical thinking about personal, interpersonal and societal influences on food choices and well-being.

Develop students' understanding on the impact of decisions and actions on future well-being.

Provide opportunities to select, prepare, cook and serve a range of different types of foods.

Develop students' understanding of fuelling the body for different sporting endeavours.

The course is divided into four topics of work (subject to change).

ASSESSMENT INFORMATION Assessment Focus Takeaways

Boys will carry out an investigation into the nutritional analysis of their favourite takeaways. They will learn to recreate a range of takeaway items in the kitchen and compare the nutritional value of fast foods to homemade.

In class project.

Cafe foods

Boys will design and produce a range of foods to be sold in a cafe.

Boys will submit a portfolio for assessment.

A Cultural Feast

Boys will learn about foods from different cultures, including traditional Māori foods. They will investigate how different cultures have influenced eating patterns in Aotearoa.

In class project.

Sports Nutrition

Boys will carry out an investigation into the nutritional needs of different sports people. What it takes to fuel various athletic bodies through a range of sports.

Designing and producing a range of healthy sporting options.

In class project

What it leads to: Level 1 Health Studies Course costs: TBC For further information, see: Mrs Sheree Asi or email: sas@fdmc.school.nz; or Mrs Lana Rowland: lro@fdmc.school.nz

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MUSIC The Music courses deliver a range of skills and techniques required for future NCEA Music- Sound Arts studies but the topics within each half year module differ, so students can choose to study Music for either of the half-year programmes or the full year.

This course aims to: ● Serve as a basis for future study in this subject- NCEA and beyond Students Will: ● develop proficiency on their instrument of choice (ALL students are required to learn an instrument through the College Itinerant Music Programme or private tuition) ● learn and practice ways of working in solo and group performance situations. ● provide opportunities for working with other musicians in the College Jazz or Concert bands or to form bands to compete in Rockquest etc. ● where possible students are expected to contribute to the wider school community with their musical talents with a contribution to assemblies, playouts, Masses, liturgies etc. ● develop aural and theoretical skills (which may be tested in the internationally approved ABRSM exams and provide an internationally recognized qualification) ● create compositions working with both instruments and digital technologies such as Garageband and Logic Pro The course is divided into Five topics of work 1. Aural/ Listening Skills/ Music Theory – Students will be introduced to basic element recognition, rhythmic dictation, melodic dictation and intervals, and students will be asked to register for ABRSM theory exams and workbooks will be provided.

2. Composition-Students will develop skills in song and instrumental writing.

3. Performance- Solo and group 4. Musical knowledge- Students will study various styles, eras, and composers/ performing artists. throughout the year. Research projects will take place in and out of class time. Students will be exposed to a range of genres including Jazz, Latin, Soul/ Funk, and Pop genres 5. Recording- using programmes such as Logic, Garageband etc.

ASSESSMENT INFORMATIONAssessment Focus Introduction- Teacher assessment of practical and theoretical musical knowledge

Approximately 2 weeks

Aural and ABRSM theory work- weekly lesson

Throughout the 20 week course-

Instrumental Tuition- own instrument (or hired)

One lesson per week for the duration of the course

Performance- Solo and group performance opportunities (practice and performances)

Weekly on-going

Composition and recording- become familiar with programmes such as Logic, Garageband, Sibelius/ Musescore to script own musical ideas/ theoretical knowledge and record compositions and performances

Assessed at end of the semester

What it leads to: NCEA Level 1 Music Music is a field for personal enjoyment but also has vocational pathways for composition, film-making/drama production, university study (school of music- classical studies, performance, Jazz School), Music teaching, conductor, radio production, production assistant- (Film/TV/video) record/ing production, music therapy, sound and electronics technicians, events management, musician, singer, entertainer, radio/TV presenting, musical instrument maker to name a few.

Course costs: Individual Music lesson fees- approx.. $30 per week (funded by Itinerant funding where possible), and the cost of an ABRSM Theory of Music text (approx. $20.00) For further information, see: Mrs Lisa Stuck or email

lst@fdmc.school.nz

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PRIMARY INDUSTRIES This course aims to: ● ● ● ● ●

develop and enhance students’ understanding of how and why Primary Industries are a major employer and play a critical part of the country’s economy. understand the reasons why primary products are produced in different areas of New Zealand. have students be involved in the day-to-day running of the school farm and AgriDome. develop some basic practical skills in a variety of areas. describe the opportunities, advantages, and disadvantages of Primary Industries employment.

The course is divided into seven topics of work. The focus is on a variety of hands-on, practical activities. Topics will vary depending on the seasons.

1.

2.

3.

4.

5.

6.

7.

Describe the opportunities, advantages, and disadvantages of Primary Industries employment.

Grow and maintain plants in containers from seed The importance of Primary Industries in New Zealand Types of farming and farm products in New Zealand Practical horticultural and agricultural skills Rural safety and hazard management Pest control on school site

ASSESSMENT INFORMATION Assessment Focus Describe the opportunities, advantages, and disadvantages of Primary Industries employment.

Grow and maintain plants in containers from seed Inquiry project: Research and report on a selected farming practice in NZ

Open book written assessment Practical work, plus work log Online project

Pest control on school site

Practical work, plus work log

Vegetable gardens

Practical work, plus work log

What it leads to: Level 1 Primary Industries.

Our Primary Industries programme shows our students the wide and varied career options that exist within New Zealand’s primary industries. Our aim is to create that ‘spark’ of enthusiasm that will set them on their ideal career path. Our programme combines classroom study with on-the-job learning.

A wide range of field trips are held for Year 11 students to showcase different primary industry sectors. Appropriate industry placement/work days are then organised for our Year 12 students throughout the year (10-12 work days). This gives students a taste of what their potential career might be like, and the chance to discover what they’re really passionate about.

Our Trade Academy programme works alongside NCEA and students can combine their studies with a New Zealand Certificate in Primary Industry Skills (Level 2).

Course costs: Nil For further information, see: Mrs Aimee Watkins or email: awa@fdmc.school.nz

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PRODUCT DESIGN This course aims to: ● develop and enhance students’ understanding of the design process, and how they can use that understanding to solve problems. ● develop drawing skills, both sketched and technical to ensure that the student can effectively visually communicate ideas. ● enable students to know when to apply each type of drawing and complete the drawings to a high standard. ● develop students' design skills and introduce new methods to their repertoire, including model making and prototyping. ● enable students to follow the design process to create an outcome to solve a specific problem, meeting identified specifications.

The course is divided into two topics of work.

1.

Skills Developing the necessary skills to be successful in Design and Visual Communication. Refreshing the skills learned the previous year and expanding on them.

2.

The Design Process Identifying an issue, developing a brief, conducting research, conceptual design, development, explanatory drawings and evaluation

ASSESSMENT INFORMATION Assessment Focus Formative assessment Following the design process to establish a brief, conceptualise a range of ideas and reach a final design that meets the brief and specifications.

Initial drawings: refreshing skills At least 1 portfolio project incorporating all of the skills the student has developed, showcasing the student’s ability to effectively follow and implement the design process to reach an appropriate outcome.

What it leads to: Level 1 Product Design.

Product Design at Level 1 is focused on 2 portfolio projects that implement the design process. Students will be given a situation and some specifications and will be expected to develop a brief, research, conceptualise ideas, develop ideas, arrive at an outcome, and evaluate it with regard to how well it has met the brief.

Students will implement all of the skills they have learned in previous years to effectively communicate their ideas. The course prepares students for working in any area that requires creativity, initiative, and problem solving skills, with an emphasis on developing strategies to communicate ideas.

Course costs: TBC For further information, see: Ms Briana Matthews or Mr Andy Evans or email: bma@fdmc.school.nz aev@fdmc.school.nz

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SPORT PERFORMANCE To be considered for this course, you must also complete the Sport Performance ONLINE application form Full-year course This course aims to: ● ● ● ● ●

Cater for top-level sportsmen who are passionate about sport and want to push themselves to be the very best they can be.

Provide quality training sessions in specific sports.

Develop the athlete in terms of skill, attitude, teamwork, and character.

Enable the student to learn and apply the theory behind how the body works, effective training, nutrition, wellbeing, sports psychology, and sports science.

Build leadership capacity and service through assisting at community sports events.

The course is based on three lessons each week. These lessons will roughly be divided into ● Theory (anatomy and physiology, training methods, injury prevention, wellbeing, sports psychology, sports science) ● Fitness, Mindfulness, and Strength and Conditioning ● Sports Specific session For the sports specific lesson, the boys will be divided into their chosen sports and work on specific skills. Outside coaches will be bought in to help monitor their development.

ASSESSMENT INFORMATION Assessment Focus Fitness testing

A range of different tests based on aerobic and anaerobic fitness and strength

Anatomy and Physiology

Unit Test at end of the topic

Training Methods and Principles

Written assignment

Sports Psychology

Written assignment

Sports Science

Written assignment

Sports Specific

Feedback from coaches

What it leads to: Level 1 Physical Education, Increased capacity as an athlete.

Senior Physical Education classes enjoy a balance of practical sports with fitness and sport-related theory. The Sport Performance program will provide an excellent foundation for not only developing your skills and attitudes as an athlete but also to lead into the Level 1 Physical Education course.

Course costs: TBC For further information, see: Mr James Rowland or email: jro@fdmc.school.nz or Mr Nick Taylor nta@fdmc.school.nz

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TECHNOLOGY – ENGINEERING / METAL This course aims to: ● develop and enhance students’ understanding of the design process, and how they can use that understanding to solve problems ● enable students to select the appropriate materials, fixtures, fittings and finishes to create quality outcomes that are fit for purpose ● develop practical skills with hand tools and other workshop machinery ● enable students to design and make outcomes to solve specific problems and meet identified specifications The course is divided into Two topics of work.

1.

2.

The Design Process Identifying an issue, developing a brief, research, conceptual design, planning, testing, and evaluation Outcome Production Selecting materials, measuring, marking-out, construction, finishing

ASSESSMENT INFORMATION Assessment Focus Developing a design brief

At least 2 projects (folder work)

Developing a conceptual design

At least 2 projects (folder work)

Production of an outcome to meet a specified brief and specifications

At least 2 metal-based projects completed in the workshop with an option for a multi-material approach

What it leads to: Level 1 Technology Metal.

Technology continues to be a very popular subject and at Level 1 is focused on the production of large-scale outcomes that develop design and planning skills as well as giving students exposure to a wide range of hand tools and workshop machinery. The course prepares many students for working in the real-world including an emphasis on Health and Safety and a problem-solving approach.

Course costs: TBC For further information, see: Mr Steve Ritchie or email: sri@fdmc.school.nz

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TECHNOLOGY - WOOD This course aims to: ● develop and enhance students’ understanding of the design process, and how they can use that understanding to solve problems ● enable students to select the appropriate materials, fixtures, fittings, and finishes to create quality outcomes that are fit for purpose ● develop practical skills with hand tools and other workshop machinery. ● enable students to design and make outcomes to solve specific problems and meet identified specifications.

The course is divided into two topics of work.

1.

2.

The Design Process Identifying an issue, developing a brief, conducting research, conceptual design, planning, testing, and evaluation Outcome Production Selecting materials, measuring, marking-out, construction, finishing

ASSESSMENT INFORMATION Assessment Focus Developing a design brief

At least 2 projects (folder work)

Developing a conceptual design

At least 2 projects (folder work)

Production of an outcome to meet a specified brief and specifications

At least 3 wood-based projects completed in the workshop with an option for a multi-material approach

What it leads to: Level 1 Technology Wood.

Technology continues to be a very popular subject and at Level 1 is focused on the production of large scale outcomes that develop, design and planning skills as well as giving students exposure to a wide range of hand tools and workshop machinery. The course prepares many students for working in the real-world including an emphasis on Health and Safety and a problem-solving approach.

Course costs: TBC For further information, see: Mr Andy Evans or email: aev@fdmc.school.nz

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TE REO MĀORI This course aims to: ● Enable students to communicate in Te Reo Māori using appropriate listening, speaking, reading and writing skills. ● Develop the students’ awareness and appreciation for Te Reo me ona Tikanga (language and culture) by building their understanding of Traditional waiata (song) and karakia particular to Taranaki.

Knowledge of Te Reo and Tikanga Māori are essential skills in many careers.

The course is divided into Five topics of work. ● ● ● ● ●

My school My family My home Marae Karakia

ASSESSMENT INFORMATION Regular topic based assessment takes place throughout the Module. Students are also assessed in formal and informal speaking situations.

Assessment Focus Ability to recite and show understanding of karakia waiata and pepeha

Three (3) Oral assessments

My family , my home , My Tribe

Two (2) Written tests One (1) Listening comprehension

What it leads to: Level 1 Te Reo Māori. .

Course costs: TBC

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