PROSPECTUS - LYNFIELD COLLEGE

FOUNDED 1958

Lynfield College

Prospectus

Principal’s
Comment

Since 1958, Lynfield College
has served the central west
Auckland area, developing
a reputation as a centre for
academic excellence in a safe,
caring and positive environment.

With more than 1900 students, we offer a broad
curriculum which meets the needs of our diverse
learners. We are committed to equipping our students
with the skills and resources relevant for success.

As a learning community, we also value education
outside the classroom and believe it is important for our
students to be actively involved in sports, arts, cultural
and leadership opportunities.

We have the confidence and respect of our community.
Our academic results are consistently high. Lynfield
College has been regularly endorsed by the Education
Review Office as a high-performing school.

Thank you for your interest in the school. We look
forward to meeting you.

C. M. Knell BSc (Hons), MEdMgt, Dip Tchg
Principal

Mission Statement: Leadership Team

Lynfield College will Principal: Ms C Knell BSc (Hons), MEdMgt (Hons), Dip Tchg
inspire students to achieve
educational excellence Associate Principal: Ms L Ridling MA (Hons), MEdMgt,
through a rich learning
and social environment. Dip.Couns, Dip Tchg

Deputy Principal: Mrs G Clark BA, Dip NZAHPER, Dip Tchg (Dist.)

Deputy Principal: Mr S Mouldey BA, MEd, Dip Tchg

Deputy Principal: Mr R Winn BPHEd, MEdL, Dip Tchg

Learning
and Achievement

Learning Environment Participation in the challenge of rigorous national
and international competitions is offered. Lynfield
Lynfield College employs a blended e learning College is proud of the successes of its students in
approach to promote effective teaching and events across a range of curriculum areas.
learning. Students use their own devices in
class to enhance their learning experience Our commitment to excellence is demonstrated
through the Academic Council. Led by two
The junior levels at secondary school are Academic Captains, this student forum is responsible
important for establishing and growing the for keeping learning and the academic life of the
skills and attitudes that lead to success in the College as a high profile for our students.
senior years. The strength and spirit of the College
are dependent on all students meeting expectations “Lynfield College is proud of
and engaging positively in the different aspects of the successes of its students
school life. ”in events across a wide range
of curriculum areas.
We offer an Advanced Learner Programme to
the more able students and provide assistance
through Learning Support to those who require it.

Learning
and Achievement

Lynfield College focuses on The Lynfield Learner
offering opportunities for all
students to enjoy learning The New Zealand Curriculum identifies the
and experience success. development of the qualities of confidence,
connectedness, active involvement and lifelong
Commitment to learning and achievement is learning as being a national priority for our
encouraged, supported and celebrated and with the young people.
numerous learning pathways available, we have a
proud history of consistently high achievement across In developing our own Lynfield College Curriculum
all curriculum areas. It is expected that all students the values underpinning the New Zealand Curriculum
will remain at school for five years and leave qualified and consultation with our parents have led to a vision
to undertake tertiary studies or enter employment. for the Lynfield Learner being set.
Progress is monitored closely, with data used extensively
to inform and support the advice and guidance available Lynfield College learners are motivated to be:
to students and their families. • confident and independent
• critical and creative thinkers
• positive in relating to others
• literate and numerate

Junior School Programme

Students study a core compulsory programme
of English, Mathematics, Science, Social Studies,
and PE/Health. In Year 9 students also take
Technology, Arts, IT, Business, and Language
courses. There is opportunity to begin some
specialisation in Year 10, when students must
choose two option subjects in addition to
their core programme. (The full list of optional
subjects is listed in our Course Flow Chart).

This broad-based curriculum approach
means students are able to make informed
choices when moving into senior school
where specialisation is more appropriate for
qualification and career aspiration purposes.

Senior School Programme

Years 11, 12 and 13 cater for students of all
abilities and the flexibility and exceptional
choice of courses means there is an appropriate
learning pathway for everyone. Lynfield College
offers the National Certificate of Educational
Achievement (NCEA) Levels 1, 2, and 3 and the
most able students are encouraged to enter
Scholarship exams.

At Year 11 most students take six Level 1
courses. The compulsory courses are English,
Science, Mathematics, and Health/PE with
a wide range of optional courses offered.
Advanced Learners are encouraged to take
seven courses, and may further develop
a multi-level academic programme.

Year 12 students must continue with an
English course while the rest of their academic
programme is chosen with reference to further
education and training intentions. Career and
academic guidance assist students as they
select the most relevant combination of courses.
Work experience opportunities are available for
students considering a move into employment.
Students may also work towards other National
Qualifications as well as gaining work experience
through the Gateway programme.

By Year 13 all five courses are optional. Students
are again closely guided in their academic
programme choices to ensure they give
themselves the best possible chance to meet
the increasingly competitive entry criteria set
by universities and other tertiary education and
training providers.

Beyond
the Classroom
There is strong participation
D eveloping interests, skills and passions in in individual and team sports by
activities outside the classroom is a significant
aim of Lynfield College and encourages the “ ”boys and girls at Lynfield College.
balanced lifestyle which is the essence of our moto
‘Learn to Live’.

Sport

A wide range of stimulating, rewarding and challenging
sporting experiences are offered to all students, whether
top athletes or beginners. Commitment to their chosen
sport is required before a student can wear a Lynfield
College sports uniform.

Students have the opportunity to participate in over
25 different summer and winter sports through weekly
interschool competitions.

New Zealand Secondary Schools Tournament week
and our annual sports exchange with Mt Maunganui
are highlights for top teams.

There are six Houses to which students belong and the
spirited House competitions generate a healthy rivalry
and pride in many extra-curricular College activities.

Individual, team and group achievement is honoured
and celebrated at the annual Festival Awards Evening.

Performing Arts

Throughout the year, students participate
in a wide range of arts such as music, drama,
debating, theatre sports, film and video, and
public speaking. Music ensembles provide an
opportunity for all levels of music experience
and Lynfield College is proud of the recognition
our musicians receive. Our premier groups are
the Jazz combos, Big Band and Chamber Groups
and students of all levels enjoy the Concert
and Rock Bands as well as the College Choir.
Annual large-scale musical productions build
and showcase skills across the full range of
performing arts and theatre production.

Cultural Activities

The cultural life at Lynfield College is thriving
with involvement in arenas such as Polyfest on
an annual basis. Arts Week and Cultural Week
are key events on the College calendar and
provide opportunity for interaction with our
local schools and community. Cultural Week
culminates in a Cultural Food and Entertainment
Festival which celebrates the cultural diversity
of the College students.

Special Interest Groups

Students are able to pursue common interests
through participating in a variety of groups
such as Philosophy, Writing, Culinary, Human
Environmental Rights and Safe Schools.
Other groups include our Science Club and
Internationally award winning Robotics teams.

Leadership

Developing leadership potential and skills
begins at junior levels where mentoring and
training assist students in their junior roles
on Student Council and in preparation for
the numerous senior leadership positions.
Leadership training continues in the senior
school and the annual Leadership Camp is an
intense beginning to the year for those students
chosen to lead their peers. As well as Student
Executive, Arts and Culture, Academic, Sports
and House Captain roles, many students are
involved in peer support teams.

Student
Services

Providing a Safe junior school, the form teacher may also teach their
Learning Environment form class for one of their subjects. Where possible, form
teachers remain with their form classes throughout the
Members of the Lynfield College community work years. Continuity in pastoral care is recognised as being
with each other to create a safe and pleasant learning beneficial for both students and staff.
environment. On enrolment students and their parents/
caregivers are required to sign their acceptance of Pounamu is a vertical form group to which Maori
Lynfield College codes of conduct. Physical and students may belong while Pacific Island students
emotional safety for self and others is the primary aim may join their vertical form group.
of these codes.
Counselling Services
Pastoral Care
Trained, experienced counsellors offer individual
The College is divided into year level groups, each led by and group counselling, career counselling, liaison with
a Dean. The Deans remain with their year level as they tertiary institutions, vocational taster courses, Gateway
progress through the school and are responsible for placements, work experience and learning support.
student enrolment, placement, progress and welfare. The counsellors have direct access to a range
of community.
At each year level students are allocated to form classes
and meet regularly with their form teacher. In the

“Members of the

Lynfield College community
work with each other to

”create a safe and pleasant

learning environment.

Behaviour Expectations
and Responsibilities

At Lynfield College all students
are expected to:
• Be treated fairly, with respect and dignity
• Feel safe, valued and connected

to the school
• Have people work with them

in a co-operative way
• Be spoken to without being put down
• Have others respect their property
• Have their differences valued
• Have others comment positively

about their abilities
• Be free from being harassed

– verbally or physically

At Lynfield College all students have
the responsibility to:
• Treat others fairly and with

respect and dignity
• Be co-operative and helpful
• Never use physical or verbal abuse
• Refuse to allow aggressive, racist

or sexist behaviour to go unchallenged
• Be inclusive of others regardless

of gender, race, appearance, physical
or intellectual ability
• Value the difference in others
• Be positive about the abilities of others

International
Education

International Students Homestay

The international student programme started during The College operates its own homestay programme.
the 1980s, and its success has been due to the quality Local families have a chance to open their homes to
academic courses, excellent support systems and the provide the students with a safe, caring environment
availability of a wide range of opportunities in and out and give them opportunities to improve their
of school. International students from all over the world English and experience NZ culture and hospitality. In
choose to study at Lynfield, the majority for the long compliance with the Code of Practice all families must
term, aiming to complete their high school education. be police vetted and every placement is monitored.

The academic NCEA programmes and qualifications Exchanges
provide students with a pathway to tertiary study both
in NZ and overseas. The wide choice and flexibility of Relationships with overseas schools and organisations
subjects offered enable students to select programmes have enabled Lynfield students the opportunity to
suiting their ability, interest and future plans. travel overseas to enhance their language learning,
experience a new culture and make global connections.
Extensive choices in sporting,
The College’s relationship with Shinagawa City, Japan
“cultural and community activities provides Japanese language students with the chance
”offer a variety of experiences. to participate in the Friendship delegation which travels
to Shinagawa every two years. Similarly relationships
with schools in Germany and China provide reciprocal
exchange opportunities.

International Students

I made many friends and everybody INTERNATIONAL DEPARTMENT
remembered my name. Ayaka, Year 10 –
Japan. DIRECTOR OF INTERNATIONAL
EDUCATION
I had a wonderful homestay. All the Gill Austin, BSocSci, DipTchg, DipTESSOL
members of the family were always INTERNATIONAL RECEPTION
friendly, helpful and encouraging and Sophie Davis
they made me feel a real member of the HOMESTAY CO-ORDINATOR
family. Giacomo, Year 13 – Italy Sandra Foley, DipEd.ECE

I came to Lynfield because I liked the HOMESTAY ASSISTANTS
uniform. Maths was fun and I understood Elke Key and Grace Chew
it much better than in Germany.
Charlotte, Year 10 – Germany.

I wanted to improve my English and
discover another culture. Yes, I think
I did. Everyone was kind to me and
there was no stress. I especially liked
hospitality barista. Charles Year 13 –
France

The environment is clean and the air is
fresh. There is less pressure to study
but my English is improving all the time.
Jessica, Year 11 – China.

My classmates are nice. They are
interested in other cultures and when
I first arrived they enthusiastically
introduced themselves. They are really
helpful especially when I am confused.
Evy, Year 12 – Hong Kong.

FACULTY: SCIENCE

Science
2017 started with several changes for of staff when Ms Knell was appointed as
our new Principal, and so sadly had to
the Science Faculty. step down from teaching the Y9 iLearn
Mrs TeBay was the recipient of an class. However, we were delighted to
welcome back Mr Black in a temporary
award from the Royal Society of New position to take the class and give these
Zealand to study how we can better students the support they deserve.
teach the Nature of Science in our
classes, and so was on leave for the first We were delighted our students
two terms. Then, when she returned in continued to show incredible successes
the second half of the year, Mrs Grant at Scholarship exams, with nine Biology,
took two terms of leave to travel with three Chemistry, two Earth and Space,
her family. To cover for these teachers and one Physics Scholarship awards.
absence, we welcomed Mrs Weinberg In addition, two of the Biology and
to the Faculty to teach Chemistry and one of the Chemistry awards were at
Science. Outstanding level. This is a testament
to the hard work of the students
Additionally, at the end of 2016, we throughout their time at Lynfield
farewelled Mrs Aiyaaz. However, we College, as well as the time put in by
were fortunate to re-employ a former their teachers in class and Scholarship
member of staff, Mr Raos, to fill the gap workshops outside of class hours.
she left behind.

Finally, we lost a long term member

FACULTY: SCIENCE

FACULTY LEADER TEACHING STAFF

Robin Eyre, BSc (Hons), PGCE, MEdLM Michelle Bierre, BSc, P.Grad Dip in Science, DipTchg
Murray Black, MSc (Hons)
BIOLOGY HOD Stuart Braithwaite, BSc, DipTchg
Carole Cryer, B.Ed
Sarah Parker, BSc (Hons), PGCE, MedLed Jane Grant, B.ScEd
Cath Knell, BSc(Hons), MEdMgt(Hons), DipTchg
PHYSICS HOD Laulesh Kumar, MSc
Cheryl Pook, BSc, DipTchg
Ashwin Reddy, BSc, DipTchg, PG DipPhy Christina Reddaway, B.A, BSc, DipTchg
Hannah Reed, BSc (Hons), PGCE
CHEMISTRY HOD Alaric Southern, BSc, DipTchg
Carol TeBay, BScEd
Urmila Mehtaa, BSc (Hons), DipTchg Nicoleta Vasile, BPhysics, DipTchg, PG Dip. Bus. Admin
Cristina Weinberg, PhD, DipTchg

FACULTY: SCIENCE

Biology

The Level 1 Biological Sciences course by facts about the brain and had the In addition to this all students visited
enables students to explore the biological opportunity to explore the Auckland Auckland Zoo. The students attended
world. This year 11SCB students visited University Medical Campus and even won a lecture given by the Zoo Education
Karamatura in the Waitakere ranges, a special spot prize Jelly Brain! Service and had the opportunity to
Margaret Griffen Park Stream a tributary observe animal behaviour.
to the Whau River and Auckland Zoo. Level 2 Biology have explored a range of
These visits contributed to their Biology both in and out of the classroom. Science Club has continued this
knowledge for both internal and external The year started with a trip to the Arataki year, facilitated by Ms Parker and Miss
standards. They learned that Biology is Nature Reserve in the Waitakere ranges Reed. In this club students explore
all around us in many shapes and sizes even though the weather was not in our science beyond the curriculum as well as
but that the fundamental life processes favour. Here they used data loggers to learning essential scientific skills. There
which keep us all going are the same. collect abiotic samples and identify plant are already some keen Year 11 students
species and their adaptations. prepped to take over the leadership
Three students attended the BrainBee duties to make Science Club bigger and
competition where they were challenged Level 3 Biology students have better in 2018.
completed an intensive year of study.

FACULTY: SCIENCE

NZ's Next Top
Engineering Scientist

Now in its ninth year, this annual
competition is a problem solving event
for teams of three to four secondary
students, organised by the Department
of Engineering Science at University
of Auckland.

The 2017 competition was held on
Saturday, 5th of August. The question
was posted online at 9am and students
had to compile a comprehensive report
and email it to the organisers by the 6pm
deadline. 2017 question: How many rocket
launches from Mahia Peninsula would it
take to establish a lunar colony?

This year, we had seven teams in total,
consisting of Year 11, 12 and 13 students.
The judges (comprised of PhD students
and lecturers) at the university are now
going through hundreds of reports and
the results of the competition will be
released early next term.

Chemistry

I must thank everyone in the This year Mrs Grant went on a sabbatical Thanks to Mr Southern who spent
for Terms 3 and 4. To fill her position we a lot of time organising the trip.
Chemistry department for another welcomed Mrs Weinberg. Students found hands on experience
doing experiments exciting and very
successful year. Teachers who To the students, we hope your interactive.
examination results and experiences
constantly show their enthusiasm this year exceeded your expectations. They enjoyed being a detective
Good luck to those who are leaving us for for a day solving problems using
for the subject, thank you for your their chosen career path, and to those spectrometers and using the data
returning, we look forward to 2018. generated. They worked in groups to
support and continued diligence in solve problems which made it very
CHEMISTRY TRIP competitive and enjoyable. Students
raising student achievement. thought it was an excellent introduction
End of 2016 the Chemistry This year for the first time we were to University Chemistry.
able to organise a spectroscopy trip for
department said farewell to Mrs Aiyaaz. Year 13 students to Massey University.
At the start of this year we welcomed
back Mr Raos a former member of staff,
to fill the gap she left behind.

Ms Pook took over the role of
Laboratory Manager from Mrs Aiyaaz.

FACULTY: SCIENCE

Physics

Physics their rainbows end workbook, which NZ YOUNG
was specifically designed around the PHYSICISTS’
This year, 100 Year 13 Physics majority of the rides. TOURNAMENT
students and four accompanying
teachers went to the theme park. The information and experiences This is the fifth year that we have
This trip aligns with the teaching gathered from the various rides entered students in the regional
of the six credits Mechanics enhances the teaching of the rounds of the New Zealand Young
standard. Mechanics standard. The weather Physicists’ tournament that took place
was reasonably favourable and both at Westlake Girls’ High School. The
The students were divided into the students and teachers had a tournament started at 8.45 am and
four groups and majority of the great time. finished at pm.
first half of the day involved taking
measurements, recording data in We had one Year 12 team and
one Year 13 team competing against
mostly Year 13 teams from 20
Auckland schools (Each school could
enter a maximum of two teams). Our
Year 13 and Year 12 teams finished 8th
and 14th overall respectively. Both the
teams must be praised for the long
hours they spent in preparation for
the competition.

Mr Reddy was the supervising
teacher and was joined by Ms Vasile
as a judge.

Start of day: Looking confident…

(L-R) Shreya Singaraju(Year 12
captain), Chantelle Singh, Emily
Liston, Kitty Sun(Year 13 captain),
Angela Competente, Harry Ashley

ScSienocceisalFACULTY:SOCIALSCIENCES
CLASSICAL STUDIES, GEOGRAPHY, HISTORY,
TOURISM, ACCOUNTING, BUSINESS STUDIES
AND ECONOMICS

THE IMPORTANCE OF transferable skills that an arts degree greater flexibility to explore current or
THE SOCIAL SCIENCES hones, such as shaping a logical topical issues. In 2017 an opportunity
argument, seeking solutions for pressing presented itself in the form of the Fast
Just opening a newspaper serves as a challenges, and writing, thinking and Fashion Industry. A documentary on this
reminder of the problems which are communicating clearly. issue was shown at the Docs 4 Schools
plaguing our society. From climate • Innovation is an important driver of Festival, so the teacher and students
change to poverty to disease, the a dynamic economy, and the ability to went to the film. Back in the classroom,
challenges of our age are human in innovate requires imagination, creativity, students investigated the human rights
nature and scale. Society is looking for curiosity, and originality - all developed and environmental issues associated with
STEM (science, technology, engineering, in a Social Sciences/Humanities degree. Fast Fashion. They were given the option
and mathematics) graduates to address of whether they chose this topic for their
the global challenges that affect the ADVANCED LEARNER CLASSES AS1.4 ‘Taking Action’ standard.
medical, environmental and economic
well-being of billions of people. To It was decided in 2017 to pare back ROAD TRIPS
succeed within these difficult tasks, the amount of NCEA assessment
graduates need to be schooled in the offered to the two Year 10 Advanced Once again the Social Scientists have
intellectual and moral virtues. Learner Classes. Students followed been making tracks around the country.
the same programme of learning as The Geographers have covered the
Students of the Social Sciences gain the mainstream Social Studies classes, most ground from Muriwai to Ruapehu
an in-depth understanding of human except they sat two internal assessments whereas our other departments have
complexities: the political, cultural, related to Human Rights. The philosophy travelled the length and breadth of
and economic realities that shape our behind this approach was that the Year Auckland. Because the Social Sciences
existence. They develop the critical and 10 SST programme provided more than subjects are a study of the real world,
creative thinking skills necessary to solve enough scope for students to broaden the learning and information we have
those problems that beset our world and deepen their learning. Extension gained from working off-site has proved
today. Research in the humanities and of these students is the goal, not invaluable both for assessments and also
social sciences is driven by philosophies necessarily gaining credits. Additionally, in changing the way our students see
of social justice and public benefit, with less assessment the teacher has the world.
which don’t always sit comfortably with
commercialisation.

EMPLOYMENT FACULTY: SOCIAL SCIENCES
OPPORTUNITIES
FACULTY LEADER / CLASSICS HOD TEACHING STAFF
Recently, the Washington Post reported
how Silicon Valley parents often expect Therese Marshall, BA, DipTchg Lynley Airey, BA, DipTchg
their children to study "stem" subjects, Aidan Daly, BSc (Hons), Dip Tchg
believing these will get them a higher- BUSINESS HOD (ECONOMICS Hannah Arthur, BSc, Dip Tchg
paying job and good career prospects. AND ACCOUNTING) Aidan Halligan, BA, DipTchg
Steve Mouldey, BA, MEd, Dip Tchg
But a study of 652 Chief Executives Ravindra Reddy, BA, DipTchg, DipBusSt Pauline Phelan, BSocSci, BA(Hons),DipTchg(Higher)
and Heads of Product Engineering in Raneeta Prasad, BA, DipTchg
502 technology companies found only ACCOUNTING HOD Aradhna Ram, Dip Bus, DipTchg
37 percent held degrees in engineering Anne Roach, BA, PGCE
or computer technology. The rest held Sheryl Whalen, BBS, DipTchg Neil Waddington, BCom, DipEd
degrees in a range of fields, including the Lucy Wiggins, BSc, PGCE
humanities and social sciences. GEOGRAPHY HOD
• Research from Oxford University
showed employers valued highly the Bevan Welsh, BSc, PGDipV&O,DipTchg

SOCIAL STUDIES HOD

Kay Mackey, BA, H.DipTchg

HISTORY HOD

Bronwen Wilson, BA, DipTchg

FACULTY: SOCIAL SCIENCES

History

“To know nothing of what happened before you
were born, is to forever remain a child” - CICERO

2017 has been another good year for the Top 3. The team of Nicole D’Souza, found interesting and thought
the History department. Our students Shreya Singaraju and Jacob Barry gained provoking. Research assignments were
had the opportunity to be involved second place and the team of Harry presented in a variety of creative ways
in activities both in and outside the Ashley, Jack Kearns and Shamir Sharif including seminars, websites, movies,
classroom. Field trips included the came third. Kevin Chen, Jason Xu and podcasts, magazine layouts and the
Auckland Museum, the research Rishab Baptista also took part in the quiz. more traditional essays and diary
centre at the Auckland Central library, The students thoroughly enjoyed this entries.
and an informative guided visit to experience and have all volunteered to go
the Sky Tower to look at sites around again next year. The History department staff have
the city that controversial events had put a lot of work into updating the
occurred at. In 2017, History students have studied programme of work for 2017 and the
a wide range of topics and debated many students have thoroughly enjoyed
One of the highlights of the year was issues. Students had a wide range of their learning. We have some new
the annual Year 11 and 12 History Quiz. choices on which topics they researched. e-learning based developments in the
Lynfield College was the most successful Many of the students came up with their pipeline for 2018, which we hope the
school on the night with two teams in own ideas for topics which their teachers students will appreciate.

FACULTY: SOCIAL SCIENCES

Media
Studies

Year 12 and 13 Media Studies saw another
great year of keen students, many of whom
were new to the concepts of Media and film
production.

This was the first year Level 2 Media students
created Instructional videos as a film project.
They proved popular and students were quite
familiar with their conventions. Students took
on these How To videos and branched out to
produce videos which including categories such
as sport, cooking, baking, makeup, music, self-
improvement and of course, parody. Also new
this year was the Standard 2.7 which involved
researching an ethical issue in the Media where
students produced podcasts around their chosen
issue.

Naturally, the highlights for the Year 13s were
the Film Projects, which always challenge students
to work collaboratively, technically and creatively.
This year’s Level 3 Media students delivered a range
of music videos and short films across genres which
included Horror, Comedy, Coming of Age and Drama.

YEAR 13 PROJECTS

THESE FILMS MAY BE VIEWED ON
THE YEARBOOK WEBSITE.

Buffalo.............................................Andrew Isdale,
Sam Le Marquand
and Sid Kumar

Clementine.................................. Elvis/Sophia/Deepali
Gotcha .......................................... Riya T/ Hanah/ Mikayla
Find Me......................................... Conor & Jayan
The Devil Called Prada............. Mia/Riya/Kinari
It’s A Date..................................... Daniel, Brecon, Isaac
Skinny Love................................. Karan & Jia
Runaway ...................................... Maddy & Caitlin
I’ll Be There For You................. Paul/Bisma & Tupou
It G Ma.......................................... Ahi & Isobel
The Basement............................. Shehroze, Calem

and Demetrios

We ended the year with a screening of all of the Year 13 films produced
this year in a Halloween themed end of year party in B-3.

FACULTY: SOCIAL SCIENCES

Classical Studies

THE STUDY OF ANCIENT GREEK
AND ROMAN CIVILISATIONS

"It is the mark of an BENEFITS OF A CLASSICAL Many of these values are central
educated mind to be able E­ DUCATION to our modern society today. Values
to entertain a thought such as Beauty, Good over evil, Order
without accepting it." ‘To read the Latin and Greek authors... and Justice, philosophy of Achieving,
Aristotle philosophy of Enjoyment, and Humanism
is a sublime luxury... I thank on my – the belief that every human holds
the potential for greatness and
knees him who directed my early is responsible for their actions.
Mythological tales about Odysseus
education for having in my possession and Herakles are stories of humanism,
this rich source of delight." Thomas therefore images of them convey
Jefferson, President of the USA, 1800 those values.

WHY STUDY CLASSICS? ATHENS TO FLORENCE TO
AOTEAROA
Classical Studies opens up a new world
that is of immense interest and fasci- If imitation is the best form of flattery
nation. Democracy, Trial by Jury, the then Greek artworks are the most
Hippocratic Oath, the Olympics, Theatre, admired and copied works of art in
Art and Architecture – some of the Western civilisation. Year 12 Classics’
fundamentals of our society today – were students enjoy a trip to central Auckland
the creation of the ancient Greeks and where they witness the wealth of
Romans. They produced works of art and classical influence in our buildings –
the intellect that today we see as of the none better than our very own Auckland
highest intrinsic quality. War Memorial Museum. This icon of
Auckland is modelled on none other
WHAT DO STUDENTS than the famous Parthenon in Athens.
OF CLASSICS LEARN?
WHY HERAKLES?
MYTHOLOGY – The study of mythology
is about understanding humanity. On Year 13 students explore the depiction
receiving the Nobel Prize for Litera- of Herakles through time and why this
ture, Bob Dylan said in his acceptance mythological figure held relevance for
speech: “literature is not just writing – it the Renaissance and still holds relevance
is a way of examining the conditions of in our culture today. The NZ artist
the human soul, and of trying to inform Marian Maguire uses Herakles in her
and guide one’s own…. Three books art to challenge our thinking around NZ
have informed my music all my life: colonisation. In her words: “The qualities
“Moby-Dick,” “All Quiet on the Western Herakles displays - strength, patience,
invention, fortitude - would have
Front,” and Homer’s “Odyssey” advantaged any pioneer tasked
with transforming this country.
SIGNIFICANT HISTORICAL
FIGURES AND EVENTS • CLASSICS QUIZ
ATHENIAN ART AND
ARCHITECTURE – The annual Auckland Association Clas-
Art is the pictorial sics Quiz was held once again at St Cuth-
representation of bert’s College. This year a record number
values central to of students attended from as far afield as
that society. Year Whangarei in the north to Tauranga in
12 and 13 Classics the south. A total of 74 teams or over 200
students study a students competed. For the first year an
range of Greek all-girls team took first prize – sadly it
artworks – from was not us! But the students that took
sculpture to greek part thoroughly enjoyed the experience.
vase paintings to
architecture - to
learn what ideas and
values are conveyed.

FACULTY: SOCIAL SCIENCES

Tip Top Factory

Business

Hi. My name’s Peter – Peter the Rainbows End Rainbows End

Mallard. I live with my wife and Scholarship Accounting Winners
Possibly the highlight of the year for
ducklings around L Block. We find Our Accounting team of five girls
gained a Second place in the NZCETA the ducklings was Year 10 Market Day
that our needs are supplied by Accounting Competition. The evening – so many stalls, so many students and
offered students the opportunity to get while they weren’t allowed to sell food,
generous students with their delicious involved in brainstorming, to meet other it seemed like half the school came to
student teams from other schools and shop and share their lunch with us.
leftovers and enjoy learning about to test their Accounting knowledge. A quacking good day and a ducking
Congratulations to Angela Zhang, Jessica good year!
the Accounting, Business Studies, and Zhang, Zaynah Khan, Jun Zhueng and
Helen Xia.
Economics we hear coming from the

classrooms.
Every now and then, students will

leave L Block, all excited about going to
places like Rainbow’s End, Tip Top and
Domino’s Pizza. We hear them talk for
days about the things they’ve learned
there. Happily, no Crispy Duck on the
menu at Domino’s (yet!)

We welcomed Sheryl Whalen back
after an extended absence and heard the
teachers and students thank Ms Carlisle,
who did a great job of covering for her
while she was away.

The teachers are proud of student
successes; Muskan Verma and Rishab
Goswami received PwC scholarships,
Deenisha Khatri was awarded an Out-
standing Scholarship in Accounting and
Manisha Narayanan topped the country
in Scholarship Economics. We heard
that Manisha was awarded Ducks at 2016
prizegiving, but were relieved to hear that
was a misprint and she was actually Dux.

FACULTY: SOCIAL SCIENCES

Tourism

The New Zealand Tourism Industry Industry experts to visit and take us
through a one-day interactive course.
continues to grow. Overseas visitor Overall, from this experience, students
gained a deeper understanding of the
numbers have doubled every decade importance of exceptional customer
service.
since 1970.
The main benefits of tourism are In Level 3 we built on our
researching and self-management
income creation and generation of jobs skills with two thirds of our assessment
and currently 94,000 jobs are directly being online. We focused on the
related to tourism- overall 4% of the South West Pacific, New Zealand and
workforce. With saying this, New Australian destinations, so students
Zealand has a skills shortlist in skydive could learn how to promote different
instructors and snow sport instructors. regions and countries to both domestic
and international visitors.
With this in mind, Lynfield College
has had another successful year in 2017, For 2017 student voice was sought
with two classes studying Tourism. to create an engaging and inclusive
These classes have appealed to both day trip. Great enthusiasm was shown
male and female students and several towards the Auckland attraction of
different nationalities. This has led to Spookers. Here we got to understand
the sharing of numerous interesting New Zealand’s only haunted theme
personal experiences during lessons. park attraction and gained helpful
information and advice on the current
In Level 2 this year we studied a new Tourism Industry from the owners.
adapted course that includes three
online business assessments to cater
for the growing use of technology.
We had the opportunity for Tourism

FACULTY: ARTS

Music Other positive and engaging additions
‘Music can change the world because to the course include the creation of a
it can change people’ – Bono Music Video and composing Film Music
for a short movie. Year 9 students also
Now settled into the stylishly practice rooms are also brimming with enjoy a course that includes developing
activity throughout class and lunchtime. skills on an instrument and music
refurbished Music Department, classes technology through the use of notation
The Year 9 and Year 10 Music Courses and sequencing software.
and extra-curricular groups continue have been modernised this year with a
new focus on Project Based learning and The Senior music courses have been
to evolve and succeed. the inclusion of more Music Technology. busy and vibrant with some creative and
The new facilities have provided This is to reflect our ever changing co- skilful work produced by all year levels.
hort and the developing Music Industry. All students continue to refine their
wonderful opportunities and learning The Year 10 Course has introduced a instrument and performance skills as
environments for all students. A New Zealand Music Unit which includes well as develop other music related skills
Rehearsal Studio has meant that research into the New Zealand music such as Composition. Students have also
all practices have run continuously industry, live sound set-up and analysis been excited about the addition of a new
throughout the year without disruption. of a NZ Pop song. Achievement Standard in songwriting.
Students have enjoyed the two bright
and modern classroom spaces plus a
well-equipped Computer Suite. The

LOOKING AHEAD FACULTY: ARTS

The Level 1 and 2 courses have been FACULTY LEADER & DANCE/DRAMA HOD ITINERANT STAFF
modernised and renamed Music
Projects and Music Studies for 2018. Susan Allpress, BA, DipTchg, DipDrama Ms L Wright Flute
The focus of the Music Projects course Dr D Nicholls Clarinet/Saxophone
is project based learning with a focus VISUAL ARTS HOD Mr C Isdale Saxophone
on technology and performance. Music Trumpet/Trombone
Studies also includes a performance Glynn Hambridge, MA, PGCE Mr P Norman Violin/Viola
focus but with the addition of theory Ms M Edgar Cello
related study and external exams. MUSIC HOD Ms K Tomacruz Guitar (Jazz/Rock)
Mr M Howell Guitar (Finger style)
We wish all our Year 13 music students Lisa Norman, B Mus, DipTchg, Cert SMM Mr J Roznawski Bass
all the best in their endeavours for 2018. Mr D Hodkinson Drums
We look forward to hearing of your TEACHING STAFF Mr T Broome Piano (Jazz)
experiences in the future. Ms Y Um Piano (Classical)
Belinda Mittermeier, BA, BMus, Dip Tchg Mr S Sue Oboe/Singing
Virginia Stead, MDesign, DipTchg Mrs M Mittermeier
Sarah Streat, BA, DipTchg
Sigmund Sue, BMus, DipTchg
Wilma van Heeswijk, BA, DipTchg
Celia Nicholson, BA, DipTchg

Visual ArtsFACULTY:ARTS
“That’s the great thing about Art. Anyone LOOKING AHEAD TO 2018
can do it if you just believe. With practice,
you can make great paintings”. DAMIEN HIRST We wish our Year 13 students all the
very best with their external folio
We are lucky as a department where Whitecliffe, UNITEC, Media Design results. We would also like to wish those
School and Yoobee. These presentations students who have applied to do Tertiary
each year our senior students will were well attended by Year 11, 12 and 13 study next year all the best with their
students. These sessions were timely as applications. We will look forward to
present to us such a diverse range of many of our Year 13 students were in the hearing about your experiences and
process of preparing folios for university hopefully some of you will return and
ideas for their year long project. entrance. share them with our students. As for
Each student will develop their own those students returning to the Art
CONGRATULATIONS Department next year, have a fantastic
ideas and ways of expressing themselves, break and come back refreshed for
which makes our job as art educators Congratulations to the following what will be another challenging and
both exciting and challenging. Unlike students on their awards. productive year.
any other subject area, each senior art • Damon Greenhalgh for the
student will work on their own individ- Bring on 2018!
ualised programme that they will follow PAT HANLY ART AWARD
throughout the year. It can be both ex- • Deepali Solanki for the
hausting and rewarding at the same time.
TSB ART AWARD
Congratulations to all those students • Damon Greenhalgh for the
who managed to complete their folios at
the end of the year. Well done! ARA LODGE SECONDARY
SCHOOL ART AWARD
SELF-PORTRAIT
COMPETITION DAMON GREENHALGH

At the beginning of Term 3, we held The Pat Hanly award is awarded
our annual Arts week and this year the to the best Year 13 Visual Arts
department ­introduced The Self Portrait student. Each school in the
competition. This competition had three Auckland region is invited to
grades, Junior, S­ enior and Staff. The winner submit work produced by their
of the Senior Portrait competition was most gifted senior student.
Stefenie Pickston 12WN. Leann Chen 10CN Damon and his stunning
won the Junior Portrait competition. Our work was selected this year to
staff winner was the amazing self-portrait represent Lynfield College and
by Judy Fang. Each winner received an art he received an award. What made
pack up to the value of $170. the night more memorable was the
venue. The Auckland Art Gallery at
UNIVERSITY VISITS night, where all the winners had
their work projected onto a large
Also during Arts week we had many screen that could be seen from
visitors from different tertiary the street outside the gallery.
institutions come in and talk with our A big congratulation goes
students. Our first visitor was Eilish out to Damon.
Out-O’Reilly an ex student who shared
her experiences of life at AUT doing Stefenie Pickston 12WN
a Visual Communication degree. She Level 2 Design
showcased the work she completed
during the first and second years of her
degree. We also had visitors from AUT,

FACULTY : ARTS

Dance ‘Dancing is like dreaming
with your feet’ –

CONSTANZE MOZART

Dance studies continue to expand Another highlight of 2017 was the this exciting new development in her life.
dance showcase evening which was Mrs Streat leaves us on a high note, as
opportunities for creativity at staged during Arts Week. Parents, this year she and student Lulu Ota were
friends and staff were invited to view nominated in the Best Choreography
Lynfield College. both original and learned dance works category for the Showdown Schools
This year there were dedicated dance from the Year 10 and Year 13 classes. competition and the dance troupe
Year 10 presented their performance were nominated in the Best Performed
courses at Year 10 and Year 13, plus the repertoire which included Hip Hop, Choreography category. You may be
Year 9 option that includes both dance Jazz and Contemporary dances that familiar with the phrase, dance like
and drama. Next year there will also be a had been choreographed by the class to nobody’s watching, well this year
dedicated dance option at Year 9. exemplify these styles. Year 13 presented somebody clearly was. Best of luck to her
their original group choreographies as and the dancers for a possible win at the
Students at all levels enjoyed well as a small group who performed upcoming awards.
exploring a range of dance styles, the solo dance Threnody from a full-
developing technique through length professional work Rotunda, Thank you to Mrs Polly Kita for giving
performance and expressing their own choreographed by Shona McCullough. up her time and coming in to share her
ideas through choreographing original Threnody explored the feminine expertise within Latin dance. It is great
works. Professional dance works were response to WW1 and developed ideas of when our wider community members
viewed and examined closely to develop grief and stoicism. To round out the mix can participate in this way and we
interpretation and appreciation skills of dance works on show, a few dances welcome others, who have specialist
needed for dance analysis in the senior from the production troupe that included dance style knowledge, to get involved.
external exam. dancers from both classes, were reprised
for the occasion. Sadly, it is time to farewell a number
A viewing highlight this year was of Year 13 students who have been
attending the annual performance of We were fortunate this year to have involved with Dance at Lynfield, either
third-year dance students at UNITEC Mrs Streat join the department as in class, in cultural dance or through the
School of Performing Arts. The showcase teacher for Year 13. She has worked with production for the past five years. To
of talent this year, plus the fusion of students over the past few years in her Lulu Ota, Elena Euese, Caidyn Kita, Sneha
contemporary with cultural dance styles, role as choreographer for the school Mehta, Neve Stanimiroff, Khushi Agrawal,
was extraordinary. Our students were production. She will be on maternity Xinyue Zhang, Nikita Parmar and Carrie
wowed by the imaginative integration leave for 2018 and we wish her well with Zhang - Go well and keep on moving to
of styles, the skill and ensemble fluidity the rhythm of your dreams.
of the dancers and the range of themes
explored. It was a truly inspiring
experience.

FACULTY : ARTS

Drama

Drama
CREATING THEATRE FROM LIFE
2017 has been another highly success- woman wanted to worship God but was contemporary content, was an accom-
stopped by her very atheist family. plishment worthy of the fine Lynfield
ful year in the Drama department. Behind Closed Doors produced a variety tradition in the performing arts. Such
of dramatic stories from mystery teamwork and talent.’ - Brian Tonks
Students at all levels have explored murders to domestic abuse scenarios.
Year 13 created pieces based on a
acting techniques, theatre conven- Year 12 applied physical theatre popular song with particular reference
conventions to storytelling that explored to political or social movements over the
tions and technologies, different styles how current societal issues may have past century. Students produced some
been dealt with by the year 2037. After effective dramas and comedies with con-
of theatre, and how to create and considerable research and exploration of texts as varied as the Vietnam war, the
relevant issues, three stories were devel- civil rights movement, the advent of mass
perform their own original dramas. oped around the theme of mental health, media and the important resurgence of
each with a different focus; depression, Te Reo Maori. Special mention should
This year, students produced some alzheimer’s disease and post-traumatic go to two plays. Renee Prasad created a
stress disorder. The stories were com- highly comedic solo piece about a woman
outstanding original theatre, and each bined into a forty-minute show which who received an ‘unwelcome gift’ upon
was performed for an invited audience her husband’s return from war. Rachel
year level explored ideas within a of friends, family and staff. The impact of Clarke and Isaac Butler, in true comic
these stories on the audience was palpa- duo style, explored how ‘video killed the
specific theme or context. ble, with expressions of both tears and radio star’. Both pieces had the audience
Year 9 students based their plays on laughter plus much discussion after the in stitches and highlighted the writing
show. Our school counsellors provided and performance skills of these talented
photographs that represented snap- the following feedback. senior students. Year 13 completed their
shots of dramatic moments in human year’s work with a successful production
relationships. One piece, involving nuns ‘I was so impressed by their work and of Thinning by Eli Kent. The context of
taking up arms was particularly amusing. blown away by their insight, sensitivity the play was very relatable to the cast
Another was a love story of surprising and skill. All three issues are very real, and audience as it examined the hopes
inventiveness. Students had fun learning raw, relevant and important. The level of and fears of a group of school leavers
about how to incorporate basic lighting the students understanding and feeling who are apple picking in their last sum-
and costume into their stories. about these issues both fascinated and mer before embarking on their futures.
captivated me.’ Deborah Kevany
Year 10 classes based their plays on We wish all our ‘leavers’ the very best
disasters in New Zealand history. Groups ‘To create a seamless dramatic expe- as they too take this next step into ‘the
covered the Erebus crash, the sinking of rience out of three totally different sce- theatre of life’. Ka kite.
the Rainbow Warrior, the 1981 Springbok narios involving challenging and relevant
tour, the burning down of the Seacliff
mental asylum and the Tangiwai rail
tragedy. They also explored costuming
for the different eras and developed
technical skills in lighting and sound.

Year 11 students created their stories
around two themes; Thank God and Be-
hind Closed Doors. One group explored
an interesting scenario in which a young

Technology
STAFF NEWS
HIGHLIGHTS
This year in the Technology Faculty we
NZCHEFS have seen many changes to our staffing.
R­ EGIONAL Andrew Tan left to go to Western Springs
CULINARY College and was replaced with Helen
COMPETITIONS Stewart who came to us from Takapuna
Grammar. She has brought a wealth of
AUCKLAND REGIONAL experience and knowledge to the Design
CULINARY COMPETITIONS and Visual Communication Department.
• Stacey Hull: Gold Medal for her We also welcome Stephanie Van Neikerk
as HOD Hospitality who has replaced
live Scone competition and had Sean Davis, who has gone to West Auck-
the highest mark and won the land Middle School. Russell Newbrook
event. was appointed to a Senior Leadership
• Shard Hubbard: Gold Medal in position for the second half of 2017 and
live O­ melette competition Sonia Wensor replaced him as assistant
• Gabby Ono: Gold Medal in live Faculty Leader Technology.
Scone competition
• Gabby Kita-Painter: 2nd Place & FACULTY: TECHNOLOGY
Gold medal in static Celebration
Cake FACULTY LEADER/ TEACHING STAFF
• Anna Ross: 2nd Place & Silver HOME EC.HOD
Medal in static Biscuit compe- Emma Birch, BSc (Hons), PGCE
tition Yvonne Townsend, BCA, DipHEc, TTC, DipTchg Barry Hook, BSc, DipTchg
• Andrew Whitford: Bronze Medal Daniel Lee, Tech. Teachers Certificate
in Barista Competition ASST. FACULTY LEADER/ Kaye Main, (Term 3)
TECHNICAL & GRAPHICS HOD/ Sheena Matheson, Dip Sport & Rec., Dip Tchg
AUCKLAND CITY COUNCIL RELIEF CO-ORDINATOR Russell Newbrook, Adv. Trade Cert, PG DipEdLd(Dist), DipTchg
“WHAT’S YOUR FLAVOUR?” Aradhna Ram, NZDip Bus, DipTchg
COMPETITION Sonia Wensor, BA, DipTchg Diane Rimmer, B Des. & Vis. Communication (Term1)
• Saahil Bali and Dylan Fernandes Gillian Rushton, BA, Dip H Sci, DipTchg
COMPUTING/INF.TECH. HOD Helen Stewart; BDes, GradDipTchg(Sec)
finalists Stephanie Van Neikerk; BS, Dip Teach
Sue Green, BA, DipTchg Anna Wills, BA, Dip Tchg
Craig Yearbury, Adv. Trade Cert, Dip.Eng, Dip Tchg

FACULTY: TECHNOLOGY

Digital
Technologies

This year has been particularly Patrick Dowling from Techtorium which YEAR 9 ROBOTICS
is a training institute specialising in IT
successful for the Year 9-11 students skills; and Chris Mayhew from Manukau Year 9 Robotics again ran four classes
Tech who showed the students that no throughout the year. Students covered
who sat the ICAS Digital Technologies matter what level of qualifications they cyber safety, spread sheets, computational
might have there is an IT job available for thinking, simple algorithms and the basics
assessment. Raymond Feng gained a them. Of course he added that the higher of programming. Using Lego NXT robots
the qualification the higher the pay rate. students completed a series of tasks. A set
High Distinction Award as well as a It seems that an IT data analyst is the challenge followed the tasks which tested
highest paid IT professional in the students learning. The challenges
Principal’s Award and Michael Howell New Zealand. continued to engage students, many of
whom were quite intently determined to
and Matthew Tribble both gained In August a group of twelve Robotics complete every challenge to the highest
students and two of our teachers, Mr of standards.
Distinction Awards. Yearbury and Mr Hook travelled to
Three Year 10 students gained Distinc- Waitangi to meet an advanced Artificially
tion awards also – Iris Huang, Callum Intelligent humanoid robot called Sophia.
Clow and Puja Laxman. Saifullah Imram This was an unique experience for all
from Year 9 also gained Distinction. The those involved and they were told that
number of Merit and Credit awards was improved Sophias could be a common
also significantly increased this year. sight in our homes within the next five
years!
The ICDL (international Computer
Driver’s Licence) was offered to students Staff in the Digital Technologies
in Year 10 and there was a 100% success Faculty are working extremely hard to
rate for this qualification. ensure that their students are provided
with the best opportunities to learn and
This year we had three speakers succeed in their courses.
come to talk to our students about their
chosen careers and the pathways they
took to achieve their positions. They had
plenty of advice to pass on to our job
seekers especially those wanting to go
into the IT industry. They were Shailan
Patel who worked in sales at MYOB;

FACULTY: TECHNOLOGY

Design and Visual
Communication

After 12 years teaching DVC at Architectural and spatial design
remains the main focus in Year 12 and
Lynfield College, Mr Tan has left us Year 13 DVC classes. The Year 12 projects
included a visitor centre, a promotional
to take up a new position at Western billboard and a multi-functional furniture
unit that responded to the needs of
Springs College. We wish him all certain societal groups in Auckland.
Year 13 students produced a single
the best in his new endeavours. large project of their choosing. Projects
include cafes, outdoor classrooms and
We welcome Miss Stewart into the public footbridges.

Faculty as the new DVC teacher. She The Technology Showcase Evening
exhibits student work and provides
brings expertise in presentation and an audience for students to plan and
present their designs to gain the related
creativity in the classroom. achievement standards. This real world
This year the Year 9 and 10 DVC event galvanised many students into
producing high quality work and mimics
classes have focused on a broad what would happen at university and
spectrum of visual communication and in an industry setting, preparing our
design skills. We have continued the use students to go further with Technology.
of Computer Aided Design as well as
focusing on freehand sketching skills.
Model-making plays a big part in industry
and in design courses at university, and
as such we have incorporated more
model-making into our units of work at
all levels. This has seen students thrive in
the making phase of the design process.

FACULTY: TECHNOLOGY

Hard Materials

The building boom and the lack of success from the classroom and develops vehicle scene in the years to come. This
a good work ethic for student future year we have worked more with electric
skilled tradespeople in NewZealand pathways. circuits and electronic control than in
the past. We realise teaching the basic
has had an impact on student career Again several students are leaving to principles of automotive electronics and
take up apprenticeships while others will mechatronics will set our students up
options. I have never seen so many undertake training at the various trade well for the future. Unitec (our provid-
academies. er) continues to support the school and
students wanting to enter into trade provide a pathway into tertiary study.
Our junior classes are popular Students are taking this option more
type careers. The ability to earn with students; having large numbers and gaining in-depth knowledge of the
in classrooms with machinery has industry practice.
a higher than average wage has proved challenging at times! The need
to demonstrate practical activities and THE FINAL WORD
definitely attracted students to our provide one on one instruction has had
Mr Lee stretched. Machining always This year has been one of the
courses. intrigues students; watching metal and best in terms of students gaining
The Year 11, 12 and 13 Materials wood disappear on lathes and milling apprenticeships. Students entering
machines introduces students to control into construction and fabrication have
and Electronic programme has been and tolerances. Again these are the benefited from a vibrant and financially
developed in recent times to better foundation skills that put students in strong industry. While other schools are
reflect trends around mechatronics good stead for the future. closing down their material programmes
and smart concepts. In doing so we feel due to a lack of trained teachers, our
students will gain a good base knowledge Automotive and motor vehicles are workshops and classrooms still remain
of ideas and be able to take this forward currently going through a quiet revolu- as busy as ever.
into either university or industry. tion. Electric and hybrid vehicles are now
becoming popular and will dominate the
As in previous years Carpentry at
Lynfield continues to be strong. We
have built our studios for a client and
students have been working to meet their
specifications. I have been impressed
with students working in their own time
on projects this year. This builds on

FACULTY: TECHNOLOGY

Early Childhood Education

Early Childhood Education in Years
12 and 13 focuses on the well-being
and development of young children.
The programme runs in partnership
with M.I.T and students finish with
a Certificate in Early Childhood
Education. The courses aim to provide
students with a career pathway into
becoming an ECE teacher, nanny, au
pair or primary school teacher.

Students love embracing their inner
child when they develop play resources
and take them to the centres to interact
with the children. Fond memories of play
dough, dress-ups, and playing families
are a highlight.

We are very lucky to have the
on-going support of the Lynfield
College Community Childcare Centre.
They provide our students with work
experience and support when completing
their assessments and placements.

FACULTY: TECHNOLOGY

Textiles Technology –
Fashion & Design

Textiles surround us on a daily basis

and play an important role in our lives

whether it is clothing, shelter, car

interiors, boat sail and artificial turf

to name a few.
At Lynfield, we aim to provide

students with contexts that they can
identify with and yet still be challenged
to think and expand their current
understanding.

Textiles Technology and Fashion and
Design enables our students to develop
their communication, research and
modelling skills in order to design unique
products to meet their own briefs, and
the needs of their stakeholders.

Authentic learning plays an important
part in our programmes and this has
included tertiary visits, industry
speakers and real opportunities
to develop educational toys for
the school’s crèche and quilts for
children in foster care.

The techniques learnt in
our courses include machining,
garment construction, hand and
machine embroidery, pattern-
making, product design, felting,
dying, screen-printing, and
fashion illustration.

Fashion and Design at
Year 13 provides opportunity
for scholarship and is a
university approved subject.
Kayla McGregor and Priyanka
Rana expressed how the skills
learnt in Year 13 Fashion
and Design at Lynfield
really prepared them
for their Fashion and
Design course at
AUT.

We are so proud
of our students and
the products and
fashion garments
created this year.

FACULTY: TECHNOLOGY

Personal &
Community
Care

2017 brought new beginnings for students designing 4 Makeup and hair students to learn about the technology
designs for the Lynfield College School process, and to develop and trial their
Personal & Community Care. We have Ball. This was a highlight for students as own aromatherapy products. 2017
they spent weeks creating dress, hair and proved to be very successful for this unit
developed a course which provides makeup mood boards before deciding on with many students gaining Excellence
the four looks they would be assessed on. grades.
a subject avenue for students who Students spent several lessons refining
their makeup application and hair-up In Term 3 and 4 our focus was
are interested in a career in nursing, skills before being assessed on their Makeup. Students began Term 3 learning
looks. I was blown away with the quality about the fundamentals of makeup;
occupational therapy, aged care, etc. of work the girls produced. makeup products, application tools and
2017 was our first year of having a techniques. We had the pleasure of award
Our Level 2 programme kicked off winning Yolanda Bartram from Body
Level 3 PCC programme. 14 students the year with students learning about FX coming into school to do a one-day
eagerly took this new and exciting class. Care Provision in our community which workshop on advanced makeup applica-
included learning about the Role of a tion techniques with a focus on Body/
Term 1 was spent learning about Support Worker in a Health setting, Face Art and Special Effects makeup.
Human Anatomy and Physiology. rights of health patients and industry
Students learnt about different human Health & Safety. The students thoroughly enjoyed
body systems such as the Cardiovascular this workshop and all left with severed
System, the organs involved and their Term 2 involved the students learning fingers and colourful faces. This
role in the body. about homemade beauty products. The workshop helped inspire and prepare
students made numerous products in the students for their Level 2 Makeup
Term 2 was spent learning about class such as candles, lip balms, bath assessment which was completing two
the Communication Process Theory. bombs, soaps, shampoos, hydrating models for the Lynfield College Fashion
Students learnt about different types face mists etc. This was a great learning show which was 80’s themed. The
of communication, factors that affect experience for the students to research students’ models looked stunning
communication, listening skills and body natural ingredients and it allowed the on stage.
language. This unit has proven to be very
useful for many of our students who now
have part time jobs. The remainder of
the year was spent working on a Level
3, six credit Makeup unit. This involved

FACULTY: TECHNOLOGY

Hospitality

NZCHEFS NATIONAL
HOSPITALITY

Championships were held at the
Auckland ASB Showgrounds on
28th July in conjunction with the
Auckland Food show. These students
were competing against students
from throughout the country and
demonstrated a high level of skill to
even enter the competition.

We are very pleased with the results
and proud of the level of expertise and
skill shown by our group of hospitality
students. These competitions enable
them to work at an industry level and
show off their skills to others.

HOSPITALITY

In hospitality through the year we
have catered for many events which
has enabled students to gain credits
towards their NCEA certificates.
We once again catered for the Aged
Concern Morning Tea, Mr Bovaird’s
leaving lunch. Oxfam fundraiser for
Parent Teacher Conferences and
students. Technology Showcase Event,
Mentorship Breakfast, Support staff
Day Morning Tea and Prospective
Year 9 Evening. These events have
kept us busy and students have gained
valuable experience and confidence.

D’café is run by students throughout
the year offering a variety of beverages
to students and staff. Frappes are
available in Term 1 and in Term 2 and
3 we offer a variety of coffees and hot
chocolates. They are always popular
and create a buzz around D block. The
café provides experience for the Barista
students and the opportunity to hone
their skills.

During Technology Faculty Careers
week, we had a variety of speakers
from industry come in and talk to the
Hospitality Students about possible
career choices and study options. This
ensures they understand the breadth
of the industry and the exciting career
opportunities open to them once they
leave school.

FACULTY: TECHNOLOGY

Food and Nutrition

It has been another productive and hygiene and safety, cultural food, nutri- opportunity. During our Technology
tion and food. For the final assessment, Careers Week, the editor of the Healthy
busy year in Food and Nutrition. they work individually or in pairs to plan, Food Guide magazine, Jennifer DeMon-
prepare and present their own version of talls addressed our senior Food and
All our courses are focused on the a healthy burger meal. At the end of the Nutrition students. She spoke about the
year, students complete a cross-curricu- background of the magazine and the
health and well-being of everyone. lar unit of work relating to the nutrients many different food-related careers that
Practical lessons are enjoyed by all and hydration required of a physically were represented there, such as food
active person. photographer and recipe development
our students and we aim to improve their manager. She also talked about the
practical skills and expose them to a wide Senior students are exposed to some different academic, attitudinal and skill-
range of techniques and different foods. challenging issues relating to food, that based requirements to succeed in each
Making healthy food that is attractive to provide for a great deal of discussion and job and what sort of tertiary learning was
look at and delicious to eat is a constant no easy answers. The standards at Level 1 appropriate.
and exciting challenge for staff and are focused on the teenager and include
students, and we rely on informed and food safety, cultural food practices,
detailed feedback from the students as to individual nutritional needs and the
the success of our choices. influence of packaging information on
food choices and well-being.
In the Year 9 programme, there is a
focus on awareness and understanding At Level 2 we look at the needs of
of nutrition issues as well as looking at someone who is vegan and a child
the well-being of an individual teenager. who is overweight. In addition, we
Students complete an Introductory investigate the sustainability of our food
unit then go on to ‘What’s Really In Our supply and issues related to making our
Food?’, a unit taught concurrently with society healthier. The Level 3 standards
the Health and Science Faculties and cover a food-related ethical dilemma,
finally ‘Spotlight on Healthy Eating’, the influence of multinational food
focusing on sugar, fat, salt and fibre in companies and advertising on our food
food and in the body. choices and the analysis of conflicting
nutritional information and issues.
The aim of the Year 10 programme is
to develop students’ basic knowledge, Year 13 Food and Nutrition students
that will give them a foundation for were also able to do Scholarship and
senior courses in Hospitality or Food and several took advantage of this exciting
Nutrition and also to develop students’
practical skills. Again students complete
an Introductory unit then they work on

FFAACCUULLTTYY: :HHEEAALLTTHH&&PPEE

Physical Education

The Year 12 Core students started YEAR 12 PE OUTDOOR
the year in full swing with our Risk EDUCATION
Management Camp. This included fun, The year began on a high as 41 students
exciting, and challenging activities went on camp to Tawharanui Regional The Outdoor Education course
such as Rifle Shooting, Mountain Park as part of their Risk Management ran for the second time this year.
Biking, Hiking, Night Games at Assessment. They participated in a range The weather and conditions were
Shakespear Regional Park, just to of activities including snorkelling, kayak- excellent which allowed surfing
name a few. Students found this ing and surfing. to happen for the first time and
experience excellent in establishing made the tramping very enjoyable.
relationships with their peers, while In term 2 students enjoyed experienc- The students planned a camp
also discovering creative ways to learn ing various training methods and playing to Piha, following streams to
through the outdoors. Ki o Rahi (a traditional Maori game) for waterfalls and tracks to viewing
the first time. The unit concluded with an platforms. Woodhill provided
inter-class Ki o Rahi tournament where the venue for Mountain Biking
winning and being the muddiest were which proved very popular with
just as much fun. In Term 3 students students who worked hard on the
honed their basketball free-throw shoot- varying tracks.
ing technique through different types of
practice and biomechanical analysis.

FACULTY: HEALTH & PE

FACULTY LEADER HEALTH TEACHING STAFF
& PHYSICAL EDUCATION
Grant Angus, BSport & Exercise, DipTchg
Kathryn Wells, BA (Hons), PGCE Dotti Connew, BPhEd
Russell Christie, BEd, DipTchg
PHYSICAL EDUCATION HOD Jason Clarkson, BSport & Rec, Dip Tchg
Estelle Buchan, BPhEd
Greg Burne, BRecMgmt, DipTchg Sofia Hameed, BEd, DipSpLang, DipTchg, Cert TESSOL
Joel Hicks, BPhEd., Dip Tch
EOTC CO-ORDINATOR AND Alannah Morris, BPhEd (from Sept)
ASSISTANT P.E. HOD Deb Pearson, BSc, Dip P.E., DipTchg
Pauline Phelan, BSoc.Sci, B A(Hons),Higher DipTchg
Duncan Smith, BA, (Hons), QTE Etueni Tiumalu-Faleseuga, BSport &PE, DipTchg
Richard Winn, B PhEd , MEd. Leadership, Dip Tchg

ROBOTICS WORLD CHAMPS

VEX Robotics
Group

This year Lynfield College had six Closer to home Lynfield College At the end of August, several Robotics
entered two teams in the Auckland students had the opportunity to meet
teams competing in The NZ VEX Regional Kiwi Challenge Robotics Dr Ben Goertzel, the Chief AI (Artificial
competition. All team members were Intelligence) Scientist from Hanson
Robotics National Championships. Y10 students and this was their first Robotics and Sophia who is described as
experience in a formal competition. the most humanlike robot in the world.
We made the finals where we were Both teams did very well with one team We met with Dr Ben before a conference
winning one of the three divisions session and learnt quite a great deal
narrowly beaten into 2nd place. and the other team taking victory about making life like robots and Artificial
We then sent a team to compete in as the overall Grand Winners of this Intelligence. Two of our students then
competition. introduced Dr Goertzel and Sophia to the
the VEX Robotics World Competition MORGO conference at Waitangi. After
in Louisville, Kentucky, USA where During the year, Lynfield College the conference presentation, we had the
Lynfield competed against 500 other hosted the Kiwi Challenge finals opportunity to talk more with Ben and
qualifying high school teams from 34 combined with a robotics workshop and interact with Sophia.
countries. Unfortunately, we did not the fourth scrimmage of the 2017/18
make it to the finals this year. While seasons game “In the Zone.” We have also demonstrated what we
at the World Championships, as the are doing with Robotics at Lynfield Col-
Excellence winners from last year, Towards the end of term 2 a group lege and how it can be used as a teaching
our team addressed the Champions Robotics students were asked by the and learning tool, to several Intermediate
Reception. The Reception is a dinner Ministry of Education to speak at the schools in our area and at the uLearn17
held for the international VEX Event Ministerial Cross–Sector Forum on teachers’ conference during this year.
Partners and the major sponsors of the digital education. Our students spoke
World Championships, who include very well demonstrating why robotics All participating students are to be
Northrop Grumman, NASA, Google and should be included in the curriculum and congratulated for their dedication, hard
several American universities. Our team receiving a standing ovation from the work and team efforts throughout
spoke wonderfully and the response audience. the year.
was that they were tremendous. Some
team members were even offered the
opportunity to study in America.

ROBOTICS WORLD CHAMPS

ARTS & CULTURE

Arts and Culture
CULTURAL DAY

It’s been another great year for

cultural groups, full of diversity at

Lynfield College. The year has been

packed with events such as Polyfest,

Stand Up Stand Out and of course our

annual Cultural Festival.
The 2017 Lynfield College Cultural

Festival featured eighteen dances
full of exciting flashes of colour and
energetic rhythms. Stunning costumes
and traditional attire could be seen
throughout the festival. The pungent
aromas of ethnic spices and global dishes
could be smelt throughout and added to
the welcoming atmosphere of the day.

This event is a fantastic way to
show how proud we are of our cultural
diversity here at Lynfield College and we
are looking forward to another amazing
Festival next year!

CULTURAL GROUPS

Adult ESOL Group Kapa Haka
African Group Korean Group
Anime Group Niuean Group
Bahamian Group Polyfest Indian
Chinese Group Punjabi Group
Christian Group Samoan Group
Cook Islands Group Skittles
Feminist Group South East Asian
Fijian Group South American
Filipino Group Tongan Group
German Group UK Group
HERC Zero Waste Group
Indian Group Japanese Group

L YNFIELD COLLEGE

AUCKLAND, NEW ZEALAND

KEY FACTS

State school
NZ national curriculum, NCEA, 50 different subjects
Co educational
1800 students
5% international students
Year 9 – 13 aged between 13 and 18
30 sports, 11 music groups, extensive cultural, social , environ-
mental and community clubs

LOCATION

Central/west Auckland. A harbourside, residential neighbour-
hood with parks, golf courses, sports clubs and shopping malls
close by, and good public transport links.

ACADEMIC

Lynfield College caters for students of all abilities and offers a
quality, relevant programme through its flexibility and excep-
tional choice of academic, arts, technology and vocational
courses.

The curriculum thoroughly prepares students for tertiary
study. The NCEA qualification encourages independent learn-
ing, the development of a wide range of skills and offers a vari-
ety of assessment activities that cater for different learning
styles.

Lynfield College offers a blended e-learning programme, which
combines the best of traditional classroom practice with the
opportunities provided by digital devices. A BYOD school, stu-
dents are required to bring their own laptops or tablets.

In addition to three levels of mainstream English programmes
the school has a large ESOL department including advanced
academic English classes which prepare students to meet the
English language requirements for university entrance.

ACCOMMODATION AND SUPPORT

Students live with host families, close to school, organised by
school based accommodation office, 2 staff monitor placements
and support students.

The large international office has a total of six staff including the
Director, office manager, academic advisor and homestay staff.
International students are well supported and cared for and have
access to international staff 24 hours a day 7 days a week.

EXTRACURRICULAR ACTIVITIES

The sports centre has 3 staff managing up to 30 sports, 80 teams.

Facilities include 2 gymnasiums, a multi sport turf with 6 tennis
courts, a large field area with 2 football pitches and a rugby field.
Sports are played in either winter or summer season.

The large music department has performance facilities, a record-
ing studio, 11 music groups and choirs.

Other club activities are available including drama, robotics,
dance, environmental and cultural groups.

CONTACTS FEES NZ$ (2018)
Gill Austin, Director of International Education
Email: [email protected] Tuition: $14,500
Web: www.lynfield.school.nz
Phone: 0064 9 6270604 Administration: $1,200
Mobile: +64 21627780
Homestay: $259 per week

(insurance, uniform, stationery and course related costs
not included)

LYNFIELD COLLEGE COURSES

Learning Areas Year 9 Year 10 Year 11 /NCEA L1 Year 12 /NCEA L2 Year 13 / NCEA L3
English English English English English English
Media Studies Media Studies
ESOL ESOL ESOL ESOL ESOL ESOL
Mathematics Mathematics Mathematics* Mathematics* Mathematics* Calculus*
Statistics
Science Science Science* Science* Biology* Biology*
Earth & Space Sci Earth & Space Sci
Chemistry* Chemistry*
Physics* Physics*

Social Science Social Studies Social Studies* History History History
Geography Geography Geography
Classical Studies Classical Studies
Tourism Tourism

Business Studies Business Studies Business Studies Economics Economics Economics
Accounting Accounting Accounting
Business Studies Business Studies
Commerce Commerce

Health & Physical Physical Ed Physical Ed Physical Ed Physical Ed Physical Ed
Education Health Health Health Outdoor Ed Sports Studies
Sports Studies Health
Health

Technology Soft Materials Soft Materials Electronics Electronics Electronics
Soft Materials Hard Materials Hard Materials Design & Visual Com Design & Visual Com Design & Visual Com
Hard Materials Design & Visual Fashion & Design Fashion & Design Fashion & Design
Com Materials Fashion & Apparel Early Childhood
Engineering Early Childhood Personal &
Cabinetry Personal & Community Care
Community Care Engineering
Materials Automotive
Engineering Carpentry
Automotive
Carpentry

Food Food & Nutrition Food & Nutrition Food & Nutrition Food & Nutrition Hospitality Barista
Hospitality Hospitality Hospitality Catering
Food & Nutrition

Digital Robotics Electronics/ Digital Tech Digital Tech Digital Tech
Computer Robotics Info Tech Web Programming & Web
Applications Text info man Programming
Design

Arts Drama Drama Drama Drama Drama
Performing Arts Drama & Dance Dance Music Dance Dance
Dance Music Music Music
Music

Visual Arts Art Art Paint & Print Painting Painting
Pacific Art Digital Media Design Design
Photography Photography

Languages Māori Māori Māori Māori Māori
German German German German German
Japanese Japanese Japanese Japanese Japanese
Chinese Chinese Chinese Chinese Chinese
Spanish

Other Learning Support Learning Support South Pacific South Pacific Gateway
Course Course Learning Support
Learning Support Customer Service
Gateway
Learning Support

Key: BOLD = compulsory subject * Advanced Learner classes available Courses offered each year subject to numbers

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of and access to personal information that is received at enrolment and from student records. Individuals
have the right of access to their personal information through the Principal who is the Board-approved www.nzea.in
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