Pukekohe High School

Why study Visual Art? 

Year 9 Art focuses on developing a range of art-making skills, developing ideas through inquiry, research, thinking and curiosity. Students learn to express personal ideas and examine the world around you. Through art-making students develop creative thinking and can understand themselves and others as culturally-located people.  Not to mention, learning in the Arts is lots of fun and always hands-on!

Students work individually and collaboratively within the course at different times.  You will learn by making art using a wide range of materials and processes.  

These include: 

Drawing skills and media 

Painting skills (water colour / acrylic) 

Printmaking skills (woodcut, collograph or tetra pack) 

3D sculptural processes

Year 9 Art is an ideal way to begin a learning journey in the visual arts that you can continue right through to Year 13, or beyond at tertiary level.  It is an ideal foundation for Year 10 Art courses.  

Much of our experience of the world is visual. Studying Art stimulates our thinking and feeling. It increases creativity and open-mindedness. 

Creativity is cited by business leaders as the most important competency for the future.

YEAR 9 DANCE-DRAMA

In Year 9 Dance-Drama students will be introduced to Dance and Drama elements, conventions and techniques that will enable them to move, think and interact so they can create and perform short Dance and Drama works.  Students do not need to have previous experience in Dance or Drama to join this course.  You just need to be keen to learn and willing to participate in all activities.  

By the end of the semester you will have learned how to work as a team and performed Drama and Dance live.  You will have had fun, and you will know if you want to choose these subjects as an option for Year 10. You may find you are more interested in one of these subjects, and not both.  That's OK.  During the course you will need to participate in both, but you can work at your own level and bring your main interest and skills to each of the learning activities.

This course has a practical focus and emphasizes these essential skill areas: 
1. Developing personal creativity through creating and devising your own work.  You will be stepped through a framework for learning that will ensure success. 

2. Developing foundational skills and knowledge in use of the elements and conventions of Dance and Drama.  You will interpret motivational stimuli, be supported to make work, and be challenged to participate in different forms of dance and drama. 

3. Building self-confidence and self-esteem.  You grow through increased exposure to informal performance situations in the safety of the classroom. 

4. Developing important social and relational skills, including the ability to work collaboratively and tolerantly with others, and learning how to negotiate and compromise.  These are essential skills for life.

This course promotes learning through active participation and creative risk-taking.  Part of the joy of Dance and Drama is that you don’t just learn : you actively engage and create. Through individual and collaborative activities, students discover how to link imagination, thoughts, and feelings. You will learn to interpret and communicate ideas, practice problem solving, and will extend your creative thinking skills. 

Create, Connect, and Problem-Solve

You’ll learn to think like a designer by exploring your identity, trying out new ideas, and working with others to bring your designs to life. Whether you're designing a cool popcorn box or inventing your own card game, you’ll learn by doing, share your thinking, and grow your creative confidence – all while building strong connections with your classmates and community.

What You Will Learn:

Design basics

• Whakawhanaungatanga – understand your identity and what inspires your design style.
• Design thinking basics – how to generate creative ideas and solve problems.
• Visual storytelling – create collages and sketch ideas to show your thinking.
• Collaboration – work with others to develop and test your ideas.
• Presentation skills –  showcase your products and evaluate them.

Freehand sketching and Instrumental drawing

• Paraline drawing techniques — drawing 3D forms accurately
• 2D drawing — basic orthographic drawings with correct line types and labels
• Perspective drawing — representing designs in one-point and two-point perspective

Digital 

• Digital tools – use programs like SketchUp and Floorplanner.
• Cool spaces – research and design your own cool space

Projects 

• Popcorn Box  – design and prototype fun packaging using simple materials.
• Card Game  – create your own playable card game with rules and artwork.
• Cultural design elements – explore how to include local stories and Māori or Pasifika patterns in your work.

THIS COURSE LEADS TO YEAR 10 DESIGN THINKING

In this course, students learn about and develop basic programming skills by coding in the Python programming language. They also start to engage in 3D Modelling and Animation using the industry standard Blender software.

We build and draw on our knowledge of how language works to interpret and produce text in English. Learning how to use the English language can strengthen your identity and enable you to effectively communicate and participate in society.

The main skills and knowledge gained on this course are:

• making meaning of ideas or information they receive (listening, reading, and viewing)
• creating meaning for themselves or others (speaking, writing, and presenting).

On this course, students will become more effective oral, written, and visual communicators. Using a set of underpinning processes and strategies, students develop knowledge, skills, and understandings related to:

• text purposes and audiences
• ideas within language contexts
• language features that enhance texts
• the structure and organisation of texts.

9ESOL is an alternative to year 9 English for students who are new to learning English or who need extra support with using English in an academic context. The course covers skills in reading, writing, listening, speaking and vocabulary learning. There are similarities with mainstream English classes but the course is designed around gaining confidence and proficiency in English language learning based on the English Language Intensive Programme. It supports students in using English in everyday life and in their other subject classes.

We recommend that students who are interested in designing, planning and developing food  products study this Technology area

Food  Technology is aimed at giving students basic skills in the food  area. These include: food safety, measuring, correct use of equipment, healthy eating choices, making a variety of food products.

WHAT WILL I LEARN?

• Practical skills – following a recipe, improving your practical skill base, recipe and food preparation
• Accuracy with measuring, following the design process in the creation of a new product, packaging and labeling information.
• Nutrition information

IF YOU ARE SELECTING FRENCH AS YOUR LANGUAGE SEMESTER COURSE, YOU MUST SELECT THE TE AO MAAORI SEMESTER COURSE FIRST, AND THEN SELECT THIS COURSE

The course will take place in Semester 1 or Semester 2 

Students will:

• understand simple texts in French both written and spoken.
• use prior knowledge to make connections with new language.
• build their confidence in using the language by participating, contributing and interacting.
• build their capacity to answer and ask questions. 
• learn more about French culture and relate it to their own.

Topics covered:

• Introducing yourself (Saying your name, spell your name, mention your age, birthday, nationality and where you live) 
• Introducing others (mentioning your teachers and friends' name, talking about your family members and pets )
• Talking about your favourite things (animals, colours, sports, music, food)
• Discovering various aspects of French culture like food, festivals and sports
• You will be able to have short conversations in French

The focus is on using the French language by developing the oral / aural skills of speaking and listening while deepening your understanding of the French culture.

In Health and Physical Education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts. The main aim of Physical Education is to get students engaged in regular physical activity in a variety of movement contexts. 

Through learning and by accepting challenges in health-related and movement contexts, students reflect on the nature of well-being and how to promote it. As they develop resilience and a sense of personal and social responsibility, they are increasingly able to take responsibility for themselves and contribute to the well-being of those around them, of their communities, of their environments (including natural environments), and of the wider society.

Students will part-take in a wide range of movement contexts throughout the year and utilise school and community resources. 

Students will undertake 2 hours of Physical Education a week and 1 hour of Health Education a week.

IF YOU ARE SELECTING JAPANESE AS YOUR LANGUAGE SEMESTER COURSE, YOU MUST SELECT THE TE AO MAAORI SEMESTER COURSE FIRST, AND THEN SELECT THIS COURSE

The course will take place in Semester 1 or Semester 2 

Students will:

• understand simple texts in Japanese and use familiar language with some flexibility.
• use prior knowledge to make connections with new language.
• build their confidence in using the language by participating, contributing and interacting.
• Build their capacity to read and write in the Japanese alphabets
• learn more about the culture and customs of Japan and the relationship between culture and language.

Topics covered:

• Introducing yourself (Saying your name, spell your name, mention your age, birthday, nationality and where you live) 
• Introducing others (mentioning your teachers and friends' name, talking about your family members and pets )
• Talking about your favourite things (animals, colours, sports, music, food)
• Discovering various aspects of Japanese culture like food, festivals and sports
• You will be able to have short conversations in Japanese

Focus is :

a) on speaking being able to use simple Japanese sentences and questions for the purpose of every day conversation.

b) on reading the main Japanese script of Hiragana  with basic kanjis

c) on experiencing the culture with activities such as Ikebana, taiko and food.

During Year 9 mathematics, students will get the opportunity to build on their understanding and make connections between the main strands of mathematics. Students will work collaboratively and individually to improve their understanding and apply their knowledge to solve problems that relate to the world around them.

As well as learning key skills, there will be an emphasis on reasoning with this skills and applying them to a wider context.

Most of you will have completed some Technology work in Y7 and 8.

This course continues to develop the technical skills that involve technology practice (planning and making), knowledge (materials and processes) and effects these can have on society.  Workshop safety is important to us and to you, so we require a safe learning environment for everyone.  

Students complete projects focusing on Design, Electronics, Metal and Woodwork. 

This course gives you the opportunity to discover your love for Music and to begin developing skills as a musician.  We will support you to discover your potential as you begin learning and support you to extend skills you already have.  We have a wide range of musical instruments, great equipment and technology that you can try.  Many of our wonderful senior music students started learning Music for the first time ever in this course, without any prior experience or skills.  Our Music teachers can't wait to meet you and help you on your own personal music-making journey.   

This is a practical music making course, mostly focusing on the acoustic guitar. You will learn to perform songs using basic TAB and chords in addition to creating short compositions using acoustic instruments as well as computer software. 

You will develop some knowledge of music theory and extend any prior knowledge you bring to the course.  You will develop skills in being able to write and read music using standard notation by engaging with online worksheets and activities.  

In this course you can work at your own pace depending on your skills.  You will participate in a variety of learning activities.  You will listen to music, learn new songs, write short pieces of music using your own level of skill, and learn how to perform your work. You will start at your own level of learning, then grow your skills and confidence from there.   It doesn't matter if you are completely new to Music and have no prior experience.  Learning activities are a mixture of individual tasks and group work.

Music is amazing!  Music is fun!  Our Music Department is supportive and fun!

Get started on your learning journey in this 9MUS course so we can support you to grow your skills in all sorts of ways, beginning in Year 9 and on into the following years.  You might even end up in a band!

This course presents an opportunity to learn an instrument and music theory in a practical setting - that is, through playing a musical instrument.  

You can choose to learn an instrument from this list: 

Flute, Clarinet, Alto Saxophone, Trumpet, Trombone, Bass Guitar. 

Your instrument will be supplied by the school (for which there is no charge) and you will play it every lesson. 

The course is designed to take you from learning one single note all the way up to playing as part of a large band. 

You will learn music theory (how to read music) in conjunction with learning a practical instrument.  In addition, you will receive free weekly specialist itinerant lessons as part of a small group.

This course is an amazing opportunity to begin learning to play an instrument for the first time, take up a new instrument that you have never played before, or extend your skills on an instrument you can already play.  Many Pukekohe High School senior music students started learning Music for the first time ever in this course, without any prior experience or skills.  Many of our Music graduates have gone on to study Music full-time at tertiary level, or continue to play in bands.  

Next steps leading on from this course are pretty exciting and includes NCEA music as well as co-curricular pathways.  At Pukekohe High School you can become a member of many great bands and ensembles, including the Wind Band, Jazz Big Band, the Stage Band, the Concert Band, Choir, rock bands and more.

Discover a love for Music and begin developing or extending your skills as a musician. We support absolute beginners and experienced musicians and will provide you with an instrument to help get you started. Our Department and staff can't wait to meet you and help you on your own personal music-making journey. 

Music is fun!  Come and enjoy our supportive Music Department.

Year 9 Ngaa Toi is a new course, being offered for the first time at Pukekohe High School.  By taking this course you can begin a journey of learning in Contemporary Maori Visual Arts that you could continue with right through to Year 13 if you want to.  In 9 Toi, aakonga will look at and learn about some customary and contemporary Maori artforms and motifs.  

You will make work using a variety of media and processes ranging from 2D media (such as pencils, pastels, paints and woodcut) through to active use of more 3D materials and processes (such as harakeke, clay, weaving or construction).

You will make work responding to a range of ideas and starting points, such as your pepeha, stories, legends, history, whakatauki.  A lot of our learning will be linked to work made by some of Aotearoa's amazing Māori Artists.  You will learn about what, why and how they make their art, then use that learning to support your own art making.  

Learning Opportunities

Develop these skills:

Explore this content:

• Creativity: You will explore a range of contemporary art making techniques and media, and apply these in the style of Māori artist models.

• Explore your own pepeha as a base for generating imagery. 

• Visual Literacy: Learn to use Māori images/symbols and patterns to describe and express your own ideas about identity

• Contemporary Kowhaiwhai and taniko pattern design.

• Critical Thinking: Use Artist models and knowledge about your whanau/ancestry to create your own designs and outcomes.

• Effective Drawing and Painting and Carving techniques .

• Time Management: Develop time management skills to meet deadlines in a creative field.

• Extension into Print-making, Stencilling, Sculpture or Digital outcomes.

• Produce quality finished outcomes to take home and share with your whanau. 

In Year 9 Science, students will take a course which covers many different aspects of Science and develop their scientific capabilities using a range of different contexts.

Chemistry - understanding the fundamentals of chemistry: we will learn the basics of atomic structure and how particles behave in the different states of matter. We will learn how to identify and observe chemical reactions. You will become confident using laboratory equipment and carrying out chemical reactions.

Forces and Motion - gathering and interpreting data in a motion-based fair test: we will learn about the motion, force and energy principles involved in race cars. You will develop your understanding of scientific method and how to carry out a scientific investigation.

Matariki – understanding the importance of Matariki, astronomical cycles and navigation using the stars and other key wayfaring techniques.

 Healthy Bodies – linking understanding of our body systems to critical thinking: we will learn about the cell - the building block of all life, and then how our the different systems in our bodies keep us alive. You will  learn how to evaluate the credibility of different sources of information.

Ahurei Aotearoa – adaptations and interactions of NZ species: we will explore and describe the uniqueness of New Zealand in its formation and how this lead to our unique endemic species. You will understand and value your role in protecting New Zealand’s unique species and geological landscape.

Social Studies is about how societies work and how people participate in them as active, informed and responsible citizens. You will look at issues relating to Aotearoa New Zealand, the Pacific and beyond – set in the past, present and look at the future possibilities. 

Throughout the year programme, we will cover a variety of different topics.

Students will look at their own turangawaewae and cultural identities and that of others. They will develop an understanding of the impact European migration has had on both different groups and on Aotearoa New Zealand. 

Students will gain knowledge and understanding of the world around them by learning about continents, oceans and countries.

Students will further their understanding of environmental sustainability and the causes and effects of e-waste.  They will then carry out their own social action and reflect upon the effectiveness of this action in relation to environmental sustainability.

Students will also look at the ancient world and gain an understanding of how these cultures have impacted our lives today.  

Students will develop their research skills through an inquiry into international conflicts, such as World War I, World War II and the Vietnam War. Exploring war archives and comparing the similarities and differences between the wars.

Social Studies is collaborative, relevant, and helps to develop our future leaders by looking at the societal issues of the past, present and future.

The Year 9 Te Ao Haka programme is for all students who want to participate in, and experience, the world of Māori performing arts.  All students, whether they have a back ground in Te Ao Haka or not, are able to select this option.  Year 9 Te Ao Haka compliments both the Year 9 Te Reo Māori and Year 9 Te Ao Māori programmes.

IF YOU ARE SELECTING EITHER FRENCH OR JAPANESE AS YOUR LANGUAGE SEMESTER COURSE, YOU MUST SELECT THIS COURSE FIRST AND THEN SELECT FRENCH OR JAPANESE

This is a one-semester/18-20 week course that focuses on developing a basic understanding of Te Reo Maaori and Tikanga Maaori.

 All Year 9 students will come to know that Te Reo Maaori [Language] and Tikanga Maaori [Culture] are taonga [treasures] recognised under the Treaty of Waitangi. Te Reo Maaori also has significant status as one of 3 official languages of Aotearoa [New Zealand]. All who learn Te Reo Māori and understand Tikanga help to secure their future as a living, dynamic, and rich language and culture.  By learning Te Reo and becoming increasingly familiar with Tikanga, Maaori students strengthen their identities, while both Maaori and non-Maaori alike develop shared cultural understandings and a greater understanding of practicable bi-culturalism (adapted New Zealand curriculum, Ministry of Education, 2007).

This is a full year course that focuses on developing understanding of Te Reo Maaori and Tikanga Maaori. 

We understand that second language learners of Te Reo Maaori struggle with the current NCEA assessment format. To assist these students to have a good chance with assessment at NCEA Levels 1-3 Pukekohe High School as created a program that allows students to study the language for a full year. 

Inside the program Year 9 students will come to know that Te Reo Maaori [Language] and Tikanga Maaorii [Culture] are taonga [treasures] recognised under the Treaty of Waitangi. Te Reo Maaori also has significant status as one of 3 official languages of Aotearoa [New Zealand]. 

All who learn Te Reo Māori and understand Tikanga help to secure their future as a living, dynamic, and rich language and culture.  By learning Te Reo and becoming increasingly familiar with Tikanga, Maaori students strengthen their identities, while both Maaori and non-Maaori alike develop shared cultural understandings and at the same time have an improved chance of success with NCEA assessment at Levels 1-3. 

Year 10 ART - CORE is a full year course and is the best foundation for future learning.  

Alternate courses are: Year 10 ART SEMESTER or 10 PHOTO-DESIGN - which both run for two terms only.  

This course is a Creative Mix-It:  of practical art media & techniques, photography, 3D work, and an introduction to exciting digital visual technologies.

Year 10 Art is primarily a practical subject.  Students learn through making finished art works and developing an artists' journal. They experience a wide range of techniques and processes, and develop  wide range of skills and knowledge.

10 Art focuses on the concepts of creativity and connection. This course is divided into four interrelated areas that all explore a common ‘big picture’ idea:  observing nature and our place in nature, culture and heritage, identity, and social activism.  This course has been created as a foundation course for the specialist courses available in the senior school.  It is the best foundation for Year 11 Visual Art, and further senior visual arts courses.

Course Content Overview ... here's what you will learn and do ...

• DRAWING using a range of materials and approaches
• Experimental drawing
• Mixed media works
• Portraiture
• Still life drawing
• Stencil making
• digital and analogue drawing processes
• Drawing animals from real life
• Illustration - creative character concepts & animals real and imagined
• VISUAL RESEARCH SKILLS
• Idea gathering
• Collecting imagery
• Planning and developing ideas
• Studying artists’ works
• MURAL PAINTINGS in school or out of school
• Work with digital & mixed media drawing processes to create mural compositions
• Work with stencils, acrylic paints or spray paints
• PAINTING
• water colour painting and mixed media
• acrylic painting 
•  PRINTMAKING - students will learn and work in at least one print process such as
•  Screen printing , lino-printing, dry point etching, collograph, cyanotype
• make and sell an edition of prints to raise money for a cause
•  PHOTOGRAPHY – “The Selfie” and “My Whakapapa”
• Portrait unit (self, important others, still life objects, my culture)
• animate your photos 
• Create a selfie Zine
• TRIP to the Art Gallery or Museum, and to local sites of interest linked to topics
• 3D WORK
• Opportunity to make Wearable Art and enter Show Quest
• Clay work
• Other 3D processes
• INTRODUCTION TO PHOTOSHOP
• Layered Images unit – my heritage and whakapapa 
• Mixed media art project
• multi-media printed works combined with hands-on art making processes
•  MOVING IMAGE 
• animation, introduction to photo shop, digital tilt brush and VR technologies.

Creativity is essential in a global economy needing a workforce that is knowledgeable, imaginative and innovative. Making and participating in the arts aids the development of skills that will be necessary for our ākonga (students') futures. Leading people in any field are those who can think creatively and innovatively.  Creativity is cited by business leaders as the top competency for the future. Studying the arts teaches determination and resilience – qualities useful to any pathway in life.  They teach us to experiment and be curious,  that it is okay to fail, to not get things right the first time, to persevere and have the courage to start again. Not to mention, it is lots of fun and always hands-on! 

 Learning encompasses the four Visual Arts Curriculum Strands: Practical Knowledge, Developing Ideas, Communicating and Interpreting and the Visual Arts in Context.  In Year 10 Art, ākonga learn to work independently and collaboratively to construct meanings and produce artwork. Ākonga learn through making practical work and the study of others’ art. They learn to make objects and images, to research, source and develop ideas, and to communicate and interpret meaning.  

10 Art focuses on the concepts of creativity and connection. This course is divided into four interrelated areas that all explore a common ‘big picture’ idea:  observing nature and our place in nature, culture and heritage, identity, and social activism.
 

This course has been created as a foundational course for the specialist courses available in the senior school.  It is the best foundation for Year 11 Visual Art, Year 11 Photo-Design and further senior visual arts courses. 

Ākonga will have opportunities to participate in exhibition opportunities through Mural projects, Ngā Toi Show Quest Wearable Art show, The Auckland Zine festival, the Franklin Art festival and other various competitions.
 

We can't wait to have you join us in Year 10 Art, to help you develop exciting skills, to learn and think about important ideas, and to see you grow as amazing creative young people.  If you have any questions, please connect.

Year 10 Art Semester will run for two terms .  

Note: the Year 10 ART CORE  is a full year course.  It allows for students to learn and experience a much broader range of content and skills than this Semester Course, and to learn in greater depth.  The full year course is the best foundation for any of our Year 11 Art courses: 11 ART or 11 PHOTO-DESIGN. 

10 ART SEMESTER 

A Creative Mix-It taster course:  learn a range of practical art, skills in drawing, painting, printmaking and a 3D media.  Course content may vary slightly between first- half year and second-half year semesters, depending on opportunities that will best enrich students' learning.

Course Content Overview ... here's what you will learn and do ...

• DRAWING using a range of materials and approaches.  
• VISUAL RESEARCH SKILLS - this involves planning and developing ideas, and gathering imagery or info for your project.
• Studying artists’ works
• PRINTMAKING - one of several options per semester:  learn one or more process such as etching, tetra-pack or collograph printmaking
• PAINTING - develop skills in using watercolour, acrylic paints and other wet media
• 3D / Sculpture Unit
• DIGITAL ART or PHOTOGRAPHY - we hope to build in a short unit working with photography and/or photoshop, pending availability to resources.

Creativity is essential in a global economy that needs a workforce that is knowledgeable, imaginative and innovative. Making and participating in the Arts aids the development of skills that will be necessary for our ākonga (students') futures. the people who lead and succeed in any field are those who can think creatively and innovatively.  

Creativity is cited by business leaders as the top leadership competency for the future. Studying the arts teaches determination and resilience – qualities useful to any career. It teaches us to experiment and be curious,  that it is okay to experiment and fail, to not get things right the first time, and that we must have the courage to start again.  Not to mention, it is lots of fun and always hands-on!

In Year 10 Art ākonga learn to work independently and collaboratively to construct meaning and produce art works. Ākonga learn through making practical work and the study of others’ art.  You learn to make objects and images, to research, source and develop ideas, and to communicate and interpret meaning.  Year 10 Art focuses on the concepts of creativity and connection.

Learning encompasses the four Visual Arts Curriculum Strands: Practical Knowledge, Developing Ideas, Communicating and Interpreting, and Understanding the Visual Arts in Context.

We can't wait to have you join us in Year 10 Art, to help you develop exciting skills, to learn and think about important ideas, and to see you grow as amazing creative young people.  If you have any questions, please connect.

Year 10 Dance

Year 10 Dance is a full year course that is designed to be a stepping stone towards NCEA Level 1 Dance in Year 11. Students will build relationships with their classmates through collaborative group work, and participate in a variety of performance opportunities.

Any movement and dance skills students already have, linked to their own cultural experience or developed in dance classes out of school are valued. Year 10 Dance students will complete research, learn and perform dance from a variety of genres, create your own choreography, creating new and interesting movement pathways, and perform in the PHS Dance Showcase. You will work individually, in small groups and as a whole class while you grow your knowledge through practical dance work every lesson. Most assessment are practical, with the opportunity to complete a Level 1 standard for credits at the end of the year.

Images: Year 10 Dance student Jayla Hurunui performing in PHS Dance Showcase 2022, Dance students performing in PHS Dance Showcase 2020

Year 10 Design Thinking is about solving real problems in creative ways. You’ll build empathy, define challenges, and develop ideas through sketching, digital tools like SketchUp, Fusion, and AI, and hands-on modelling. Guided by Kotahitanga (unity) and Manaakitanga (respect), you’ll explore your identity as a designer while collaborating and sharing ideas. Whether designing a tiny home or reimagining a product, this course helps you learn by doing, build confidence, and grow your creativity.

What You Will Learn:

Design basics

• Whakawhanaungatanga — building connections and understanding personal design identity
• Divergent thinking — generating multiple creative ideas in response to a design challenge
• Collage and visual research — collecting and presenting design influences visually
• Communication and presentation — explaining and showcasing ideas clearly to others

Freehand sketching and Instrumental drawing

• Paraline drawing techniques — drawing 3D forms accurately using projection methods
• 2D drawing conventions — creating clear orthographic drawings with correct line types and labels
• Perspective drawing — representing spatial designs in one-point and two-point perspective

Digital tools

• SketchUp and Fusion CAD modelling — creating and refining 3D digital models
• AI tools — safely and ethically using AI to generate and extend design ideas

Projects 

• Architectural – design, floor plans, elevations
• Architectural scale and structure - applying correct proportions in digital and drawn work
• Product – design, ergonomics, anthropometrics and orthographic project
• Development and refinement — explore design options, select materials, improving ideas
• People’s needs – showing how people use the designs
• Model making — producing physical, drawn, or digital models to present final design outcomes

THIS COURSE LEADS TO YEAR 11 SPATIAL DESIGN

Loved Digital Technologies in Year 9...
Or missed out in Year 9?

Either way, you need to give this a go in Year 10!  Get creative in Blender creating 3D models and animating them. Get programming in Python and compete with students in Australia and New Zealand.  Get started in the world of game development making popular games such as Platformer.

This is a sample of what you could be doing in Years 11-13 if you get started now...

There are many important reasons to take Year 10 Drama.  It is an active and fun way to learn, and develops many personal and interpersonal skills. Part of the joy of all Drama courses is that you don’t just study Drama: you do it. 

Year 10 Drama Core is a full year course.  This course provides extended learning in Drama, and is an ideal foundation course for Year 11 Drama. 

HERE'S WHAT YOU WILL LEARN IN THIS COURSE:

10 Drama is an interactive, practical course that focuses on drama techniques and conventions linked to stage or screen.  Within the safe environment of the classroom students will participate in a variety of performance opportunities that gradually build skills and knowledge of drama elements, techniques, and conventions.  Learning activities in Drama are responsive to students' needs, interests, and prior learning.  

You will: 

• develop skills in the 4 important drama techniques - voice, body, movement and use of space.
• learn some important conventions of drama, and use these when performing and creating your own drama.
• learn how to devise your own drama, working in groups.
• learn how to develop and portray a character. 
• create and perform scripted drama 
• participate in a wide range of drama activities that will culminate in a performance showcase on stage.  You will do this working as a whole class and in small groups.   

In this course we will encourage you to bring knowledge and draw on connections from your own personal culture.  We will explore and create stories together - real, imagined, the epic and the every day, from the past, the present, or even the future.

Through purposeful participation and play, drama students discover how to link imagination, ideas, thoughts and feelings. You will learn to interpret and communicate ideas, practice problem solving, and develop original and creative thinking skills.  Learning through Drama increases creativity and open-mindedness. It teaches us that it is okay to fail, to not get things right the first time and to have the courage to start again.  Drama enables us to understand ourselves, the people around us, and the world in which we live. Creativity is cited by business leaders as the top competency for the future. Studying Drama teaches communication, responsiveness, collaborative skills, determination and resilience – qualities useful to any pathway in life.

We can't wait for you to join this course, to create, learn, grow, achieve and have fun together.

Year 10 Electronics is an introductory course for people interested in Electronics and who may wish to pursue further training and employment in this area and/or related electrical engineering/electrician fields. Students will gain an understanding of fundamental electrical concepts to explain the behaviour and use of electronic circuits. Students will learn how to solder circuits both effectively and safely. Students will build circuits on prototype boards and transferring them on to Vero boards. They will learn the application of the above in the real world via a range of practical activities, experiments and demonstrations.

We build and draw on our knowledge of how language works to interpret and produce text in English. Learning how to use the English language with control can strengthen your identity and enable you to effectively communicate and participate in society.

The main skills and knowledge gained on this course are:

• making meaning of ideas or information they receive (listening, reading, and viewing)
• creating meaning for themselves or others (speaking, writing, and presenting).

On this course, students will become more effective oral, written, and visual communicators. Using a set of underpinning processes and strategies, students develop knowledge, skills, and understandings related to: 

• text purposes and audiences
• ideas within language contexts
• language features that enhance texts
• the structure and organisation of texts.

10ESOL is an alternative to year 10 English for students who are new to learning English or who need extra support with using English in an academic context. The course covers skills in reading, writing, listening, speaking and vocabulary learning. There are similarities with mainstream English classes but the course is designed around gaining confidence and proficiency in English language learning based on the English Language Intensive Programme. It supports students in using English in everyday life and in their other subject classes.

We recommend  that students who are interested in developing their practical skills, learning about food and designing and making food products study Food Technology.

• Food technology is aimed at giving students basic skills. How to measure ingredients, read recipes, design food for a client and to develop food products.
• All stages of the design process-brainstorm, research, concepts, design development, final design and evaluation. Designing products for a client. Learning about food, where it comes from and how to use it.
• You will be taught about safe food and  how to use the equipment safely. You will design a breakfast for a teenager, develop burgers, methods of cookery, making biscuits for a client and international foods.

Students will:

• understand simple texts in French both written and spoken.
• use prior knowledge to make connections with new language.
• build their confidence in using the language by participating, contributing and interacting.
• build their capacity to read and write in French.
• learn more about French culture and relate it to their own.

Topics covered:

• Leisure and sports ( discovering the most popular and typical French sports such as la pétanque, la pelote basque et le Tour de France
• Countries
• My town and the city of Paris 
• School  
• Food (describing what you eat for breakfast, lunch and dinner and typical French dishes)
• Organizing a party and going shopping 

Focus is :

a) on speaking being able to use simple French sentences and questions for the purpose of every day conversation and recording video presentations for future penpals in France and New Caledonia

b) on reading from authentic texts such as magazines, online articles, lyrics on songs and simple videos

c) on experiencing the culture with activities such as food ie French lunch and easy recipes, buying food and tickets and music and films.

The French course not only teaches students how to communicate but it also introduces some key elements of the local culture.  

You will be able to experience the French culture and use your communication skills when taking parts in school exchanges with our sister schools in Arras, France.   

A school trip available to Y11 / Y12 / Y13 every 2- 3 years, a 2 months stay available every year to Y12 / Y13.  

Why taking part in an exchange abroad?

Year 10 French (Semester)

The course will take place only in Semester 1.   There will be no course in Semester 2.

Students will:

• understand simple texts in French both written and spoken.
• use prior knowledge to make connections with new language.
• build their confidence in using the language by participating, contributing and interacting.
• build their capacity to answer and ask questions. 
• learn more about French culture and relate it to their own.

Topics covered:

• Leisure and sports ( discovering the most popular and typical French sports such as la pétanque, la pelote basque et le Tour de France
• My town and the city of Paris 
• Food (describing what you eat for breakfast, lunch and dinner and typical French dishes)
• Going shopping at the market and for souvenirs

The focus is on using the French language by developing the oral / aural skills of speaking and listening while deepening your understanding of the French culture.

In Health and Physical Education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts. The main aim of Physical Education is to get students engaged in regular physical activity through a wide range of different contexts. 

Through learning and by accepting challenges in health-related and movement contexts, students reflect on the nature of well-being and how to promote it. As they develop resilience and a sense of personal and social responsibility, they are increasingly able to take responsibility for themselves and contribute to the well-being of those around them, their communities, and their environment (including natural environments). 

Students will part-take in a wide range of movement contexts throughout the year and utilise school and community resources. 

Students will undertake 2 hours of Physical Education a week and 1 hour of Health Education a week. 

Students will 

• understand simple texts in Japanese and use familiar language with some flexibility.
• use prior knowledge to make connections with new language.
• build their confidence in using the language by participating, contributing and interacting.
• Build their capacity to read and write in the Japanese alphabets
• learn more about the culture and customs of Japan and the relationship between culture and language.

Topics covered are:

Family, Morning Routine, School, Travel, Leisure and Hobbies, Inviting people out, Ordering food.

Focus is :

a) on speaking being able to use simple Japanese sentences and questions for the purpose of every day conversation.

b) on reading the main 2 Japanese scripts of Hiragana and Katakana with basic kanjis

c) on experiencing the culture with activities such as Ikebana, taiko and food.

The Japanese course not only teaches students how to communicate but it also introduces some key elements of the local culture.  

You will be able to experience the Japanese culture and use your communication skills when taking parts in school exchanges with our sisters' schools in Japan.   

A school trip available to Y11 / Y12 / Y13 every 2- 3 years, a 2 months stay available every year to Y12 / Y13.  

Why taking part in an exchange abroad?

The course will take place only in Semester 1.   There will be no course in Semester 2.

Students will:

• understand simple texts in Japanese both written and spoken.
• use prior knowledge to make connections with new language.
• build their confidence in using the language by participating, contributing and interacting.
• build their capacity to answer and ask questions. 
• learn more about Japanese culture and relate it to their own.

Topics covered:

• Leisure and sports ( kendo, karate and sumo)
• My town (discovering Tokyo)
• Food (describing what you eat for breakfast, lunch and dinner and typical Japanese dishes)
• Going shopping 

During Year 10 mathematics, students will get the opportunity to continue their understanding and make connections between the main strands of mathematics. Students will work collaboratively and individually to improve their understanding and apply their knowledge to solve problems that relate to the world around them.

As well as learning key skills, there will be an emphasis on reasoning with this skills and applying them to a wider context. 

Year 1- Money Matters runs for TWO SEMESTERS (2 TERMS ONLY). It has been designed to equip students with the financial literacy skills, knowledge and capability to make well-informed financial decisions throughout their lives through the Banqer online platform. It is also useful to help prepare them for Level 1 Commerce, the gateway to our Year 12 and 13 Business Hub courses - Accounting, Business Studies, Economics and Legal Studies. These courses assist students in becoming responsible, confident, and independent managers of money which will enable them to live, learn, work and contribute as active members of our community.

Financial Literacy Skills through Banqer:

• Banking: Understanding interest rates and exchange rates.
• Savings: Learning about KiwiSaver, risk vs return, investments, and the share market.
• Debt: Managing credit cards, personal loans, hire purchases, bank overdrafts, and mortgages.
• Income: Understanding payslips and sources of income.
• Taxation: Learning about PAYE, GST, RWT, excise, and customs duty.
• Budgeting: Preparing for your first job and creating personal budgets.
• Property: Comparing renting vs owning and understanding flatting.
• Insurance: Exploring house, contents, vehicle, health, and life insurance.
• Consumer Law and Financial Risk: Understanding your rights and responsibilities.

Accounting:

The language of business is a way to communicate the financial health of a business, community organisation, or individual so that economic decisions can be made.

Topics covered include:

• What is Accounting? Understanding the basics and importance of accounting.
• Recording Financial Information: Understanding and recording assets, liabilities, income, expenses, and equity; preparing and interpreting financial statements.

Economics:

Economics is concerned with the production, distribution, and consumption of goods and services. It studies how individuals, businesses, governments, and nations make choices about how to allocate resources.

Topics covered include:

• The Economic Problem: Understanding scarcity, needs and want.
• Demand: Understanding how consumer decision making is influenced by price and non-price factors. 
• Values: How our personal and commercial values affect decision making in the market.

 HOW WILL I LEARN?  

• Technology Multi Materials is all about exploring design ideas and developing them to a solution
• The course covers the planning and developing of your ideas, understanding materials and processes involved in making your projects, and evaluating and understanding the impact of this work.
• The course covers the planning and developing of your ideas, understanding materials and processes involved in making your projects, and evaluating and understanding the impact of this work.

Music Core - is a full year course covering both semesters. 10Mus is a good choice if you want to continue on your musical journey, building on skills learnt in year 9.

10MUS is a practical music making course that will help to develop or enhance your performance skills on acoustic guitar and rock band instruments including bass, drums, keyboard and vocals. You will create compositions using live instruments and industry-standard software such as Logic and Soundtrap. You will also explore song-writing techniques, creating your own songs individually or with a group. The practical aspects of this course will be underpinned by the study of musical theory. In this class, you will choose an instrument and rehearse regularly at home and in the classroom. 

You will learn more challenging pieces as you develop as a musician.  You will participate in regular live performances as part of a group, and develop your abilities individually as a solo musician.  You will gradually increase your confidence and expertise as a musician and performer.  Many of our 10 MUS students form bands that go on to compete in the Rock Quest or Tangata Beats competitions.

10MUS is an ideal option to follow on from the 9MUS course, and is a great foundation for studying Music in Year 11 at NCEA level 1. 

10MUS (Semester) is a practical music making course that will develop or enhance your performance skills on acoustic guitar and rock band instruments including bass, drums and vocals. You will create compositions using live instruments and industry-standard software such as Logic, and Soundtrap. The practical aspects of this course will be underpinned by the study of music theory and compositional techniques including song writing.

You will learn more challenging pieces to help you develop as a musician.  You will participate in regular live performances, as part of a group and individually as a solo musician.  You will gradually increase your confidence and expertise as a musician and performer.  

10MUS (Semester) runs for two terms only. If you know that you will not take music at NCEA level 1, but would like to develop your musical ability, this 10 Music Semester course could be an option for you. Please note that the full year Music courses provide the best foundation for Year 11. 

Music Band is a full year course covering both semesters. 

BE PART OF THE BAND! 10MUB is a practical music-making course and you will continue on from where you left off in 9MUB. The instrument you chose in 9MUB will likely be the one you play in 10MUB, but you may choose to change. The 10MUB course is going to help you develop your musicianship and enhance your skills as you tackle more challenging pieces of music, working as part of a large group or as a solo musician. You will compose musical pieces for your own and other instruments using specialist software for composition, such as Logic, Sibelius and Soundtrap. The practical aspects of 10MUB will be underpinned by more advanced musical theory which will be used to enhance your compositions. 

As a participant in this course you will also be an active musician in one of the school music groups. You will attend in-school itinerant music lessons and have an instrument at home to use for practicing every day.  Instruments are available from the school FREE of charge. Students will choose from the following: trumpet, trombone, clarinet, saxophone, bass or percussion.

10MUB is an ideal option choice if you completed the 9MUB course. 

This is an exciting new visual arts course pathway, allowing students to learn about and develop skills in contemporary Maaori visual art.  You can begin this journey in Year 9 Toi, and continue to learn and achieve right through to senior NCEA level. 

Aakonga will learn about and make a wide range of art works using different materials and processes inspired by traditional and contemporary Maaori Art forms. You can look forward to learning about and making the following kinds of art works from your teacher, and maybe from guest Maaori artists:

• Harakeke and Weaving: learn about the protocols of caring for harakeke and kaitiakitanga.  Weave a variety of materials, including harakeke, paper, or contemporary materials.   
• Maaori Pattern – learn about traditional art forms that use pattern, such as koowhaiwhai, taaniko & tukutuku.  Learn about patterns, symbolism, & their meanings.  Explore pattern in drawing. 
• Develop pattern into Painting.  Learn about traditional and contemporary Maaori art forms and artists' work.  Explore colour as meaning in composition.  Develop painting skills.  Make individual & collaborative art works.
• Develop patterns into woodcut and printmaking – look at traditional & contemporary Maaori artists' work.  Develop woodcut skills using small chisels.  Make an edition of prints.
• Make uku tangi from clay.  Learn a little bit about traditional Maaori music.
• Make 3D sculpture from natural materials
• Learn about, share and discuss Maaori legends and local stories.  
• Learn about metaphorical ways of thinking & expressing ideas, and about objects as taonga. 

Welcome To Year 10 Digital Creative!

Project Based & Time Based Learning

This course is designed to help you to explore and learn about digital art making processes. We will explore Photography, Design, Illustration and some moving image. We want to show you what is like to work for a client and present your work to the public as this is what happens in the creative digital industry in the real world. This is where your digital creative career pathway begins... 

The class will learn a combination of digital art making skills and processes to create a 'Show Reel' about what Digital Art and how it can be used to share ideas with people and engage them to act, think and feel. Digital Creative is about learning about what it takes to be successful in this very demanding but rewarding field. 

Some general things we will learn as we go will be:

• Composition - How images are put together to capture the viewers' attention and more importantly hold their attention. 
• Typography - The art of using type to make things look cool.
• Project Management - Working together to plan your outcomes and holding each other accountable to get the job done so you can be proud of what you have accomplished. 
• Digital Art Making Skills - You will work across at least two digital art making specialist areas while you are working on your contribution to the project. 
• Conceptual Development - Coming up with cool ideas with meaning behind the work you are creating. (Learning to think creatively) 
• Creative Software Skills - During your practical making of your contribution to the project you will be working across at least two digital creative software platforms. See more details below. 

The way it will work.....

We will work on a class project to make and produce a digital showcase LIVE outcome at the end of the course that you can present to your year level at assembly and if it is good enough our school social media pages. This is a real world-based project class so you must come prepared to engage and be part of the production team. 

You will each have some basic workshops within the first few weeks of the course so you can have a 'taster' of the different specialty areas within the digital creative space. You will then choose your 'specialty areas' (from the list below) that you are interested in learning more about. Then in your small groups of special interest areas you will set about planning and making your section of the show reel for our final live project at the end of the second semester. (Please note there will be competition as there are two of these classes running.... who's show reel will be the best?) 

See This Professional Show Reel Below:

Specialty areas are:

Photo/Film (Adobe Photoshop, Premiere Pro & After Effects)

Photo/Design (Adobe Photoshop, Illustrator and or InDesign)

2D Illustration / Animation (Procreate or Adobe Fresco)

3D Modeling / Animation (Blender) 

2D Illustration/Design (Adobe Photoshop, Illustrator & InDesign)

You will run your own specialty area agency (like we do in Industry)

Here is an example of a real life kiwi digital agency: 

Each specialty group will take artistic direction of their own contribution to the show reel. You will be in charge of setting your work timeline, outcome goals and the standard of the work you create. (BUT KEEP IN MIND this is a LIVE project that other people are going to see so it has to be REAL & HIGH QUALITY) 

This will take both teamwork and skill. You will be learning as you go! You will need to support each other and there will be times where you might need to put extra time in over and above class time so that you are able to meet the deadlines and complete your project in time to be shown live at assembly. 

Where will this lead? Can I get a job through this pathway? 

Heck yes! The creative industry is broad and wide and contributes millions of dollars to the economy. Look around... what can you see that is digital creative? Games, Movies, Apps, Branding, Billboards, Brochures, Magazines, Photographs, Films, Opening Title Sequences, Websites the list goes on....

Check out what the British Government has to say about the creative industry.... 

In this course you will have an introduction to Agriculture and Horticulture production in NZ. This will include how to propagate plants form seed, farm safety, and possible careers in primary industry sectors.

• Agriculture & Horticulture production in NZ
• Plant Propagation 
• Pasture and crop production
• Livestock Farming 
• Careers in Primary Industries 
• Farm Safety

In the Year 10 Science course we develop the skills needed to carry out scientific investigations using all four strands of science: chemistry, physics, biology and Earth and space. These strands will be integrated into topics that have localised, contextual, and relevant contexts. These contexts include the biological and chemical analysis of local waterways, plant structure and function, and how these are linked to food production, materials and house design, and the practical application of all the strands of science to provide scientific evidence in forensic science to solve crime. These topics will help students develop their skills in using the scientific method to carry out practical investigations, literacy and numeracy, working together, overcoming challenges and developing resilience.

The topics will be assessed in both knowledge and skill development, and will include individual and group assignments.

Plants and Genetics:  We will learn about the structure of plants and how these adaptations help plants to survive and reproduce. We will compare and contrast asexual and sexual reproductive methods in horticulture and agriculture. We will learn about the basics of DNA and genetic information and how to this is inherited between generations.

Waterways: We will learn about the chemistry of waterways in New Zealand. This will involve learning about atoms and ionic compounds, acid and base chemistry and chemical reactions. Students will carry out different chemical reactions to assess water quality and investigate the impacts of changing water quality on different environments.

Materials and House Design:  We will learn about the different materials used in construction and how the properties of these materials influence their use. We will learn the concepts of electricity and how electrical circuits can be configured. 

Energy and Light:  We will learn about the different types of energy and how these are transformed and transferred. We will learn about how light behaves, including the eye works.

Shaky Ground: We will learn about the causes and effects of earthquakes, volcanic eruptions and tsnumais.

Matariki and Astronomical Cycles: We will learn about astronomical cycles and Matariki, linking this knowledge to harvesting and planting crops.

This course provides students with links to the world around them and how they fit into it. This will cover our place in Aotearoa New Zealand and how past events have influenced the country. This will also link to local points of history.

A variety of topics will be covered throughout the year. 

Close to home, we look at the Treaty of Waitangi and the impacts of it still today. We also explore the Pacific, looking at the Dawn Raids and climate change in the Pacific. 

Students will develop an understanding of how our government works while exploring other countries' different forms of government- such as North Korea.

There is a look at what human rights are. By looking at case studies, both within New Zealand and around the world, students will gain confidence in understanding rights and responsibilities as citizens of the world. 

Students will also gain skills in the business area to be able to plan for, and carry out, their own small business, selling creating and producing products or services for a school-based market day.

Students will also look at the causes and effects of extreme natural events. They will look at some case studies, and will gain knowledge and skills in knowing how to react to situations that may happen.

Social Studies is a subject that provides many skills in literacy (writing and interpreting information) and numeracy (collecting, interpreting data and graphing). 

It provides a range of knowledge that links to senior Social Science Subject area. 

Year 10 STEM – Explore the Future Today!

Are you curious about how science and technology shape our world? The Year 10 STEM course is a dynamic fusion of Science and Technology, designed to bring learning to life through real-world challenges and future-focused innovation.

Throughout the course, you'll explore exciting topics such as genetic engineering and biotechnology, forensics, innovative materials and engineering, 3D printing and robotics, and even aviation and space travel.

This course is designed to extend your understanding of scientific ideas and stretch your thinking beyond the basics. It’s aimed at students who want to question the "how does that work" and "why do we do that" about science and are considering selecting science specialty subjects in future years.

Year 10 STEM is hands-on, challenging, and inspiring – helping you connect classroom theory with real-world applications and career possibilities. From creating and designing to experimenting and problem-solving, this course is your launchpad into the future of science and innovation.

If you're ready to think big, dig deeper, and take your STEM learning to the next level, this is the course for you!

This is a Semester course that has a focus on the understanding of Toi Whakaari and Tikanga Maaori rather than Te Reo only.  

Aakonga (students) taking this course will develop their understanding of the elements of Kapa Haka and Toi Whakaari (performance).

Aakonga may have the opportunity to gain some NCEA credits in Year 10 and be given a huge lift in preparing them to achieve NCEA Level 1. Any one interested in Te Ao Haka can take this course, although participation in our school Kapa Haka programme is encouraged. 

Toi Whakaari and Tikanga Maaori [Culture] are taonga [treasures] recognised under the Treaty of Waitangi. All who learn and understand tikanga help to secure their future as a living, dynamic, and rich language and culture.  By learning Te Reo and becoming increasingly familiar with Toi and Tikanga, Maaori students strengthen their identities, while both Maaori and non-Maaori alike develop shared cultural understandings and at the same time have an improved chance of success with NCEA assessment at Levels 1-3. 

This is a full year course that continues developing understanding of Te Reo Maaori and Tikanga Maaori. 

We understand that second language learners of Te Reo Maaori struggle with the current NCEA assessment format. To assist these students to have a good chance with assessment at NCEA levels 1-3 Pukekohe High School as created a program that allows students to study the language for a full year. 

Students are given this option in Year 10 so they can build on the Year 9 program. Inside the program Year 10 students will have a sound understanding that Te Reo Maaori [Language] and Tikanga Maaorii [Culture] are taonga [treasures] recognised under the Treaty of Waitangi. 

Te Reo Maaori also has significant status as one of 3 official languages of Aotearoa [New Zealand]. All who learn Te Reo Māori and understand Tikanga help to secure their future as a living, dynamic, and rich language and culture.  By learning Te Reo and becoming increasingly familiar with Tikanga, Maaori students strengthen their identities, while both Maaori and non-Maaori alike develop shared cultural understandings and at the same time have an improved chance of success with NCEA assessment at Levels 1-3. 

NB: When selecting this option course you are FIRST required to select  1SGEN-Level 1 Science General or 1SSCC-Level 1 Science in Context, before you can select this course. 

In Level 1 Agricultural and Horticultural Science, students will learn about soil science, pasture and crop management, life processes for plants and animals, health and safety in the rural work place, management practices and practical skills used in agricultural and horticultural production, location of agriculture and horticulture production in New Zealand.

Students will be allocated a raised garden bed to grow their own vegetables.

This subject is for students interested in understanding plant and animal production systems in New Zealand and covers the key areas associated with plant production and animal growth and development.

This course will extend students' art-making skills and the way in which they see and respond to the world.  Students will have the opportunity to personalise the theme to their interests, and to explore and express their own culture and the culture of others.   Students will explore the ideas, experiences and visual aspects of people, place and objects within the theme.

Art works above by Ashleigh Hermitte - Screen printing and acrylic paint

What do I learn in this course?

Year 11 Art is a practical course.   In this course you will develop and extend your skills using a wide range of drawing, painting and printmaking media.  You will make art works that advance your skills using a variety of drawing materials, mixed media, water colour and acrylic paints, dry point etching, lino and screen printing, and possibly 3D work.  You learn and achieve by participating, so it's important to be an active learner.  

Learning in this course will  result in students producing two main outcomes for external assessment: 

1. An 8-page artist's workbook of drawings, media studies, and visual research and thinking. (5 credits)

2. A portfolio of finished art works exploring your theme.  (5 credits)

By the end of Term 1 each student will have personalised & researched the course theme.  You will learn how to research, develop and extend ideas in your art workbook pages, and by making finished art works for your folio board.  You will look at the works of a wide range of artists from the past and the present as inspiration.  You learn to use imagination, observation, research and practical investigation to develop your ideas with increasing skill.  Aakonga will have the opportunity to showcase their work, to participate in exhibitions, competitions and trips to galleries or other learning sites.  By the end of this course, you will have a stronger understanding of your creative interests, ready for Year 12.

Images above: etching prints and lino prints by Year 11 Art students.  Installation box exhibited at the Maritime Museum Gallery, Auckland.  Read more here:  https://www.aucklandlive.co.nz/show/i-am-island-and-sea   & here:   https://www.pukekohehigh.school.nz/3rd-july-generations-day-celebrating-100-years-of-rugby-at-phs/ 

How can Art help me in the future?

People with creative abilities and minds are highly sought after and valued in all sorts of careers.  There are now many career paths for people with skills in practical and digital arts. Even if you intend to pursue a future pathway unrelated to the Arts, courses in the visual arts are valuable ways of extending your thinking abilities.  We teach in a way that encourages ākonga to examine and respond to the world. Brain research confirms that an Arts education strengthens students' problem-solving and critical thinking skills, adding to overall academic achievement, school success, and preparation for the workforce.  You will develop all sorts of personal and creative capabilities that will be relevant to any future pathway of your choice and enjoy the positive and supportive learning environment we provide.

We recommend this course to students interested in a possible career in the building industry or those looking for skills and knowledge that will be useful in later life take this course. While constructing practical projects you will be taught safe workshop practice and the correct use of hand tools. The student will also be instructed in the correct use of a range of both power and machine tools. You will also become familiar with a number of joining and finishing methods and accepted construction techniques.

WHAT WILL I LEARN?
· Safe workshop practice.
· The correct use of hand tools and some power tools.
· A range of joining and finishing methods.
· Correct construction techniques.

This course is recommend for students interested in developing their practical skills in food preparation and who want to learn more about the hospitality industry. You will become acquainted with working in the commercial kitchen.  Food safety and personal hygiene are covered in depth throughout the year. 

• Catering is all about preparing food safely and hygienically for commercial purposes.
• The course is delivered using SERVICE IQ units of work
• Each Unit is internally assessed
• Units are completed once the workbooks, practical activities and test are achieved and completed. 

WHAT WILL I LEARN?

  Practical skills related to each topic as well as the associated theory which includes food safety, baking, fruit and vegetables, meat, hot finger foods, knife skills and cooking terminology.

What is Commerce about? 

Commerce is the use and exploration of accounting, economic, and business concepts and models to make sense of society and solve problems. In this subject, ākonga (students) will build the knowledge, skills, and values they need to navigate and participate in, the economic world. They will learn how participants in the economic world make decisions, and they will analyse how these decisions impact sustainability. Ākonga (students) will learn that decision-making is necessitated by scarcity and that decisions are informed by a variety of cultural perspectives and lenses. Learning and assessment will examine Māori, Pacific, and different approaches to commerce, and business models from whānau and organisation contexts.

Important learning that will be included in your course:

• recognise that Māori, indigenous Pacific knowledge, and other perspectives inform a range of concepts that influence decision making;
• understand how sectors and groups within society are interdependent;
• use concepts, models, or financial statements to communicate financial and non-financial information;
• understand that due to scarcity, decisions need to be made;
• investigate how pūtake informs financial and non-financial decision making;
• understand that decisions made by organisations impact themselves and society;
• explore how rangatiratanga empowers organisations or communities;
• understand how prices affect or are affected by financial and non-financial decision making;
• explore how collaboration, such as talanoa and wānanga, may lead to innovation or resolution;
• understand what is necessary for organisations to be financially viable;
• use a financial management tool to assist decision-making for financial viability; and
• explore how external factors impact organisations.

NOTE: organisations include whānau, hapū, iwi, community organisations, and businesses.

**Due to the nature of learning Business, it is highly recommended that students have a laptop for their learning**

Develop foundational skills in the following applications for school, further study, employment and leisure activities:

• Microsoft Word (Word Processing)
• Microsoft Excel (Spreadsheets)
• Microsoft Publisher (Desktop Publishing)
• Microsoft PowerPoint (Creating Presentations)
• Creating Websites using Web Software such as Wix
• Creating webpages using Hyper Text Markup Language

Students work at their own pace and level of expertise through online workbooks and assessments.
Students may go on to do some Level 2 standards also in Terms 3 and 4.

LEVEL 1 DANCE

Dance provides excellent opportunities for success and is suited to ākonga of all abilities. Dance is suitable for students of all backgrounds and prior experience. 

This course is ideal for students who wish to develop skills and express ideas through dance.  You will do practical dance work each lesson, and be expected to work collaboratively with everyone in your class. Experience as a dancer is not required, however regardless of prior knowledge, students must be open-minded and aware that they will be exploring dance from a range of new aspects.

Level 1 Dance students will develop skills in a variety of dance styles and genres, and learn to use the elements of dance to create original and meaningful choreography.  You will grow your knowledge through dancing every lesson, and develop deeper learning about the histories and purpose of dance. You'll learn how to write about your thinking and learning behind your dance. You'll perform all your assessment dances in the PHS Dance Showcase. We will attend out-of-school dance workshops and watch a live performance. 

Level 1 Dance students have shared some of their highlights from the course below:
"Fun!"
"Team work and group work"
"Creating teamwork skills, motivating topics"
"We are all comfortable with each other and try our hardest"
"Creating bonds with people"
"It's a great time of learning new aspects of dance. 
"We get to understand that dance is not just about genres, but about feelings, and dancing moves." 

Images:Level 1 Dance class 2023, Level 1 and 3 Dance students performing salsa assessment 2022, Level 1 Dance students at a creative workshop with University of Auckland students 2021, PHS Dance students performing in the Dance Showcase 2022

There are many ways in which Drama education leads to your success:

Social Awareness  -   Legends, myths, poems, stories, and plays used in drama teach students about social issues and conflicts from cultures – past and present – all over the world.

Self-Confidence  -   Taking risks in class and performing for an audience teaches students to trust their ideas and abilities. The confidence gained in drama applies to school, university, careers, and life in general.

Imagination   -  Making creative choices, thinking of new ideas, and interpreting familiar material in new ways are essential to drama. Einstein said: ‘Imagination is more important than knowledge’.

Empathy   -  Acting roles from different situations, time periods, and cultures promotes compassion and tolerance for others’ feelings and viewpoints.

Cooperation & Collaboration  -  drama combines the creative ideas and abilities of its participants. This cooperative process includes discussing, negotiating, rehearsing, and performing.

Communication Skills  -   Drama enhances verbal and nonverbal expression of ideas. Listening and observation skills develop by playing drama games, being an audience, rehearsing, and performing.

Concentration   -  Playing, practicing, and performing develop sustained focus, body, and voice, which also helps in other subjects and courses, and, again, life in general.

Problem solving  -   Students learn how to communicate the who, what, where, and why to the audience. Improvisation fosters quick-thinking solutions, which leads to greater adaptability in life.

Fun  -   Drama brings play, humour, and laughter to learning; this improves motivation and reduces stress.  Emotional Outlet  -   Pretend play and drama games allow students to express a range of emotions.  Many drama activities reduce stress by releasing mental, physical, and emotional tension.

Self-discipline  -   The process of moving from ideas to actions to performances teaches the value of practice and perseverance. Drama games and creative movement improve self-control.

Course Description

This is a practical course that explores four key areas of Drama: 

* developing skills in using  the elements, techniques, conventions, and technologies of Drama; 

* developing ideas through innovation, imagination, and personal experience.  

* learning how to co-operate and collaborate with others to generate ideas and turn them into action. 

* learning how to communicate and interpret ideas. 

We learn these things in Drama in a variety of ways: through playing drama games, participating in workshops, learning how to devise our own drama, and through studying and performing scripted plays.  We discuss and write about our own and others’ work and prepare for a Drama exam.  

What will I learn and How will I learn?
This Level 1 Drama course builds important foundation skills in Drama. Students must be willing to actively participate in all activities.  You will work in groups, learning to co-operate and collaborate.  You will develop knowledge and awareness of dramatic techniques, elements and conventions, and how to use these to create performance work.  You will develop acting and theatre skills, learn how to devise drama and how to interpret a script.  You will learn how to perform in front of others  using different theatre forms, elements and conventions.  You will learn about drama technologies and how to use these as important elements in performance works.

This course is provided by Competenz which is the official training partner for 37 industries. Within the course students will make a small engineering project that will build on the skills they have learned in year 10. 

Students will be expected to use lathes and mills, as well as, hand tools/power tools with confidence. They will complete three units of work involving safety, design and basic engineering skills.

This course is ideal for someone who is looking to enter the workplace as an apprentice engineer rather than continuing into year 13.

Level 1 Contemporary Literature

Credits: 15

Structure: 2 Internal assessments and 1 External assessment

Contemporary Literature offers opportunities to refine and further develop reading and writing skills while engaging with contemporary short stories, films, song lyrics, and at least one extended text published within the last 25 years. You may find yourself interpreting the language of social media and Influencers, political speeches, or protest songs in relation to recent events. You will also hone your writing skills in creative and formal writing.  

Why choose this course?

Level 1 Contemporary Literature is ideal for students who want to keep future options open. You will enhance your reading and writing skills to prepare you for various pathways.

Level 1 World Literature

Credits: 20

Structure: 2 Internal assessments and 2 External assessments

World Literature offers opportunities to engage with stories, films, lyrics, and extended texts in a range of genres from a variety of times and places. You may find yourself interpreting protest songs, political speeches, or war poetry in relation to significant historical contexts. You will also be able to develop your own writing skills as you craft pieces such as a creative description, a narrative, or a persuasive piece.

Why choose this course?

Level 1 World Literature is perfect for those interested in exploring diverse narratives and testing their interests across different genres from different time periods and places. It provides a strong foundation for further academic studies.

This is an English language course for students who speak English as an additional language. It covers reading, writing, listening and speaking. The aim is to improve English language skills for everyday life and to develop academic language skills to support achievement in other learning areas.

This course is recommend for students interested in the study of Nutrition and Food related issues.  You will be introduced to the main topics that are studied in nutrition.  Starting with basic nutrition, we then develop an understanding of safety and hygiene in the kitchen.  As you become more familiar with these, we can then apply these to real life situations where you can develop your meal planning skills and justify food choices based on the Food and Nutrition Guidelines and the impact it has on our Well Being/ Hauora. Cooking practical form a small component of the course.

• Food and Nutrition is all about the foods we eat and the choices we make made about food.
• Food safety and hygiene is studied to give students a working knowledge of safe food practices.
• Choosing the right foods to suit different gender and lifestyle.

WHAT WILL I LEARN?

·    Basic nutrition and the promotion of healthier food choices

·    Food hygiene and Safe practices in the kitchen

·    Planning, preparing and serving of food that influences our well Being/Hauora

·    Evaluating different Health Models and demonstrating the decision-making process

Students will:

• further develop their range of vocabulary and sentence patterns to enable understanding and use of a wider variety of language.
• build their confidence in using the language by participating in and contributing to a wide variety of language activities.
• be able to communicate about past and future events.
• explore areas of French culture and compare it with New Zealand culture.

Focus is :

a) on speaking being able to use simple French sentences and questions for the purpose of every day conversation and recording video presentations for future penpals.

b) on reading from authentic texts such as magazines, online articles, lyrics on songs and simple videos

c) on experiencing the culture with activities such as food ie French lunch at a restaurant, planning a visit to Paris and experiencing a virtual visit.

Assessment: Minimum of 3 standards worth 15 credits

2 Internally assessed standards : 1. 1 Interactions (conversations) and 1.2 Communication (written or reading aloud recording)

and a choice of 1 externally assessed standards  either  1. 3 Reading and 1.4 Listening

Future Pathways is designed to introduce Year 11 students to core generic skills to prepare them for the world of work.   

Students will explore career options for their future, produce a CV, practice interview skills and investigate the skills and attributes to become a good employee.

Students will also learn basic calculations that will be beneficial in the workplace and how to complete online forms.

Step outside the conventional classroom and embark on a thrilling adventure through Auckland's diverse landscapes and geographical wonders in this exciting NCEA Level 1 Geography course. Prepare to discover the incredible beauty and natural marvels that lie right on our doorstep as we delve into the captivating geography of the Waikato River, explore global phenomena, and tackle contemporary issues facing the Pacific region.

Learning beyond the classroom 

In this course, we will go beyond the confines of textbooks and explore the local area, utilising Auckland as our living laboratory. By immersing ourselves in hands-on experiences, we will develop invaluable geographical skills and gain a deeper understanding of the world around us.

Life-changing skills

Throughout the course, you will develop essential geographical skills that extend far beyond the walls of the classroom. From using cutting-edge technology for data collection and analysis to honing your fieldwork techniques, you will become a skilled geographer capable of interpreting and understanding the world around you. Additionally, you will enhance your critical thinking, problem-solving, and teamwork abilities as we navigate real-world challenges together. 

Join us on this journey

Join us on this captivating journey as we unlock the secrets of Auckland's geographical wonders. Immerse yourself in hands-on exploration, ignite your passion for the natural world, and become a steward of our local environment. By the end of this course, you will not only possess a wealth of knowledge but also a newfound appreciation for the remarkable geography that surrounds us.

You will be introduced to the main topics that are used in Hard Materials technology.  Starting with craft skills, we develop an understanding of how to program an IC chip, 3d modelling and printing.  As you become more familiar with these, we can then apply these to some technical problems where you can develop your own ideas and present your solutions.

Students will have to complete an essay-style record of their practical work involving design, development, brief and specification, stakeholder feedback and testing in order to meet the requirements of NCEA standards. Prospective students should have a good grasp of basic hand tool usage and be capable writers. 

Level 1 Health is designed for students who seek to understand and support their own health and the health of others (hauora).
This course explores the influences that shape how people think, behave, and interact with the world. It provides essential knowledge about adolescent mental health, the teenage brain, and making informed decisions in various situations—including relationships, sexual health, and navigating common teenage challenges such as peer pressure, risk-taking, and social situations.

Course Content:

• Cultural Models of Health: Exploration of diverse cultural perspectives on health.
• Mental Health: Understanding the brain, stress management, resilience, and other key mental health concepts.
• Sexuality Health: Addressing issues impacting teenagers and promoting healthy sexual practices.
• Personal Well-being: Taking action to improve individual well-being through practical strategies.
• Well-being Strategies: Learning effective strategies to support overall well-being.
• Decision-Making Skills: Developing skills to make the best decisions in various life situations.

This course equips students with the knowledge and skills to positively influence their own health and the health of those around them. They will develop respect and compassion for others and an appreciation of diversity. Students will develop their ability to think critically and view situations from multiple perspectives.

Using digital technology is encouraged and promoted in this course. Teachers use Microsoft teams and one note to help deliver learning. An awareness of current affairs and researching using the internet to investigate topics is encouraged. Learning activities are often interactive and collaborative.

Knowledge, skills and experiences gained in Health Education are beneficial for many types of occupations. Students will learn foundational knowledge and skills that can lead to diverse future pathways, including becoming a teache

r, and working or studying in the health, community services, government, hospitality, and science sectors.

*All assessments are achievement standards 

*Students CANNOT choose this course and 1TFNT

History fires students’ curiosity and imagination

It invites students to ask, and helps them answer, today’s questions by engaging with the past and imagining and speculating on possible futures.

History presents students with the dilemmas, choices, and beliefs of people in the past.

It connects students with the wider world as they develop their own identities and sense of place. Students engage with history at personal, local, and international levels. They investigate the histories of their communities, New Zealand, and the wider world.

History is a research-led discipline

Through this study students will develop skills in research, interpretation, evaluation, historical empathy and analysis. You will also be encouraged to examine each event/time period we study to evaluate its significance to New Zealand society today.

An awareness of history inspires students to become confident, questioning, and empathetic individuals.

History is dynamic and exciting

This level one course is designed to give students a small insight into the world around them through the study of historical events, developments, themes and movements.  They will specifically look at events that have shaped New Zealand’s future - these will include events that have occurred both in New Zealand and Globally.  Events will be drawn from the 20th century and have in the past included Apartheid in South Africa, New Zealand Protest Movements, Black Civil Rights Movement in the USA, WW2 and the war in the Pacific.  

Students will

• further develop their range of vocabulary and sentence patterns to enable understanding and use of a wider variety of language.
• build their confidence in using the language by participating in and contributing to a wide variety of language activities.
• be able to communicate about past and future events
• progress their capability and confidence in reading and writing in the Japanese alphabets.
• explore areas of cultural interest.

Topics covered are:

My town and directions

Family and home

Travel

Health

Description of what people look like and what they are wearing

School

Shopping

Assessment:    Minimum of 3 standards worth 15 credits

2 Internally assessed standards : 1. 1 Interactions (conversations) and 1.2 Communication (written or reading aloud recording)

and a choice of 1 externally assessed standards  either  1. 3 Reading and 1.4 Listening

Year 11 mathematics core offers students a range of understanding across all strands of mathematics. This course allows students to develop problem-solving skills and think about the application of mathematics and statistics in a range of realistic contexts.

Students who Study Level 1 Mathematics and Statistics core will gain a good overview of Numbers, Algebra, Geometry, and Statistics and how it applies to the world around them. Level 1 Mathematics core creates a pathway to further study in all mathematics with algebra and mathematics general.

Whilst this course does cover some statistics, students wishing to take statistics at level 2 should take the Level 1 Mathematics and Statistics course.

The course consists of two internals and one external examination. The internal standards will be covered within the first 3 terms.

This course gives students an overview of core mathematical concepts required in their day to day lives, whilst there is a larger focus on Statistics, this course will also teach students essential skills in Number, Algebra, Geometry and Measurement.

Statistics is the exploration and use of patterns and relationships in data. Statistics requires different ways of thinking and skills for solving problems. Students will need to investigate, interpret, explain, and make sense of the world in which they live.

Students will learn to make sense of information by interpreting the data using analytical tools. The analysis template (PPDAC) provides a framework for making decisions and providing advice. These skills are particularly sort after in today's information driven world. The ability to solve problems and provide solutions is a key skill which can be applied in most organisations.

NCEA Level 1 Ngaa Toi

Achievement Standards – Opportunity to gain 10 to 15 credits (2 or 3 standards).  

Note: students will have to choose either 11 TOI, or 11 ART, or 11 PHD.

This course is a pathway of continued learning for students who have taken Year 10 TOI.  Other students who are genuinely interested in learning contemporary Maaori visual arts are also welcome.  This is a practical art course, involving hands-on making, using a range of materials throughout the year.  Students will learn about the work of contemporary Maaori artists, and use that learning to inform their own art making.

Content will be focused on contemporary and traditional Maaori art forms and artists.  Course content will include processes such as drawing, painting, woodcut, mixed media and 3D work.  Content will create a foundation for Year 12 options including Level 2 TOI.

This is an exciting new visual arts course which was introduced for the first time in 2025.  

Aakonga will learn about and make a wide range of art works using different materials and processes inspired by traditional and contemporary Maaori Art forms. You can look forward to learning about and making a selection of the following range of art works from your teacher, and maybe from guest Maaori artists:

• Maaori Pattern – learn about traditional art forms that use pattern, such as koowhaiwhai, taaniko, tukutuku and whakairo.  Learn about patterns, symbolism, & their meanings.  Explore pattern in drawing.
• Develop pattern into Painting.  Learn about traditional and contemporary Maaori art forms and artists' work.  Explore colour as meaning in composition.  Develop painting skills.  Make individual & collaborative art works.
• Develop patterns into woodcut and printmaking – look at traditional & contemporary Maaori artists' work.  Make an edition of prints.
• Make 3D works using a range of materials, in response to artist's works
• Learn about, share and discuss Maaori legends and local stories.  
• Learn about metaphorical ways of thinking & expressing ideas, and about objects as taonga. 

Students will learn in this course by actively participating and making art.  Aakonga need to be genuinely interested in learning and making art works.

People and Society is about people. Students learn how to participate in society as informed, responsible, critical, and active citizens. Contexts are drawn from the past, present, and future. This subject emphasizes experiences in Aotearoa New Zealand, the Pacific, and connectedness with the wider world. Social Studies inquiry and social action are integral to Social Studies.

Throughout this course, students will,

* understand and use appropriate inquiry frameworks that are culturally sustaining and ethically sound

* ask questions, gather information, and examine the background to important societal issues and events

* explore and analyze various points of views, values and perspectives and ideologies related to these ideas and issues

* consider the ways in which people make decisions and participate in social action

• Investigate how power influences various aspects of society and its impact on groups and communities.
• Explore how global connections impact individuals and local communities.
• Participate in thoughtful social action in response to social issues or opportunities

This Level 1 Music course builds on the skills you developed in Year 10, blending practical and theoretical tasks to enhance your musicianship, understanding, and creativity.

Course Options:

• Year 11 Band Class: Focuses on ensemble performance and collaboration.
• Year 11 Core Class: Emphasizes individual skill development and theoretical knowledge.

What You’ll Learn:

Throughout the year, you will deepen your musical understanding by studying contemporary scores, popular music, and historical genres. This will support your development in individual composition and songwriting. The course integrates music technology with traditional instrument skills to enhance your overall achievement. Both solo and group performance skills will be refined with guidance from expert professional musicians specializing in your chosen instrument.

Additional Opportunities:

• Extra-Curricular Activities: Engage in activities beyond the classroom to enrich your musical experience.
• Community Performance: Gain real-world experience by performing at community events.

We look forward to supporting you as you elevate your musicianship and express your creativity, musical experiences and cultural background.

The skills learned in Level 1 Photo Design will prepare students for the next steps in their Visual Art learning journey. Students will establish and generate unique and original creative concepts which prepare them for Level 2 Visual Art courses (Specifically Photography, Design & MFX) and beyond. Students will develop their ability to be independent and conceptual thinkers in preparation for their future in an ever changing world. They will become aware of visual literacy and art theory including use of colour, art movements and symbolism. 

Students will gain experience in creating strong visual communication skills that can be used in commercial, educational and/or political contexts. Students will work on a solo and or collaborative design project throughout the year on a topic or area of interest of their choice. Students will develop a wide range of digital art making capabilities and can choose to work within the following areas to develop their specialist interests: Graphic Design, Digital Illustration, Character Design, Motion Graphics, Photography and or Cinematography. The main software we use is Adobe Creative Suite. However, for more specialist digital creative processes such as illustration and or 3D character design other software such as Blender and Procreate can be used. 

Students will take part in practical workshops which focus on the development of digital imagery for their chosen project. Students will learn about typographic design through the fonts they select and use to enhance the pictorial representation of their theme or topic. Students will learn to manage their time, set achievement goals and work towards deadlines to achieve success. They will need to commit to regular homework in order to excel in this course. Being creative is not something we turn on and off, it's a part of who we are and how we perceive, process and interact with the world around us. Students will also have the opportunity to work in our very special Anamata Photography Studio. 

The Level 1 Photo-Design course is recommended for students interested in developing their digital creative practice skills and knowledge.  It is an excellent foundation for Level 2 Art Design, Photography and Motion Special Effects (MFX) courses, with the potential to lead to further opportunities and careers in Animation, Gaming, Moving Image, Special Effects, Film, Design and Photography. Please see some examples from L1 2025 below.

What career pathways can this course lead to? 

Communications, Public Engagement, Advertising Agency, Architecture, News, Entertainment Film and Documentary Media, Commercial Photography, Fashion Photography, Architectural Photography, Real Estate, Self Employment, Social Media Management, Screen Printing, Sign Making, Magazine and Book Publishing, Commercial Printing, Game Design, Film Making & Screen Arts, Animation, Medical Education and Research Image Making, Police and Forensic Photography, Portrait Photography, Wedding Photography, Brand Management, Merchandise Management, Business Studies - Marketing & Sales, Market Research, UX (User Experience) Design, UI (User Interface) Design, Art Director, Museum Curator, Art Gallery Curator, Multi-media artist, Spatial Designer, Arial Mapping, Motion Graphics, Web Design, Packaging Design, Industrial Design, Concept Designer, Interior Design and more!

The creative industry contributes a large proportion of revenue to the global economy. According to the British Department for Culture, Media & Sport the creative industry is the largest growing industry in the country! Here is what the UK government has to say:

Movement is integral to the human experience. It facilitates a lifelong understanding of our bodies, contributes to our hauora, and allows us to live physically active lives. Movement affects who we are, how we experience and interact with others, and our relationship to and place in society. 

Physical Education invites students to engage with how movement affects them, those around them, and their wider communities. Students will recognise and understand the challenges which affect participation in movement and respond to any movement barriers with full and active participation. Through their learning journey in Physical Education, students will develop and refine their understanding of what it means to be physically educated and promote physical education throughout their lives.

Students will participate in a variety of physical activities throughout the year and evaluate the factors that have affected their participation.  They will develop an understanding of how the body functions during physical activity as well as how to learn physical skills effectively. Students will develop an understanding of the effective use of interpersonal skills in a team setting.  They will also examine the societal influences that affect their participation in physical activity.

In Physical Education the focus is on movement and the aim is to encourage students to engage in movement experiences that promote and support the development of physical and social skills.  It fosters critical thinking and action and enables students to understand the role and significance of physical activity for individuals and society. 

Physical Activities may include Volleyball, Ki o rahi, Adventure Based Learning, Orienteering, Fitness, Winter Sports. 

NCEA Level 1 PTECH Digital Technologies - if you are selecting this course you should not select 1TDIT (NCEA Level 1 Digital Technologies) as the course content is the same with the exception that in this course students are also involved with P-Tech activities.

Any student with a desire to gain an IT career may apply for the P-TECH course. Ideally, they will enjoy technology and have some experience with programming, game development, web design, math, and science.

P-TECH is an exciting opportunity for students.  The program is aimed at giving students opportunities to engage with the world of work so that they can successfully navigate their careers.

P-TECH is a high school/early tertiary program focusing on developing digital skills and job-ready students. It is a partnership between business, high school, and tertiary education.  The pathway is five years focusing on NCEA Digital Technologies at high school and an Advanced Diploma in tertiary. P-TECH links student learning to the world of work and entry-level roles. As well as technical learning, students also gain opportunities to build work-ready skills, like communication, problem-solving, resilience, self-management and working in teams and with industry mentors.

A student choosing Level 1 P-TECH would be considering a career in the IT Industry.   They will also be considering continuing with P-TECH at Levels 2 and 4, after which they will be supported to continue in P-TECH and pathway into tertiary with the P-TECH tertiary partners.   Paid internships will also be offered for all P-TECH students committing to the 5-year pathway.

P-TECH Year One is about getting to know your cohort and foundation skills required for the P-TECH program, including communication and Self Management, as well as basic coding skills. You will also get to meet your mentors from industry and go on field trips to experience tech opportunities in our community.

This course aims to provide students with a solid foundation of fundamental biological, physical, and material world concepts to prepare them for further science study. In 2026 the first topic that we will cover will investigate the different types of chemical reactions, and how to apply these to real-life situations. Students will then investigate and solve problems relating to physical energy concepts - mechanical energy, thermal energy, and electrical energy. The final topic will look into the life processes of microorganisms, how the environment impacts these life processes, and in turn how they impact the environment around them.

Students who intend to study senior biology, chemistry, or physics senior science courses should take this course. This course also provides fundamental scientific literacy to students that will not be pursuing senior science.

Students will be assessed by:

• Two internal assessments: The chemical investigations internal is worth 6 credits, and the microorganisms and their environment is worth 5.
• One external assessment: this topic will have an end of topic test, a grading exam, and a final exam in November. The external assessment is worth 5 credits.
• There are 16 credits overall available in the L1 NCEA science course.

Science in context is a level 1 course for those students who are interested in science to understand how the world works, and want a broad foundation in science. The three main strands of science are covered: chemistry, physics, and biology. Students will complete three internal standards. 

Students will learn about the biology and life processes of microbes, how the environment impacts their survival, and in turn, how they impact the environment. They will also learn about chemical reactions, how to identify reactants and products through observation, and how to apply this knowledge to real life contexts. Finally, students will be using a practical investigation in the context of physics to gather primary data, process it, and draw relevant conclusions linked to physics concepts.Through a range of practical science investigations students will develop their self-management and ability to communicate with others. Students will develop critical thinking skills as they link observations to theory and their daily lives. Students will explore the use of a range of scientific symbols and vocabulary.

Students will be able to take senior biology, chemistry, and general science, but will require head of physics approval to take senior physics. It is recommended that students that take this course choose one senior science subject in Y12.

Standards:

CB1.1 – Microbes and the environment (Internal – 5 credits)

CB1.2 – Chemical reactions (Internal – 6 credits)

PES1.2 – Physics investigation (Internal – 5 credits)

Total credits: 16

Year 11 Spatial Design – Course Summary (2026)

Course Overview:

Year 11 Spatial Design is an immersive, future-focused course where ākonga explore how people experience and interact with space — physically, culturally, and socially. Drawing from te ao Māori perspectives and contemporary design practices, ākonga investigate how design can support wellbeing, identity, and connection between people and place.

Throughout the year, students will engage in the Design Thinking process, moving from empathy and ideation to prototyping and refinement. They will develop a deep understanding of spatial concepts and apply visual communication skills to represent their ideas clearly and professionally.

The course encourages culturally responsive and sustainable design practice, guided by the school values of Manaakitanga (care), Kotahitanga (unity), Pūmautanga (resilience), Ako (reciprocal learning), and Arahitanga (leadership). By the end of the year, students will have produced a resolved spatial design outcome, supported by technical drawings, models, and presentation work.

Skills and Techniques Learned:

Throughout the course, students will develop a broad range of creative, technical, and collaborative skills:

Design Process and Thinking:

• Understand and apply the Design Thinking framework: Empathise → Define → Ideate → Prototype → Test → Refine
• Conduct design research and generate original, purposeful design ideas.
• Solve real-world spatial problems through iterative design and feedback.

Visual Communication Techniques:

• Freehand sketching to express early ideas and concepts.
• Use of digital tools such as SketchUp, Fusion 360, or Adobe Suite for CAD and rendering.
• Construction of physical models using a variety of materials.
• Development of presentation boards, portfolios, and digital displays.

Technical Drawing:

• Learn and apply instrumental drawing conventions for architectural and spatial documentation.
• Produce drawings to scale using tools such as T-squares, set squares, and digital drafting software.
• Include details such as floor plans, elevations, section views, and site layouts.

Cultural Responsiveness and Contextual Awareness:

• Understand the importance of Te Tiriti o Waitangi in design.
• Integrate tikanga Māori, mana whenua values, and site-specific considerations into design thinking.
• Practice whanaungatanga (relationship-building) by engaging with the needs of users and communities.

Collaboration and Reflection:

• Work both independently and in teams to generate and refine ideas.
• Participate in peer critiques, class discussions, and self-assessment to develop reflective design practice.
• Develop time management, planning, and communication skills essential for creative industries.

Te Ao Haka, Maaori performing arts are powerful forms of expression that recognise, value, and contribute to the unique bicultural and multicultural character of Aotearoa New Zealand, enriching the lives of all New Zealanders. Performing arts have their own distinct languages that use both verbal and non-verbal conventions, mediated by selected processes and technologies. Through movement, sound, and image, performing arts transform people’s creative ideas into expressive works that communicate layered meanings.

Te Ao Haka, Maaori performing arts in Te Marautanga o Aotearoa celebrates and acknowledges the skills and knowledge of the past and empowers and challenges the thinking of the now and the future. It contributes to our intellectual knowing, and to our social, cultural, and spiritual being. 

Te Ao Haka utilises the new Te Ao Haka Achievements Standards.

This course is worth 20 credits. it covers mooteatea, waiata aa ringa, poi, and haka. A recommended part of this course is for students to participate in our school kapa haka, as there are particular credits students can gain through Polyfest.

There are 2 internals and 2 externals.  One of the externals is assessed in Term 3 and the other in Term 4.

Level 1 Te Manaaki Taangata Ki Te Maaori

Students have the option to enroll in this new course from the Maaori Qualifications Network. This has been designed to allow aakonga to gain 60 NCEA Level 2 Credits across two years of Learning. It begins in Year 11 and will conclude in Year 12. The course is taught within the parameters of Pedagogy Maaori. Learning includes practical experiences of manaakitanga, class discussions (waananga) and Te Reo Maaori learning in context. 

On completion, students will receive a certificate.

There are 5 core Elements: 

Mana Reo

Tikanga Marae

Manaaki Marae

Mana Wahine

Waiata Mai

Level 2 Te Reo Maaori achievement standard (AS) is a restricted entry course for students who wish to pursue Te Reo Maaori as an academic pathway. This course requires a foundational knowledge in Te Reo Maaori, which may be demonstrated by achievement in year 11 Te Reo Maaori (AS). Entry into this course is at the discretion of the Kaihautuu - see entry requirements below. 

This course is a pathway to university entrance.

This course is worth 20 credits. This course covers six strands of the reo, namely paanui (reading), tuhi (writing), koorero (oral), and whakarongo (listening),  maatakitaki (watching), and whaakatu (presenting).  This course includes 2 internal standards and 2 external standards.  One of the external standards is assessed in Term 3 and the other in Term 4.

Level 1 Te Reo Maaori unit standard (US) is an open-entry course for students who wish to pursue Te Reo Maaori language. It is suitable for entry-level learners and those interested in developing their understanding of Te Ao Maaori in the context of language.

There are 3 strands to the course: whakarongo (listening), tuhi (writing), and paanui (reading).  This course is worth 22 credits.

Please note that this course is NOT a pathway to university entrance.

PLEASE ENSURE YOU FILL OUT THE EXPRESSION OF INTEREST FORM WITH MRS MATTHEWS IF YOU SELECT THIS COURSE. PLACES ARE LIMITED.

Manukau Institute of Technology / Te Pūkenga is a Trades Academy provider that works with Pukekohe High School  to provide courses to help students achieve NCEA Level 2 by offering vocational courses that prepare students for higher education or employment. Students spend ONE day a week at MITTA and the remainder of their week at school, doing their regular timetabled classes at school.  This requires students to ensure they keep up with the coursework from their other subjects at school, whilst learning in a tertiary level environment that offers them Level 2 credits. Please note some courses are only for half of the year.

Depending on the course, this can range from approximately 11 to 30 credits.

• MITTA Trades Academy classes commence in February at the MIT campus for that course
• MIT courses are free to PHS students
• You will attend MIT ONE day per week of your school timetable. It will be up to you to keep up with any schoolwork you miss on the day you are at MIT
• In Term 4 -  MIT/PHS MITTA information will be sent out in a separate email upon confirmation of your placement at MIT
• You can wear mufti to MIT. You MUST wear closed toe shoes for Health and Safety.
• Protective clothing/ gear will be organized on site by MIT.
• Take note of any equipment or gear you need to take with you to your course

Trades Academy student TRANSPORT is provided by Pukekohe High School - this is provided at NO cost to the student. 

• Arrive punctually by 7:00am at the Gate 3 school entrance on Harris Road to catch the bus.
• If you are late and miss the bus, you will be sent home to change into school uniform and attend school for the day.
• The bus will collect you from the same drop off point at MIT at 2:50pm. You will arrive back to school by approximately 3:45pm, traffic dependent.

Courses offered in the 2026 programme are pending confirmation which occurs at the end of this year.

Automotive

Building (Full Year)

Electrical and Carpentry (Half Year Each)

Electrical (Half Year)

Engineering (Half Year)

Building and Landscape

Hospitality

L2 Barbering

Hairdressing

Early Childhood Education

Tourism

Skills for Living (L1 Supported Learners)

Level 2 Accounting Overview

Level 2 Accounting equips students with essential skills to make informed financial decisions, enhance their financial literacy, and ensure accountability for individuals and organizations to their stakeholders.

Course Coverage:

• Practical Application: Understanding and applying fundamental accounting assumptions.
• Data Processing: Converting simple and complex data into meaningful information using accounting software.
• Subsystems: Managing accounts receivable and inventory, including necessary controls for accuracy.
• Financial Reports: Preparing and interpreting financial reports that meet user needs and adhere to professional and legal standards.

Course Requirements:

Students are encouraged to have access to a laptop to facilitate the preparation and completion of internal assessments using an accounting software package.

Prerequisites:

This course assumes successful completion of the core Level One Commerce papers. Consistent effort and regular home study are crucial as the topics are interconnected.

Additional Information:

Pukekohe High School has a strong track record in this subject, and students are encouraged to utilize the Term Four revision period to address any difficulties. The course content aligns closely with Stage One tertiary papers, rewarding a strong work ethic both academically and professionally. High accounting grades are highly valued in CVs, as financial literacy is a sought-after skill in all employment sectors.

Students will develop their understanding of current Livestock practices in New Zealand including reproductive techniques and the environmental impact of primary production practices. Students will learn about livestock behavior and how to handle and treat livestock and the key factors affecting livestock growth. 

Students will be given optional courses to develop practical skills such as fencing.

As part of this course students also have the opportunity to enroll on the L2 PITO Agriculture course. This is skills based trade academy where students are out on the farm one day a week and will learn practical skills such as setting up fences and irrigation and the movement and treatment of livestock. There are 20 credits available form this course.

The Level 2 Biology course enables students to gain an understanding of fundamental living world concepts to prepare them for further biological study. This course builds on the genetics learning from junior school and Level 1 Science, with a more in depth look at inheritance and other factors that influence the phenotypes of organisms. It introduces the biological processes that affect the expression of genes and how life processes occur at the cellular level.  Students will investigate through fieldwork patterns in an ecological community and present an internally assessed report upon this. Students will also have the opportunity to research how different organisms have adaptations for life processes that allow them to survive successfully in their habitats. Finally they will learn practically how best to use microscopes; preparing, viewing, and drawing biological material using higher definition.

We recommend students interested in  a possible career in the construction industry or those looking for skills and knowledge that will be useful in later life take this course.

Set up to give students interested in the construction industry a focussed, authentic learning environment.  Students would be building garden furniture and other indoor projects.  It continues the practical the theory skills learned in Year 11. 

It is highly recommended that students have done Level 1 Building course in order to transfer the basic skills to Level 2 Building. 

WHAT WILL I LEARN?

·    Safe workshop practice.

·    The correct use of hand tools and some power tools.

·    A range of joining and finishing methods.

·    Correct construction techniques.

Year 12 Business Studies Course Description

Through a combination of practical experience and critical thinking, students will develop their methods of investigation, both individually and as part of a group to develop a business that meets the needs of their target market. They will engage in group work during class and collaborate with business professionals from the community, actively listening and sharing ideas.

Students will gain knowledge, skills, and experience to explore how and why large businesses in New Zealand make operational decisions in response to internal and external factors. They will also plan, market, review and refine a business activity with a focus on community well-being, basing their recommendations for the future on market feedback. Furthermore, students will come to appreciate Māori business concepts such as pūtake, tikanga, kaitiakitanga, and rangatiratanga.

In this course, students will:

• Gain a deep understanding of the internal operations of a large business.
• Apply business knowledge to solve critical problems within a large business context.
• Conduct market research for new or existing products.
• Plan, execute, review, and refine business activities within a community context.

Students are required to gather evidence showcasing their contributions to projects. Their success heavily depends on the group's ability to collaborate effectively. The major internal assessments will involve active student participation in group work over two terms.

This course is recommend for students interested in developing their practical skills in food preparation and who want to learn more about the hospitality industry. 

You will become acquainted with working in the commercial kitchen.  Food safety and personal hygiene are covered in depth throughout the year.

The first unit covers food safety methods used in a food business, which is a prerequisite for achieving any of the food related topics.  You then move onto developing skills in handling of knives, preparing fruit and vegetable cuts, baking, frying and grilling foods, making interesting salads and a range of different sandwiches.

you will also be covering a barista course

Catering is all about preparing food safely and hygienically for commercial purposes

• The course is delivered using SERVICE IQ units of work
• Workbooks are provided and each unit is internally assessed
• Workbooks, theory tests and practical assessments.
• Practical skills related to each topic as well as the associated theory
• At the end of each unit you will be assessed to check your level of understanding
• Practical observations will be carried out as if you are in a commercial kitchen
• Job opportunities for cafes, restaurants, tertiary studies at AUT and MIT

Through a range of practical chemistry investigations students will develop their self-management and ability to communicate with others. Students will develop critical thinking skills as they link observations to theory. Students will explore the use of a range of scientific symbols and vocabulary.

Students will gain an understanding of fundamental material world concepts to prepare them for further science study. Students will  solve quantitative problems. They will gain an understanding of oxidation-reduction reaction, explain different types of bonding and structure in solids and analyse chemical reactivity. They will learn the application of the above in the real world by having hands on activities such as practical, experiments and demonstrations.  

Students who wish to take Level 3 Chemistry, need to take this course.

Classical Studies is our look into the ancient world. To understand ourselves, and our place in a bi-cultural society, we need to know about the societies that have laid the foundations for the world in which we live.

Classical studies is the study of the people, places, and events of the classical world and how they influence the modern world. Classical studies is an interdisciplinary subject: students engage with literature, languages, art, history, science, technology, religion, and philosophy.

Students explore community, cultural identity, values, and perspectives and think critically about human behaviour and relationships to appreciate the civilisations of ancient Greece and Rome, understand the past and the present, and to imagine possible futures.

Level 2 Classical Studies focuses mainly on the Ancient Greek world.

The Level 2 topics covered in past years:

• A basic introduction to the Ancient Greek world - religion, society, culture, myth, gods/goddesses and beyond. 
• Connections to the ancient world and Aotearoa
• A study on Pompeii - a Roman context
• Oedipus The King - Ancient Greek Tragedy
• Herakles - Ancient Greek Tragedy  
• Greek Theatre
• Greek Art & Architecture

Computer Applications

Students will develop employment entry level computing skills in a range of applications.  These skills will be valuable for school, further education, employment and leisure activities.

Microsoft Word (word processing)
Microsoft Excel (spreadsheets)
Microsoft Access (databases)
draw.io (flow charts and schematic diagrams)

Students work at their own pace and level of expertise through online workbooks and assessments.

This course has been developed to offer the opportunity for students to specialise in key areas of computer science such as Database Development and Administration, Software Development, and Web Design and Development. The external for this course will revolve around the topic of Encryption in Computer Science.

LEVEL 2 DANCE

Dance provides excellent opportunities for ākonga of all abilities to experience success. Dance is suitable for students of all backgrounds and prior experience.

In this course you will explore a range of dance genres and choreograph dances that express ideas relevant to you.  Ākonga will work with their peers to create, communicate and interpret movement in various ways. You are encouraged to draw on your own culture, skills and any prior dance and movement experience you have. Experience as a dancer is not required, however all students must be willing to participate in all learning activities, collaborate, and try new things. We will attend out-of-school dance workshops and watch a live performance. Throughout the year, there will be performances as well as leadership opportunities within the dance department.

Students will work individually and in groups to create dance works that draw on personal experience, and that explore concepts and events affecting society. In Dance, we strive to create an environment where all students are comfortable, welcome, and valued so that you feel supported and encouraged in your mahi.

NCEA Level 2 Dance is about refining your interests and stepping outside of your comfort zone. You must be motivated, ready work as part of a team, and be open to opportunities.

Some highlights from our Level 2 Dance students include:
"Getting to experiment and learn new styles that you may have not done before."
"The members of the dance class"
"Dance is safe, positive, good vibes and we learn a lot"
"Making our own dances"

Images: L2 student Brianna Roach performing her choreography in showcase 2022,  L2 Dance students performing an assessment dance in Showcase 2022, Showcase 2023, L2 and L3 Dance Students at University of Auckland Dance Studies workshop 2022

Welcome to the wonderful world of DESIGN! 

Here in Level 2 Design we use the Design Thinking model as a basis for everything we do. 

What will I be learning in this course?

This course is about developing your knowledge of design and extending your skills in a range of digital art making media.  You will learn how to create conceptual and authentic real-world design outcomes for potential or real clients. You will learn how to use a range of industry standard digital creative software including Adobe Creative Suite. Illustrators may prefer to use other software for image creation. 

Good design communicates a theme/message/emotion/information clearly with style and visual impact to capture the hearts and minds of its viewers. It can call people to action, grab their attention or entertain them. 

We will explore how colours, symbols, textures and imagery impact our mood, communicates meaning and how these can help you to represent a theme or topic in a very unique and purposeful way.

What context (theme or topic) will you be working on in this course?

You will ask yourself some 'Design Thinking' questions like: What will your design purpose be? Who will you be designing for? What will you be communicating? What function will your design need to perform? Where and how will it be viewed and interacted with? What imagery will best suit this project? These are all questions that a good designer will take into consideration when coming up with their design concept.

You get to choose your own project! (Very cool) 

This might be anything from a fashion, sports or business brand through to illustration of a children's book or graphic novel, concept character design through to design for functional things like currency (Yes designing money!) or postage stamps! The options are endless! 

You will develop a bespoke colour pallet to suit your chosen client, cause or event and you will investigate how colour can enhance and compliment your design ideas. You will learn how to generate and develop a succinct body of work that successfully promotes, communicates and engages your target audience. 

You will learn a wide range of graphic compositional and style based techniques. You will learn and develop an in-depth knowledge of visual communication and art theory such as colour theory, art movements and styles, symbolism, political and art history movements that will inform your creative work and bring a deeper sense of meaning to your work. 

Design is used in our everyday lives from the website design you scroll through to your album and music icon cover art on Spotify, through to your opening title sequences on your shows and movies, magazine designs, advertising billboards, product packaging, posters you see by the bus stop and on busses!, your favourite brands and screensavers on your device.... the world around us is emersed in design!

What career pathways can this lead to? 

Graphic Designer, Communications, Public Engagement, Advertising Agency, Architecture, News, Entertainment Film and Documentary Media, Commercial Photography, Real Estate, Self Employment, Social Media Management, Screen Printing, Sign Making, Magazine and Book Publishing, Commercial Printing, Game Design, Professional Illustrator, Medical Education and Research Image Making and Graphic Design, Brand Management, Merchandise Management, Business Studies - Marketing, Market Research & Sales, UX (User Experience) Design, UI (User Interface) Design, Art Director, Museum Curator, Art Gallery Curator, Multi-Media Artist, Spatial Designer, Motion Graphics, Web Design, Packaging Design, Industrial Design, Concept Designer, Interior Design and more!

The creative industry contributes a large proportion of revenue to the global economy. According to the British Department for Culture, Media & Sport the creative industry is the largest growing industry in the country! Here is what the UK government has to say:

Enhance your knowledge of 3D and 2D digital software. This advanced Digital Technologies course is your chance to go deeper. You’ll explore and research professional techniques in 3D modeling, character design, rigging, visual effects and animation, building on what you already know to create more complex designs.

You’ll explore and investigate the conventions used by professional animators, game developers, and digital artists—from pipeline workflows and naming standards to storytelling through movement and design. Analyze how studios bring characters to life, then apply those insights to your creative designs.

Perfect your style, sharpen your skills, and build a portfolio that’s ready for the real world.

Students will extend their knowledge of 3D character design and animation 

• Rigging and inverse kinematics
• Sculpting
• Visual effects
• Post-processing effects
• Environment design

Year 12 Drama will advance the knowledge and skills introduced in Year 11 Drama, enabling you to explore and express more ideas in more complex ways.  In Year 12 you will learn about new theatre forms, genres, and fresh scripted works.  

Year 12 Drama is a practical participation course that explores these four areas: 

* developing your understanding and use of the elements, techniques, conventions and technologies of Drama; 

* developing ideas through innovation, imagination and the use of personal experiences. 

* learning to co-operate and collaborate with others to execute these ideas into action. 

* Drama is concerned with communicating and interpreting.  We do this through discussion, writing about our own and others’ work, and then by making drama.  

What will I learn and how will I learn?

Drama learning unfolds through a variety of ways, including devising, workshops, impromptu work,  scripted work and attending live theatre performances.  This Level 2 course extends core skills in Drama. Students must be willing to actively participate in all activities. Students will work in groups, learning to co-operate and collaborate. They will work with and grow advanced knowledge and awareness of dramatic techniques, elements and conventions, using these to create strong performance pieces. Students will devise original drama, bring to life scripted works, expand their skills and confidence as performers. Students will extend their knowledge of theatre forms, dramatic elements and conventions, and use these in increasingly effective ways.

There are many ways in which Drama education leads to your success:

Social Awareness  -   Legends, myths, poems, stories, and plays used in drama teach students about social issues and conflicts from cultures – past and present – all over the world.

Self-Confidence  -   Taking risks in class and performing for an audience teaches students to trust their ideas and abilities. The confidence gained in drama applies to school, university, careers, and life in general.

Imagination   -  Making creative choices, thinking of new ideas, and interpreting familiar material in new ways are essential to drama. Einstein said: ‘Imagination is more important than knowledge’.

Empathy   -  Acting roles from different situations, time periods, and cultures promotes compassion and tolerance for others’ feelings and viewpoints.

Cooperation & Collaboration  -  drama combines the creative ideas and abilities of its participants. This cooperative process includes discussing, negotiating, rehearsing, and performing.

Communication Skills  -   Drama enhances verbal and nonverbal expression of ideas. Listening and observation skills develop by playing drama games, being an audience, rehearsing, and performing.

Concentration   -  Playing, practicing, and performing develop sustained focus, body, and voice, which also helps in other subjects and courses, and, again, life in general.

Problem solving  -   Students learn how to communicate the who, what, where, and why to the audience. Improvisation fosters quick-thinking solutions, which leads to greater adaptability in life.

Fun  -   Drama brings play, humour, and laughter to learning; this improves motivation and reduces stress.  Emotional Outlet  -   Pretend play and drama games allow students to express a range of emotions.  Many drama activities reduce stress by releasing mental, physical, and emotional tension.

Self-discipline  -   The process of moving from ideas to actions to performances teaches the value of practice and perseverance. Drama games and creative movement improve self-control.

Students will develop an understanding of the causes of natural hazards using examples around Aotearoa such as the Tarawera eruption. Students will gain investigation skills as they analyse data to deduce complex trends and relationships about meteorite impact craters. Students will analyse the suitability of scientific texts to explain the colonization of Mars.

Through a range of practical earth science investigations and research students will develop their self-management and ability to communicate with others. Students will also develop critical thinking skills as they link field work observations to theory. Students will explore the use of a range of scientific symbols and vocabulary.

Level 2 Economics 

What capabilities will I develop? 

Economics aims to teach students to understand how the NZ economy works together as a whole. This will be ideal preparation for students who wish to complete an economics degree, make decisions as to growth or expansion in their own business, or wish to find work in a variety of government or private businesses in NZ e.g. Treasury, Reserve Bank, Statistics NZ, Infometrics, or any of NZ's major banks.  The course encourages students to think critically about models that show how NZ works economically. They then need to apply those models to real life situations involving the issues of inflation, international trade, and economic growth.

What knowledge will I develop? 

Students will learn the economic models used by government to deal with the possible effects of inflation, international trade, and economic growth. They will then discuss how the government could intervene in the NZ economy to minimise the negative effects of these issues. This will involve them putting together their own economic policies to deal with a real life situation in the NZ economy.

The course offered by Competenz allows students to undertake a small engineering project, enhancing the skills acquired in Year 11. 

Participants are required to confidently utilize lathes, mills, and various handtools/power tools. They will accomplish three units that cover interpreting mechanical engineering drawings, fabrication techniques, and machine operation.

This course serves as an excellent pathway for individuals aiming to pursue an apprenticeship in engineering rather than advancing to Year 13.

Level 2 Contemporary Literature

Contemporary Literature

Credits: 15 

Structure: 2 Internals, 2 Externals

The course offers opportunities to refine and further develop your reading and writing skills while engaging with contemporary short stories, song lyrics, films, and at least one extended text. 

Why Choose This Course? 

Ideal for students who are undecided about their academic future and want to keep options open. Enhances Reading and Writing skills for various pathways.

Level 2 World Literature

World Literature

Credits: 21 

Structure: 3 Internals, 2 Externals

The course offers opportunities to engage with stories, lyrics, films, and extended texts in a range of genres from a variety of times and places. Whether you want to read and write about ordinary events and people, fantasy worlds, dystopian futures, science fiction, or critically examine the seemingly commonplace, this course is for you.

Why Choose This Course? 

Perfect for those interested in exploring diverse narratives and testing their interests across different genres. A strong foundation for further academic studies.

This is an academic-focused English language course for ESOL students who already have general English language proficiency and are considering tertiary training. The course aims to develop confidence and skills in using English for academic purposes. Support with gaining University Entrance Literacy credits may be available for students who are ready to achieve these standards if required. However, this is not a University approved subject.

This is a general English language course for students who speak English as an additional language. It covers reading, writing, listening and speaking. The aim is to improve English language skills for everyday life and to develop language skills to support achievement in other learning areas. Support towards achieving the level 1 literacy co-requisite will also be provided if required.

This course is recommend for students interested in the study of Nutrition and Food related issues.

You will be introduced to the main topics that are studied in nutrition which includes basic nutrition, we then develop an understanding of influences on food choices.  As you become more familiar with these, we can then apply these to real life situations where you can develop your meal planning skills and justify food choices based on the Food and Nutrition Guidelines.  Evaluating choices against individual needs. 

• Food and Nutrition is all about the foods we eat and the choices made about food.
• Level 2 Food and Nutrition looks at issues related to food choices and society
• Choosing the right foods to suit different gender and lifestyle, medical issues and issues affecting New Zealand.

WHAT WILL I LEARN?

·    Human nutrition

·    The impact of a national food issue on New Zealand families.

·    How food related issues affect individual and their families.

·    The use of health promotional materials.

Students will:

• be able to respond to and use a wider variety of more complex language.
• be able to organise and analyse language which expresses information and justifies personal opinions and ideas.
• continue to build their confidence in using the language by participating in and contributing to a variety of language activities.
• continue to make connections within the French language and culture and with their own.

Focus is :

a) on speaking being able to use more complex French sentence patterns to express ideas and opinion in simple conversations,  video recordings on topics such as healthy life styles and diets, film reviews, traditions, plans for the future

b) on reading from authentic texts such as magazines, online articles, lyrics on songs and videos.

c) on experiencing the diversity of cultural practices from the various French-speaking countries such as Canada, New Caledonia, French Polynesia, Senegal and Morocco.

d) experiencing real life situations connecting with the French language ie the French film festival, dinner at a French restaurant, having a pétanque game

Assessment: Minimum of 3 standards worth 15 credits

2 Internally assessed standards : 2.2 Oral presentation and 2.5 Writing 

and a choice of 1 externally assessed standards  either  2. 1 Listening and 2.4 Reading

This course is for students who would like a range of understanding of the key skills in mathematics. This course allows students to develop problem-solving skills and think about the application of mathematics in a range of realistic contexts.

Students who Study Level 2 General Maths will gain a good overview of Algebra and Calculus, Geometry, and Statistics and how they applies to the world around them. Level 2 Maths general creates opportunities for students to continue their study of mathematics into year 13 and provides a strong foundation in mathematics to support further study in a range of areas.

The course consists of 4 internals assessments and 2 external assessments.

Through a range of practical science investigations students will develop their self-management and ability to communicate with others. Students will develop critical thinking skills as they link observations to theory. Students will explore the use of a range of scientific symbols and vocabulary.

Students will develop an understanding of the causes of natural hazards using examples around Aotearoa such as the Tarawera eruption. Students will investigate patterns in an ecological community and present their findings. Students will develop an understanding of qualitative chemistry and use observations to identify chemical species acting as pollutants, and their impact on humans and the environment. Students will use microscopes to investigate life at the cellular level.

This course provides a pathway for students who wish to continue a broad science learning. This course is not suitable for students wishing to progress into an engineering or medical pathway.

A personal device is highly recommended to support learning. 

Course outline:

Welcome to an exhilarating journey through the wonders of geography! In this Level 2 Geography course, high school students will embark on an exciting exploration of our planet's diverse landscapes and intricate social structures. Throughout the course, students will develop a powerful set of skills, including persuasive writing, compelling oral communication, and captivating visual presentation, which will enable them to convey geographic information to others effectively.

But this isn't just your typical geography class. Get ready for an extraordinary adventure as we delve deep into the mysteries of Tongariro National Park! During an unforgettable four-day field trip, we'll study the environment, conduct valuable research, and immerse ourselves in the natural beauty of this awe-inspiring location. As we navigate the park's majestic terrain, students will learn to appreciate the delicate balance between human activities and environmental preservation.

Our learning journey won't stop there. We'll employ cutting-edge Geographic Information Systems (GIS) to learn about and tackle the issue of Homicides in Chicago.

Our objectives are ambitious, but we're up to the challenge! By the end of this course, you will emerge as a skilled and informed global citizen, capable of thinking critically and communicating effectively.

Through this course students will analyse health issues that affect the well-being of individuals, others and society. Students will learn to take collective action to enhance student well-being within our school or community. Gender and sexual identity issues that impact our society are explored and students are encouraged to develop strategies that promote social justice for all. Students will evaluate risk and protective factors associated with a resilient role model and evaluate how they manage change, build resilience and enhance their mental health. Other adolescent health issues covered within this course may include but not limited to teenage drinking, social media, drug use, stress management, and managing relationship conflict.  

Digital technology is strongly utilised within this course with teachers using Microsoft teams and OneNote to deliver learning. Students are expected to undertake their own research into current health issues impacting our society so a device is essential. 

Students will develop the skills of critical thinking, collaboration, research skills and health promotion. 

Through the study of history students will develop skills in research, interpretation, evaluation, empathy and analysis; vital skills for your next stage in education. You will also be encouraged to examine each event/time period we study to evaluate its significance to New Zealand society today. In particular, you should consider how much these events have shaped your life and you may not have even realised it!   

 You will become an Historian not just a student of history, you will work on your own research topic looking at the causes and consequences of a significant event. This independent project will be built around three tasks - Planning, Conducting and Evaluating your own historical research. 

Another topic still to be determined will be used for an internal assessment on the perspectives of two sides of a historical argument and the development, justification and actions of each.  This year the focus was the Vietnam War, specifically the 1968 My Lai Massacre.   

This will be followed by a study on the Rise of Hitler and Nazi Germany. This topic will also be the main focus of the external exams in November.

Students will develop their understanding of plant propagation and horticulture management practices. Students will learn health and safety skills. Through a range of learning experiences students will develop their understanding of soil management, the environmental impact of horticulture, plant reproduction, growth and development. Students will also develop landscape design skills.

There will be  practical activities including managing the school garden beds and their own vegetable garden bed, and experiments.  Students will be expected to work in groups and maintain garden beds around the school grounds for the whole year. Students will develop personal responsibility and group-work skills as they manage their garden beds.

Students will work with the teacher to select relevant standards from the selection listed below to gain approximately 20 credits. Students may select a combination of Achievement Standard and Unit Standard assessments. Note that students will not be offered all credits from the list below.

Students will also have the opportunity to participate in work experience/ taster days with local Horticulture business and growers. This can be used for their future pathways course.

Learning a language provides many opportunities for critical, creative and logical thinking.

Students will

• be able to respond to and use a wider variety of more complex language. 
• be able to organise and analyse language which expresses information and justifies personal opinions and ideas.
• be introduced to informal language.
• continue to build their confidence in using the language by participating in and contributing to a variety of language activities.
• continue to make connections within the Japanese language and with their own language.
• develop and clarify their own values and beliefs and demonstrate respect and sensitivity to people whose values, attitudes and customs may differ from our own. 

Topics covered are:

Home and Family

Eating and drinking

Education

Leisure

Assessment: Minimum of 3 standards worth 15 credits

2 Internally assessed standards : 2.2 Oral presentation and 2.5 Writing 

and a choice of 1 externally assessed standards  either  2. 1 Listening and 2.4 Reading

Possibility of  4 week immersion stay with our future sister school in Fukuoka during the Christmas break at the end of Y12.

Level 2 Legal Studies 

What capabilities will I develop? 

Legal studies explores the role of law in society and New Zealand’s laws and legal system.  To be informed citizens, young people need an understanding of the concepts, principles, and processes that provide the foundations for our legal system and of the issues that confront it. Legal studies offers students the opportunity to gain such understanding in a New Zealand and a global context.   Students are encouraged to learn in a collaborative environment and to reflect on -and be considerate of- opinions of others that may well differ due to cultural, moral, ethical, environmental, political and social backgrounds.

What knowledge will I develop? 

The course aims to empower students with a wide knowledge base that assists them to be informed lifelong learners and contributors to society when dealing with a wide range of legal applications. We cover systems of government, reasons behind crimes and our delivery of justice, consumer law. Students will hopefully also hear from guest speakers who are lawyers or law students in the local Franklin community. 

This course is for students who wish to be extended in their learning of mathematics. With a focus on algebra and calculus this course allows students to develop their critical thinking and problem solving and how to apply mathematics to solve complex problems.

This course  develops students higher level thinking and ability to solve problems, spot patterns and make generalisations. Students should pick this course if they wish to continue their study of maths to a higher level or have plans to go into professions involving mathematics, science or engineering.Students will be introduced to Calculus which is a very powerful tool that mathematicians use to model situations and solve problems. Students will also  develop deeper understanding of algebra and how it relates to other areas of mathematics.

This course can be taken at the same time as Level 2 Statistics.

Statistical knowledge helps you use proper methods to collect data, employ correct analyses, and effectively present the results. Statistics is a crucial process behind how we make discoveries in other subject areas. This subject develops the student's ability to make decisions based on data, and make predictions based on this information. Statistics allows you to understand a subject much more deeply.

Students develop the ability to understand how data is collect and used to both inform and influence decisions, this helps understand data and information they encounter in the world around. Critical thinking skills are developed along with the ability to investigate data and use tools to find the answer the unknown dilemmas. Students are expected to write reports around their findings, and will develop their analytical writing skills along with their statistical understanding.

It is recommended that students bring their own device to school for this subject.

This course can be taken along side Level 2 Maths with Algebra

Media is one of the most powerful forces in today’s world, shaping opinions, spreading information, and influencing culture. In this course, students don’t just study media — they create it.

Success in Media Studies requires creativity, a willingness to try new ideas, and the ability to work independently and collaboratively. Students must also have their own digital device from the start of the year, as access to technology is essential for planning, research, and media production.

Students will plan and produce a media product designed for a specific target audience, making sure it clearly reflects the conventions of its form (e.g. music video, short film, advertisement). Alongside this, students will study key narrative features and apply their understanding to modern texts. Later in the year, they will complete a Genre Study focused on the Horror genre, examining how it has evolved over time in response to changing audiences, technologies, and social concerns.

Career Pathways:
Media Studies develops practical and creative skills relevant to a wide range of careers, including journalism, filmmaking, advertising, social media, broadcasting, and public relations. Students gain early experience using digital tools and media concepts that are increasingly vital in the modern world.

Welcome to the world of Storytelling!

This course will develop sophisticated skills and advanced knowledge in the field of Motion Special Effects and is an ideal foundation for students interested any creative field such as the movie industry, Digital Special Effects, Storytelling, Creative World building, Game Design, Animation, Virtual Reality, Interactive Moving Image, Gaming and Film editing using up to date industry standard software such as Adobe Creative Cloud (motion graphics, film, opening title sequences, trailers, advertising), Procreate (2D Animation) and Blender (3D Animation) Design thinking is at the heart of everything we do. We use this to learn about concept development for storytelling. This then generates strong ideas and links to the wider narrative to clearly communicate to the viewer. It's all about who we are designing for and how they will understand and engage with our designs. How can we best create a characters, environments, props etc that will engage with the viewer and transport them into the story? How can we transport them into another world through our design work? 

The course is a perfect pathway for moving on to study creative tertiary pathways both in Wellington (Massey University's Screen Arts Degree) and in Auckland (AUT and Media Design School). Through trips to Weta Workshop and experience working with industry artists and filmmakers, students will gain a practical understanding of the possibilities of Special Effects for both film and gaming industries   

Students should have an eagerness to develop skills in moving images, stop motion, 2D or 3D animation, interactive and creative outcomes using industry-standard digital applications (such as motion capture, green screen technology, and virtual reality), some traditional animation techniques, conceptual design for moving image, and gaming, editing and special effects, imaginative storytelling. You will see your work realised in a real-world, spatial context.

What knowledge will I develop?

Students will develop knowledge of the Digital Special Effects genre, incorporating a practical and theoretical understanding of how films are created traditionally, and how developed technology has advanced with the use of green screen technology, motion capture, and virtual reality in the areas of film and gaming. Students will develop their knowledge and understanding of visual storytelling, writing, and editing, and broaden their practical knowledge of the latest special effects techniques within contemporary moving image culture. Students will enhance their experience by visiting working film/animation studios and receiving guidance from studio-based professional practitioners visiting the school.

Students can choose from the following ways to work: (Which are all jobs within the Media and Special Effects Industry)

• Practical / tangible (real model making that you make with your hands)
• 3D digital modeling in Blender leading to 3D Animation
• 2D illustration and sequencing leading to 2D Animation
• Film Making and Motion Graphics leading to Opening Title Sequence Design
• Physical (practical) Model and Set Design leading to Stop Motion Animation

Please note while it is not compulsory for students to know about this type of creative art making practice - it is expected that students would have some knowledge and or the self motivation to learn and continue to develop their skills in these various moving image specialty areas.

The creative industry contributes a large proportion of revenue to the global economy. According to the British Department for Culture, Media & Sport the creative industry is the largest growing industry in the country! Here is what the UK government has to say:

NCEA Level 2 Toi Māori Visual Art 

This course is all about expressing your identity, whakapapa, and worldview through art that is grounded in Te Ao Māori.

In Year 12 Toi Māori Visual Art, you’ll begin with an inspiring introduction project to ignite your creativity and decide the unique direction of your mahi toi (artwork). 

You’ll explore and be inspired by the work of Māori artists, drawing on kōrero tuku iho (stories, traditions), symbolism, and values to shape your own visual voice. The learning is personal and connected.  Your art will reflect who you are and where you come from.

Across the year, you’ll work towards three Achievement Standards (2.2, 2.3, and 2.4) worth a total of 20 credits. Your learning will involve creating sequential artworks that weave together technique, story, and meaning, reflecting both personal and cultural narratives. 

* We start with portrait drawing, exploring themes of self and belonging, before developing your ideas into sequences of artworks that lead to two powerful folio boards.   

* After starting with drawing, you will move into a focus on painting and / or printmaking..

* You will research and respond to the work of leading Māori artists, using their inspiration to explore your own identity and culture through art-making. 

* You will present your thinking in your own way – through slideshows, workbooks, or visual journals – showing the whakapapa and development of your ideas. Along the way, you’ll take part in classroom excursions designed to inspire you and connect your mahi with the wider world.

This is a creative, challenging, and culturally rich course where your mahi will be something you and your whānau can be proud of. By the end of the year, you will have a professional-quality folio that celebrates your identity and contributes to the legacy of Toi Māori.

Level 2 Toi Māori Visual Art – share your story, honour your roots, and create with purpose.

Through journey-based experiences, students will learn the practical skills needed to take part in outdoor activities like rafting, mountain biking, camping, rock climbing and tramping.  They will develop leadership skills and the ability to relate to others, confidence in managing themselves as they participate and contribute in group settings, competence, perseverance and resilience, while connecting to the natural environment. They will learn to 'think outside the box' as they are challenged physically, mentally and emotionally throughout the course. 

Students will develop safe outdoor practices through the use of practical and active learning experiences.  They will learn the necessary steps for planning expeditions, managing risk and navigation.  Students will also develop problem solving skills that contribute to good leadership practices, while deepening their understanding and appreciation of the outdoors.

This course will extend your art-making skills and the way in which you see and respond to the world.  Students are encouraged to honour and express their own culture and interests as you develop your work, and to explore the cultural perspectives and experiences of others. 

In Term 1 Aakonga (students) will participate in a series of short units of work to develop and extend skills using a wide range of drawing and painting media.  You will learn new techniques that advance your skills in a range of media, including water colour, acrylics, open acrylics, oil painting, dyes, high flow acrylics, paint pens, spray paints or digital painting.  You will also be introduced to other medium that extend painting options and effects, such as gesso, gel medium or primal.  Experimentation will include a wide range of painting and drawing tools and technologies. 

By the end of Term 1 each student will have been guided to select a personal theme for their art-making, and will begin to make sequences of drawings and paintings that explore and express ideas on that theme.  You will learn how to research ideas in divergent and creative ways.  Students learn to generate, extend, analyse, clarify and regenerate ideas that are personally relevant.  You learn how to support and extend your art practice using an art journal.  You will learn how to look at the works of artists of all different kinds, from the past and the present, and take inspiration from their work as you develop and extend your own ideas and skills.   You will engage with unexpected outcomes and explore multiple solutions.  By the end of this course, you will have developed an individual artistic approach and style in drawing & painting media and technologies.

Throughout this course, ākonga will have the opportunity to participate in exhibitions, competitions and trips to galleries or other sites. You will have the opportunity to take your work into different fields of practice - collage, digital art, installation, site specific art, 3D art forms and photography - enabling you to extend your thinking and deepen your art-making practice.

Visual Art is not only an art form but is a way of seeing the world. We teach in a way that encourages ākonga (students) to examine and respond to your world. In this course, you learn to work independently, experiment with media, make meaningful artworks, and respond to and value others' feedback and criticism. You will learn to use imagination, observation, research and practical investigation to develop a theme and ideas with increasing depth.  You develop skills in a wide range of media, processes and techniques, engaging with unexpected outcomes and exploring multiple solutions.  This course is mostly practical, but also develops high level thinking and research skills.  These capabilities are relevant to any future pathway.  

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Throughout this course, ākonga will have the opportunity to participate in exhibitions, competitions and trips to galleries or other sites. They will have the opportunity to take their work into different fields - collage, digital art, installation, site specific art, 3D art forms and photography as they extend their thinking and deepen their work in paint and/or print.

Study of Painting and the visual arts equips you with transferable skills that can be used in a wide range of contexts, future pathways, tertiary courses and careers.  Painting is a hands-on learning subject that inspires and excites. This course will develop essential skills and competencies such as: communication, critical and creative thinking, problem-solving, the ability to research and analyse, adaptability, resilience, independence, and innovation.

Image credits - student work featured by the following students: Jessica Pressnell, Jarney Proctor, Hannah Robinson, Toni Lafaele, Tessa Bryant, Sala Deng, Cass Elley, Sophia Toop.

You can take this course without having studied it in Level 1.

People and Societies prepare you to understand people’s needs, communicate clearly, and deal with different perspectives and cultures especially important in a diverse country like NZ. 

If you are passionate about seeing a change in our community, society, country, and beyond, this is the course for you!

In People and Societies, the class and you as an individual get to choose social issues that are important to you to inquire into and create change on. Social issues include,

• Climate Change and Environmental Degradation
• Migration and Refugee Crises
• War and Conflict Zone
• Racism and Racial Inequality
• Gender Equality and LGBTQ+ Rights
• Child Labor and Human Trafficking
• Indigenous Rights and Land Issues

This Level 2 Music course builds on the skills you developed in Year 11. It combines practical and theoretical tasks to enhance your musicianship, understanding, and interpersonal skills. The course includes both compulsory and optional Achievement Standards, allowing you to tailor your studies to your strengths and interests.

All students will complete units in composition and solo performance. Additionally, you can choose from optional assessments such as Arranging, Group Performance, Second Instrument, and Music Technology. This flexibility helps you build confidence and express your unique musical experiences and cultural background.

You'll work both independently and in collaboration with others to create and perform music. The course allows you to select Achievement Standards that align with your abilities and future career goals. Students will be encouraged to participate in extra-curricular activities and will be given opportunities to perform in the community.

We look forward to supporting you to take your musicianship to the next level. 

Students in this Year 12 photography course will explore the technical and creative possibilities of photography as an art form and build their visual literacy and understanding of the creative process.

They will learn how to use a camera and build their understanding of image making and visual communication. This will include learning the technical skills of how to operate a digital SLR camera, the operation of studio lighting and techniques for post production using Adobe Suites.

The focus is on original and creative thinking, using a range of experimental approaches and photographic conventions. Students will work towards a printed or digital folio submission of their own photographic images.  This could be a moving image submission, or sequences of still photographs presented on a two-panel folio board.

This course introduces contemporary technologies for producing photographic images. The fundamentals of using a digital single reflex camera are stressed. But the camera itself is redefined in this class and can utilise everything from cell phones, the scanner as a camera, disposable cameras, film cameras, video cameras - all as legitimate tools for creating photographic images.

This course introduces students to seeing, thinking and creating with a critical mind and eye on the world in which they live.  They bring this to the crafting and manipulation of photographic forms and meaning.  Students will become far more aware of and attentive to the richness and complexity of the physical world, culture and societies in which we live.  This subject will develop students as thinkers, deepening connections and awareness of themselves and others.  It has value beyond the development of Photography skills only.

Students need to be committed to being active learners, and to taking photographs outside the classroom.  You will need to participate in interesting, challenging class and homework tasks throughout the year.  This will ensure that all students complete their portfolio of work to a high standard.  Do not take this course if you are a passive learner ... you must participate actively.

Students will learn to apply the principles of anatomy and biomechanics when learning to perform skills and how to apply the principles of sports psychology to improve their performance.  They will learn how to apply appropriate methods and principles of training to improve skill performance.  Students will also perform skills in an applied setting and demonstrate social responsibility when participating in physical activity.  They will also research the role and significance of physical activity in the lives of young people in New Zealand. 

In Physical Education the focus is on movement and the aim is to encourage students to engage in movement experiences that promote and support the development of physical and social skills.  It fosters critical thinking and action and enables students to understand the role and significance of physical activity for individuals and society.

This course is more sports science in nature and develops theoretical understanding of sport in society and bio-physical knowledge. 

Students will gain an understanding of fundamental physical world concepts and laws to solve quantitative, real-world, problems. This will prepare them for further study in Physics. Students will develop their understanding of nuclear and atomic physics, mechanics, and electricity. They will learn the application of the above  via a range of practical activities, experiments and demonstrations. 

In Nuclear Physics, students will learn about the theree main types of radiation and learn an appreciation of why radiation is both beneficial and harmful. In Mechanics, students will learn about free-fall, circular motion, inertia, momentum and projectile motion. In Electricity students will learn about DC circuits, electric fields and magnetic fields. 

This course is essential for students who intend to Science, Engineering or Biomedical Science at University should take this course.

This course will extend your art-making skills  and the way in which you see and respond to the world.  Students are encouraged to honour and express their own culture as they develop their work, and to explore the cultural perspectives and experiences of others. Throughout this course, ākonga will have the opportunity to participate in workshops with artists, exhibitions, competitions and trips to galleries or other locations.

In Term 1 Aakonga (students) will participate in a series of short units of work to develop and extend skills using a wide range of drawing and printmaking media.  You will learn new techniques that advance your skills in a range of media, including new drawing techniques, mono-printing, gelli-plate printing, dry point etching, chine collé , screen printing, lino cuts and woodcuts, pronto plate, silk-mezzo tint, tetra-pack prints, and collographs.  You will also be introduced to technologies that extend printmaking options, including 3D work, installation, sculptural objects, scanography  and using Photoshop.  Students will develop skills in composition by using Adobe Photoshop to design art works and to make digital prints.  Students will  experiment with printmaking processes and materials to explore lots of different effects and ways of making works.  Students in this course can learn to make high level art works without needing to be good at drawing. 

By the end of Term 2 each student will have been guided to select a personal theme for their own art-making, and will begin to make sequences of drawings and prints that explore and express ideas on that theme.  You will learn how to research ideas in divergent and creative ways.  You learn to generate, extend, analyse, clarify and regenerate ideas that are personally relevant.  You learn how to support and extend your art practice using an art journal.  You will learn how to look at the works of artists of all different kinds, from the past and the present, and take inspiration from their work as you develop and extend your own ideas and skills.   You will engage with unexpected outcomes and explore multiple solutions.  By the end of this course, you will have developed an individual artistic approach and style in drawing & print media and technologies.

Visual Art equips ākonga with transferable skills that can be used in a wide range of tertiary courses and careers, while engaging in a subject that inspires and excites. This course will develop essential skills and competencies such as:  communication, critical and creative thinking, problem-solving, the ability to research and analyse, adaptability, resilience, independence, and innovation.

Psychology is the study of how people think, feel, and behave. In this course, you’ll learn about three key approaches to psychology and how to use them to explain behaviour. You’ll also carry out your own research, look at how a big debate in psychology has changed over time, and learn about ethics by studying an experiment that went too far.

There is a lot of reading and writing in this subject. You’ll need to be ready to read about theories and studies, and write clear explanations using evidence. To do well, you must attend at least 90% of classes, as each lesson builds on the last and all lesson notes are written by hand.

Psychology helps you build skills in understanding others, thinking critically, and communicating clearly. You’ll also learn how to look at research and use facts to back up your ideas.

This course is a great start for future careers in areas like counselling, social work, teaching, marketing, and human resources. It also helps you grow personally by learning more about yourself and the people around you.

This option has been put in place to allow students who take one of the two digital technologies classes at Year 12 to sign up for the P-Tech programme as part of which they will be going to MIT one day a week. The courses which students would need to pick in subject selection in order to sign up for the P-Tech programme would be either 2TDID or 2TCOS or both.

NOTE: if you what to go on this 1 day a week course you must select it in your backup subject slot.

NCEA Level 2 Spatial Design

Course Description

This Year 12 Spatial Design course is an integrated project-based learning experience where ākonga (students) explore and apply spatial design processes through the development of a meaningful and contextually relevant architectural solution. The project centres on the design of your choice, using a selected design movement or era as a creative influence.

Students begin by investigating the characteristics and historical context of a chosen design movement (e.g. Bauhaus, Deconstructivism, pre-European Māori), then generate and refine spatial concepts. They apply architectural thinking, spatial design tools, and visual communication strategies to create a resolved design solution. The course culminates in either a set of working drawings or an external visual ideation portfolio, and a final presentation board or exhibit that communicates their design intent clearly and persuasively.

Skills and Techniques Students Will Learn

Design Literacy & Aesthetic Understanding

• Investigate historical, cultural, and social influences of a design movement or era.
• Interpret and embed stylistic characteristics (e.g. form, rhythm, balance, colour, proportion).
• Critique design decisions using aesthetic and functional criteria.

Spatial Design Development

• Respond to a brief through ideation, concept sketches, and research.
• Use bubble diagrams, paper architecture, and symbolism to explore design ideas.
• Consider site-specific constraints like orientation, weather, and access.

Technical & Functional Thinking

• Apply technical knowledge of building materials, sustainable practices, and environmental considerations.
• Demonstrate understanding of spatial ergonomics, lighting, and circulation.

Visual Communication Techniques

• Produce visual outputs such as:
  • Freehand and instrumental drawings (plans, elevations, sections)
  • Physical models and mock-ups
  • CAD or digital models and renders
  • Annotated sketches and photo-montages

Working Drawings OR Visual Ideation

• Either:
  • AS91338: Create a coherent set of scaled working drawings showing technical and assembly details using correct architectural conventions,
  • Or
  • AS91337: Submit an external visual portfolio that explores design possibilities through divergent and reflective ideation.

Presentation and Promotion

• Apply compositional principles (hierarchy, alignment, balance, negative space).
• Develop an effective A2 presentation board or digital exhibit showcasing final design outcomes.
• Use modes such as digital collage, photography, 3D renders, and layout design to promote the essence of the spatial design to an intended audience.

This course will provide students with opportunities to develop an understanding of the role of sport in society.  It includes a combination of achievement standards as well as unit standards.  It will focus on participating and contributing from an individual perspective as well as encompassing a community view of sport and physical activity. It will provide the students with opportunities to enhance their ability to relate to others through activities such as coaching and adventure-based learning. 

Students will develop an understanding of the place of sport in society and the place of coaching groups as a part of sport.  They will also develop their interpersonal skills by working effectively as a part of a group in challenging adventure-based activities.  Students will also learn about body function in relation to sports-related movement as well as being provided with the opportunity to demonstrate skill performance in an applied setting.

 This course is more practical in nature than Level 2 Physical Education and students need to be aware that it is largely unit standards based. 

This course covers a more indepth approach to Mōteatea, Waiata aa-ringa, Poi and Haka. Students have the opportunity to gain up to 20 level 2 credits through 2 internal assessments and 2 external assessments. 

In addition, students are encouraged to participate in our school kapa haka as there are particular credits that students gain through performing at Polyfest. 

Te Ao Haka, Maaori performing arts are powerful forms of expression that recognise, value, and contribute to the unique bicultural and multicultural character of Aotearoa New Zealand, enriching the lives of all New Zealanders. The arts have their own distinct languages that use both verbal and non-verbal conventions, mediated by selected processes and technologies. Through movement, sound, and image, the arts transform people’s creative ideas into expressive works that communicate layered meanings.

The learning area of Te Ao Haka, Maaori performing arts in Te Marautanga o Aotearoa celebrates and acknowledges the skills and knowledge of the past, and empowers and challenges the thinking of the now and the future. It contributes to our intellectual knowing, and to our social, cultural, and spiritual being. The Arts is forever changing, and therefore the achievement objectives in this learning area allow for, and support that changing notion.

Level 2 Manaaki Taangata Ki Te Marae

Students have the option to enroll in this new course from the Maaori Qualifications Network. This has been designed to allow aakonga to gain 60 NCEA Level 2 Credits across two years of Learning. It begins in Year 11 and will conclude in Year 12. 

The course is taught within the parameters of Pedagogy Maaori. Learning includes practical experiences of manaakitanga, class discussions (waananga) and Te Reo Maaori learning in context. 

On completion, students will receive a certificate.

There are 5 core Elements: 

Mana Reo

Tikanga Marae

Manaaki Marae

Mana Wahine

Waiata Mai

Level 2 Te Reo Maaori achievement standard (AS) is a restricted entry course for students who wish to pursue Te Reo Maaori as an academic pathway. This course requires a foundational knowledge in Te Reo Maaori, which may be demonstrated by achievement in year 11 Te Reo Maaori (AS). Entry into this course is at the discretion of the Kaihautuu.

The course covers four strands of Te Reo namely Paanui (reading), Tuhi (writing), koorero (speaking) and Whakarongo (listening). Learning is assessed with 2 internal and 2 external achievement standards. One of the internals is assessed in Term 1 and one in Term 3. 

This course is worth 22 credits and is a pathway to level 3 and university entrance. 

NCEA Level 2 Te Reo Maaori U.S.

Level 2 Te Reo Maaori unit standard (US) is an open entry course for students who wish to pursue Te Reo Maaori learning. It is suitable for those interested in developing their understanding of Te Ao Maaori in the context of language learning.

Please note that this course is NOT a pathway to university entrance.

There are 3 strands to this course: Whakarongo (listening), Tuhi (writing) and Paanui (reading). 

This course is worth 22 credits - all assessments are assessed internally. 

This subject offers Tourism Unit Standards that can add credits towards the hospitality and tourism pathway.

It covers researching and understanding of both world tourist destinations as well as in Aotearoa New Zealand. You will also gain an understanding of tourist characteristics and needs. It will provide you with great general knowledge about tourist locations in the world.

This subject is very complementary for students that are looking at doing hospitality in the future. It is also approached in a way that you can work at your own pace, so is well suited to complement students that are attending MIT one day courses.

There will also be opportunity to complete other standards on CV writing and financial literacy if this suits the needs of individual students.

Level 3 Accounting Overview

The Level 3 Accounting course builds on a solid foundation of accounting knowledge, focusing on manufacturing and job costing for enterprises where accurate service or product costing for clients is essential. This includes a local visit and a detailed report based on the entity's cost system.

Course Coverage:

• Manufacturing and Job Costing: Applying skills to real-world enterprises through local visits and cost system reports.
• Partnerships: Introducing partnerships, covering partnership agreements, formation, profit distribution, and related theory.
• Company Financials: Extending financial statement preparation to include company-specific elements such as taxation, dividends, share equity, and cash flow statements. This serves as valuable general knowledge and a solid foundation for tertiary accounting studies.
• Management Decision Making: Equipping students with tools for informed financial decision-making within an entity.

Course Applications:

The course has widespread applications, benefiting self-employed business owners, career accountants, and managers aspiring to the highest levels of business administration. It focuses on the application, understanding, critical analysis, and interpretation of financial and non-financial information within partnership and company ownership structures.

Key Topics:

• Application, understanding, critical analysis, and interpretation of financial and non-financial information for partnerships and companies
• Job costing
• Management decision-making
• Analysis of financial reports from New Zealand listed companies to advise external users

Requirements:

Students are encouraged to have access to a laptop to complete all internal assessments.

This comprehensive course is designed to provide students with the skills and knowledge necessary for both immediate application and future academic pursuits in accounting.

PLEASE ENSURE YOU FILL OUT THE EXPRESSION OF INTEREST FORM WITH MRS MATTHEWS IF YOU SELECT THIS COURSE. PLACES ARE LIMITED.

Manukau Institute of Technology / Te Pūkenga is a Trades Academy provider that works with Pukekohe High School  to provide courses to help students achieve NCEA Level 2 by offering vocational courses that prepare students for higher education or employment. Students spend ONE day a week at MITTA and the remainder of their week at school, doing their regular timetabled classes at school.  This requires students to ensure they keep up with the coursework from their other subjects at school, whilst learning in a tertiary level environment that offers them Level 2 credits. Please note some courses are only for half of the year.

Depending on the course, this can range from approximately 11 to 30 credits.

• MITTA Trades Academy classes commence in February at the MIT campus for that course
• MIT courses are free to PHS students
• You will attend MIT ONE day per week of your school timetable. It will be up to you to keep up with any schoolwork you miss on the day you are at MIT
• In Term 4 -  MIT/PHS MITTA information will be sent out in a separate email upon confirmation of your placement at MIT
• You can wear mufti to MIT. You MUST wear closed toe shoes for Health and Safety.
• Protective clothing/ gear will be organized on site by MIT.
• Take note of any equipment or gear you need to take with you to your course

Trades Academy student TRANSPORT is provided by Pukekohe High School - this is provided at NO cost to the student. 

• Arrive punctually by 7:00am at the Gate 3 school entrance on Harris Road to catch the bus.
• If you are late and miss the bus, you will be sent home to change into school uniform and attend school for the day.
• The bus will collect you from the same drop off point at MIT at 2:50pm. You will arrive back to school by approximately 3:45pm, traffic dependent.

Courses offered in the 2026 programme are pending confirmation which occurs at the end of this year.

Automotive

Building (Full Year)

Electrical and Carpentry (Half Year Each)

Electrical (Half Year)

Engineering (Half Year)

Building and Landscape

Hospitality

L2 Barbering

Hairdressing

Early Childhood Education

Tourism

Skills for Living (L1 Supported Learners)

PLEASE ENSURE YOU FILL OUT THE EXPRESSION OF INTEREST FORM WITH MRS MATTHEWS IF YOU SELECT THIS COURSE. PLACES ARE LIMITED. 

Manukau Institute of Technology  is a Trades Academy provider that works with Pukekohe High School to help students achieve NCEA Level 3 by offering vocational courses that prepare students for higher education or employment. Students spend ONE/TWO days a week at MITTA and the remainder of their week at school to fulfil their Level 3 studies towards NCEA Level 3.

• MITTA Trades Academy classes commence in February at the MIT campus for that course
• MIT courses are free to PHS students
• You will attend MIT TWO days per week of your school timetable. It will be up to you to keep up with any schoolwork you miss on the day you are at MIT
• In Term 4 -  MIT/PHS MITTA information will be sent out in a separate email upon confirmation of your placement at MIT
• You can wear mufti to MIT. You MUST wear closed toe shoes for Health and Safety.
• Protective clothing/ gear will be organized on site by MIT.
• Take note of any equipment or gear you need to take with you to your course

Trades Academy student TRANSPORT is provided by Pukekohe High School - this is provided at NO cost to the student. 

• Arrive punctually by 7:00am at the Gate 3 school entrance on Harris Road to catch the bus.
• If you are late and miss the bus, you will be sent home to change into school uniform and attend school for the day.
• The bus will collect you from the same drop off point at MIT at 2:50pm. You will arrive back to school by approximately 3:45pm, traffic dependent.

Courses offered in the 2026 programme are pending confirmation which occurs at the end of this year.

Automotive

Construction (BCATS)

Electrical

Engineering

Building and Landscape

Study & Career Preparation (Police Studies)

Tourism

Hospitality

Early Childhood Education

Bakery

Workplace Office Administration

Level 2 Accounting Overview

Level 2 Accounting equips students with essential skills to make informed financial decisions, enhance their financial literacy, and ensure accountability for individuals and organizations to their stakeholders.

Course Coverage:

• Practical Application: Understanding and applying fundamental accounting assumptions.
• Data Processing: Converting simple and complex data into meaningful information using accounting software.
• Subsystems: Managing accounts receivable and inventory, including necessary controls for accuracy.
• Financial Reports: Preparing and interpreting financial reports that meet user needs and adhere to professional and legal standards.

Course Requirements:

Students are encouraged to have access to a laptop to facilitate the preparation and completion of internal assessments using an accounting software package.

Prerequisites:

This course assumes successful completion of the core Level One Commerce papers. Consistent effort and regular home study are crucial as the topics are interconnected.

Additional Information:

Pukekohe High School has a strong track record in this subject, and students are encouraged to utilize the Term Four revision period to address any difficulties. The course content aligns closely with Stage One tertiary papers, rewarding a strong work ethic both academically and professionally. High accounting grades are highly valued in CVs, as financial literacy is a sought-after skill in all employment sectors.

Year 12 Business Studies Course Description

Through a combination of practical experience and critical thinking, students will develop their methods of investigation, both individually and as part of a group to develop a business that meets the needs of their target market. They will engage in group work during class and collaborate with business professionals from the community, actively listening and sharing ideas.

Students will gain knowledge, skills, and experience to explore how and why large businesses in New Zealand make operational decisions in response to internal and external factors. They will also plan, market, review and refine a business activity with a focus on community well-being, basing their recommendations for the future on market feedback. Furthermore, students will come to appreciate Māori business concepts such as pūtake, tikanga, kaitiakitanga, and rangatiratanga.

In this course, students will:

• Gain a deep understanding of the internal operations of a large business.
• Apply business knowledge to solve critical problems within a large business context.
• Conduct market research for new or existing products.
• Plan, execute, review, and refine business activities within a community context.

Students are required to gather evidence showcasing their contributions to projects. Their success heavily depends on the group's ability to collaborate effectively. The major internal assessments will involve active student participation in group work over two terms.

Level 2 Economics 

What capabilities will I develop? 

Economics aims to teach students to understand how the NZ economy works together as a whole. This will be ideal preparation for students who wish to complete an economics degree, make decisions as to growth or expansion in their own business, or wish to find work in a variety of government or private businesses in NZ e.g. Treasury, Reserve Bank, Statistics NZ, Infometrics, or any of NZ's major banks.  The course encourages students to think critically about models that show how NZ works economically. They then need to apply those models to real life situations involving the issues of inflation, international trade, and economic growth.

What knowledge will I develop? 

Students will learn the economic models used by government to deal with the possible effects of inflation, international trade, and economic growth. They will then discuss how the government could intervene in the NZ economy to minimise the negative effects of these issues. This will involve them putting together their own economic policies to deal with a real life situation in the NZ economy.

Level 2 Legal Studies 

What capabilities will I develop? 

Legal studies explores the role of law in society and New Zealand’s laws and legal system.  To be informed citizens, young people need an understanding of the concepts, principles, and processes that provide the foundations for our legal system and of the issues that confront it. Legal studies offers students the opportunity to gain such understanding in a New Zealand and a global context.   Students are encouraged to learn in a collaborative environment and to reflect on -and be considerate of- opinions of others that may well differ due to cultural, moral, ethical, environmental, political and social backgrounds.

What knowledge will I develop? 

The course aims to empower students with a wide knowledge base that assists them to be informed lifelong learners and contributors to society when dealing with a wide range of legal applications. We cover systems of government, reasons behind crimes and our delivery of justice, consumer law. Students will hopefully also hear from guest speakers who are lawyers or law students in the local Franklin community. 

Level 3 Accounting Overview

The Level 3 Accounting course builds on a solid foundation of accounting knowledge, focusing on manufacturing and job costing for enterprises where accurate service or product costing for clients is essential. This includes a local visit and a detailed report based on the entity's cost system.

Course Coverage:

• Manufacturing and Job Costing: Applying skills to real-world enterprises through local visits and cost system reports.
• Partnerships: Introducing partnerships, covering partnership agreements, formation, profit distribution, and related theory.
• Company Financials: Extending financial statement preparation to include company-specific elements such as taxation, dividends, share equity, and cash flow statements. This serves as valuable general knowledge and a solid foundation for tertiary accounting studies.
• Management Decision Making: Equipping students with tools for informed financial decision-making within an entity.

Course Applications:

The course has widespread applications, benefiting self-employed business owners, career accountants, and managers aspiring to the highest levels of business administration. It focuses on the application, understanding, critical analysis, and interpretation of financial and non-financial information within partnership and company ownership structures.

Key Topics:

• Application, understanding, critical analysis, and interpretation of financial and non-financial information for partnerships and companies
• Job costing
• Management decision-making
• Analysis of financial reports from New Zealand listed companies to advise external users

Requirements:

Students are encouraged to have access to a laptop to complete all internal assessments.

This comprehensive course is designed to provide students with the skills and knowledge necessary for both immediate application and future academic pursuits in accounting.

Students will develop their knowledge of current trends and innovations in the Agriculture and Horticulture Sectors through analysis of a primary production environmental issue. Students will investigate primary production process and factors affecting profitability of a primary product.

There will be experiments as part of the investigation. Students will be expected to complete independent self-directed research on a primary product of their choice.

Art History makes you think and question “what is culture?” Students will participate in discussions and contribute to the classes collective, growing knowledge and understanding of the meaning and styles of art and how this fit into broader context of history and culture. 

Art History develops sophisticated skills in visual literacy, making you examine, argue, respond, critique, analyse and interpret images in a world that is saturated with imagery.  Broad and deep research provides a deeper understanding of different cultural traditions and historical periods and teaches us the importance of creativity, freedom of imagination and art. It helps us understand the theories, contexts and values of different times and places.  Although the course is named 'Art History', much of the work studied links to the recent past and contemporary work and societies.

You will discover visual evidence of who and where you came from through artworks from a variety of cultures, including New Zealand, developing confidence and a strong cultural identity.  

Art History will help you appreciate art, know what is “good art,” visit exhibitions, buy and collect art and appreciate the sights and the art of other cultures when you travel. It will broaden your mind to embrace new perspectives and ways of seeing. Along the journey you may discover a passion for the scientific aspects of art restoration, or curating exhibitions or writing about art.

Students complete three internals during the year worth four credits each, focusing on research, theory (post-colonial theory) and forming an argument.  At the end of the year students can sit one or two external exams, focusing on style or iconography (symbolism in Art), or the context of the art.  In Art History we cover parts of Three Topics of study:

• The Early Italian Renaissance
• Modernism to Post-Modernism
• Contemporary Diversity - Art after 2000

Each topic has a set-list of artists to be studied. These areas will be the focus of internals and at the same time prepare students for external exams.

Art History is a challenging subject that requires spelling names correctly, remembering dates, facts and details about artworks. To be successful students must attend class regularly and take good notes during class. They will also need to read and revise the notes provided in class and on Teams for homework. In their internal assessments students need to source all their quotes and reference them correctly (like they would be required to do at University).  This course is an excellent preparation for University level thinking and working, whatever your pathway forward.  Art History is a Level 3 NCEA literacy subject, and a list A University entrance subject.

The Level 3 Biology course enables students to gain an understanding of fundamental living world concepts to prepare them for further biological study at university.  Students will use scientific evidence and develop critical thinking skills to link these observations to theory. The course introduces the biological evidence and ideas that explain how an organism’s responses provide a selective survival advantage in its niche, the evolutionary processes that lead to speciation, and trends in human evolution. Students will plan, conduct and report on a practical investigation, and through research, explain how and why a mammal maintains a stable internal environment despite fluctuating environmental conditions.

Level 3  Business Studies is designed for students interested in real-world business experience and strategic thinking. Students will analyse how internal and external factors influence large businesses (AS 3.1), and take part in the Young Enterprise Scheme (YES), where they will plan and run their own business throughout the year (AS 3.4 and 3.6 worth 15 credits internally). Strong group work, initiative, and self-management are essential, as students will be responsible for developing, marketing and managing a real product in a team environment for the entire year. This course is ideal preparation for Commerce at tertiary level or entrepreneurial pathways. This course offer 19 achievement standards credits (15 - Internal and 4 External credits) and it is recognised as a University Entrance course. 

Internal Achievement Standards

The internal standards involve students actively participating in the Young Enterprise Scheme (YES) and collaborating in groups to:

1. Create a Product or Service: Document progress from Terms 1 to 3, which includes:
   • Completing four YES Challenges worth 100 points with strict deadlines.
   • Continuously producing and selling the product(s).
   • Maintaining weekly individual logs as per the criteria.
   • Recording Monthly Minutes for the respective YES Company as per the criteria.
2. Plan and Execute a Business Activity throughout the YES year.
3. Develop a Comprehensive Marketing Plan.

Students must gather evidence to demonstrate their contributions to the project. Success largely depends on the group's ability to work collaboratively. The primary internal assessments involve participation in the Young Enterprise Scheme (YES).

External Achievement Standard

The external standard in this course focuses on the interaction of internal factors within a business operating in a global context. A New Zealand registered business will be studied to enable students to gain knowledge, skills, and experience to analyze how and why NZ businesses make operational and strategic decisions in response to interacting internal and external factors. Students are expected to demonstrate an understanding of the following business knowledge, concepts, and content (in no particular order):

• Quality Management: Significance to a business, costs and benefits of quality control, quality assurance, total quality management, Kaizen, and quality circles.
• Innovation: Risks and opportunities, including intellectual property management, product and process innovation, corporate cultures, and strategies encouraging innovation.
• Change Management: Necessity of the change management process, resistance to change, and costs and benefits of change management strategies.

Calculus is the study of how things change. It provides a framework for modelling systems in which there is change, and a way to deduce the predictions of such models. It develops the ability to think and solve problems.  By studying calculus students learn to structure, to organise and to carry out procedures flexibly and accurately, to process and communicate information, and to enjoy intellectual challenge. They also learn to create models and predict outcomes, to conjecture, to justify and verify, and to seek patterns and generalisations. They get insight in to estimate with reasonableness, calculate with precision, and understand when results are precise and when they must be interpreted with uncertainty.  Mathematics and statistics have a broad range of practical applications in everyday life, in other learning areas, and in workplaces. Some of the areas of applications are  in Engineering, Medical science, Research Analysis, Graphics, Chemistry, Physics.

This course can be taken along side Level 3 Statistics.

This course is recommend for students interested in developing their practical skills in food preparation and who want to learn more about the hospitality industry. You will become acquainted with working in the commercial kitchen.  Food safety and personal hygiene are covered in depth throughout the year.

You will become acquainted with working in the commercial kitchen with time pressure and actual customers.  Basic nutrition, complex sandwiches and some coffee units will be covered in the course content.

• 
• Catering is all about preparing food safely and hygienically for commercial purposes.
• The course is delivered using SERVICE IQ units of work
• Workbooks are provided and each unit is internally assessed
• Workbooks, theory tests and practical assessments.
• Participating in events out of school “hours” is compulsory.   This could include a lunchtime café for staff, sports exchange lunches and other catering events

Through a range of practical chemistry investigations students will develop their self-management and ability to communicate with others. Students will develop critical thinking skills as they link observations to theory. Students will explore the use of a range of scientific symbols and vocabulary.

Students will gain an understanding of fundamental material world concepts to prepare them for further science study. Students will develop/modify a plan to carry out a quantitative investigation.  They will form links between oxidation-reduction reaction, understand shapes and polarity and properties of molecules, carry out calculations involving thermochemistry, understand structure, properties and reactivity of organic molecules and determine structure of molecules using spectroscopy data.  They will learn the application of the above in the real world by having hands on activities such as practicals, experiments and demonstrations.

The Chemistry 3.6 external is an optional course, which students can learn outside of class with teacher support.

Classical Studies is our look into the ancient world. To understand ourselves, and our place in a bi-cultural society, we need to know about the societies that have laid the foundations for the world in which we live.

Classical studies is the study of the people, places, and events of the classical world and how they influence the modern world. 

Classical studies is an interdisciplinary subject: students engage with literature, languages, art, history, science, technology, religion, and philosophy.

Students explore community, cultural identity, values, and perspectives and think critically about human behaviour and relationships to appreciate the civilisations of ancient Greece and Rome, understand the past and the present, and to imagine possible futures.

Level 3 Classical Studies focuses mainly on the Ancient Roman world.

The Level 3 course covers,

•  A basic introduction to the Ancient Rome world - religion, society, leadership, culture, myth, gods/goddesses and beyond. 
• Connections to the ancient world and Aotearoa 
• Alexander the Great- a Greek/Macedonian context
• Juvenal's XVI Satires - ancient text
• Development of Satire over time
• Roman Art & Architecture

Computer Applications

Students will develop advanced skills in a range of Microsoft applications which will be useful at school, for further education, employment and leisure activities:

Microsoft Word (Word Processing)
Microsoft PowerPoint(Presentations)
Microsoft Excel (Spreadsheets)
Microsoft Access (Databases

Students undertake a course of online learning and assessment, working on applications relevant for them, at their own pace.

LEVEL 3 DANCE

Dance provides excellent opportunities for success for students of all abilities. Dance is suitable for male and female students of all backgrounds and prior experience, and is a University Entrance approved subject.

In this course, you will explore a range of dance genres, exploring movement and ideas you are personally interested in. Students will be required to collaborate, create, communicate and interpret dance in various ways, turning ideas into visual experiences. You are encouraged to draw on your own culture, skills and prior dance experience.  In this class, we create a safe space where we are supportive of our peers and receive support in return. Experience as a dancer is NOT required, however you must be actively willing to participate in all learning activities, to extend yourself, and try new things.  

Ākonga will draw on present and past experience, and explore concepts linked to current society as they create, perform and respond to dance, working as individuals and in groups. 

As part of this course, you may have the opportunity to be involved in out-of-school events. These can include attending performances, participating in workshops with industry professionals or tertiary providers. You will also be encouraged to take on leadership roles within the subject with the support of your teacher.

NCEA Level 3 Dance is largely about a consolidation and presentation of your skills and creativity. You will need to be self-managed, forward-thinking and open to feedback and professional conversations about your work.

Some highlights from Level 3 Dance students include:
"Having a class that I am genuinely passionate about and makes me happy to be expressive and creative."
"Dance makes me feel comfortable and makes me feel happy"

Images: L3 Dance students rehearsing and performing assessment dances 2022 and 2023

Think Gig Posters & Tickets for a Concert!

You will learn how to design and develop concepts, brand identity and marketing material for a business of your own creation.  You will evolve digital design concepts, and create a music video using the Adobe Creative Suite, and will as extend your knowledge of motion graphics and green screen studio technology. Your best work will be combined to form a digital folio, including a moving image submission for external assessment.  It will showcase your abilities and ideas for the ever-changing world of digital creativity, and will make an ideal show reel of your creative skills when you are applying for jobs or tertiary courses.

There will be an opportunity for students who are more advanced to present their own project ideas outside of the above Gig Posters & Music Event scope. If you have an idea about promoting a business, product, event or championing a cause..... We want to know.... Talk to Mrs Purda about creating your own project that engages and inspires you! 

The context for the work you will design and make in Year 13 Art Design is to choose an exciting brand idea for the highly creative and varied music industry.  Students can choose to establish a unique new music artist within a genre of their choice (Hip Hop, RnB, Dance, Chill Out, Classical, Indie Pop, Blues, Jazz, Reggae, Heavy Metal, etc).  Throughout the year students will extend their graphic and illustration knowledge and skills. They will extend their work further by taking it into a moving image based promotional reel as they create original work that promotes their concept, brand and artists in the context of the music industry. 

What knowledge will I develop? Students will learn how to generate and develop independent creativity, building lateral and in-depth thinking skills which are transferable to other disciplines across the arts and other subject disciplines. Students will learn how to develop music company branding and identity, making interactive designs such as posters, interactive music branding using Adobe video editing software such as Premier Pro, After Effects, and Photoshop. You will also learn a wide range of graphic animation and filmmaking techniques for advertising, aided by the study of practical and theory sessions with the genre of music videos and interactive design (augmented and virtual reality and infographic.

The creative industry contributes a large proportion of revenue to the global economy. According to the British Department for Culture, Media & Sport the creative industry is the largest growing industry in the country! Here is what the UK government has to say:

Create and develop your own game from the initial planning, to developing a 3D environment and characters for the game, to editing a promotional video of the interactive game...

Students will use Blender, Adobe Creative Suite, Unity and C# to present a functional digital outcome in line with today’s apps.  They will apply complex techniques in 3D character design, animation and programming based on the latest industry practices and standards.  

Their game will include optimised 3D models ready for animation and rigging, applying visual effects, programming and User Interface (UI) design to bring their characters to life for both gaming and video.

Students may export their outcomes for the internet, apps or XR.

This course prepares students for industry or further study at university.

Drama is concerned with communicating and interpreting - through workshops, devising, performance, discussion and writing about our own and others’ work, as well as through the study and performance of play scripts.  

This is a practical course that explores four areas: the purpose of Drama in our lives and communities; developing understanding and use of the elements, techniques, conventions, and technologies of Drama; developing ideas through innovation, imagination, and the use of personal experiences.  Students learn how to co-operate and collaborate with others to execute these ideas into action.  

What will I learn and How will I learn?
This Level 3 course extends students' abilities from foundational to complex skills in Drama. Students must be willing to actively participate in all activities.  You will work in groups, learning to co-operate and collaborate.  You will extend and refine your knowledge and awareness of dramatic techniques, elements and conventions and how to use these to create performance pieces.  Students will develop their acting and theatre skills.  You will learn how to devise drama, how to interpret a script, and how to perform in front of others using different theatre forms, elements and conventions.  Preparation for an external standard is done in class time as part of the course.  

There are many ways in which Drama education leads to your success:

Social Awareness  -   Legends, myths, poems, stories, and plays used in drama teach students about social issues and conflicts from cultures – past and present – all over the world.

Self-Confidence  -   Taking risks in class and performing for an audience teaches students to trust their ideas and abilities. The confidence gained in drama applies to school, university, careers, and life in general.

Imagination   -  Making creative choices, thinking of new ideas, and interpreting familiar material in new ways are essential to drama. Einstein said: ‘Imagination is more important than knowledge’.

Empathy   -  Acting roles from different situations, time periods, and cultures promotes compassion and tolerance for others’ feelings and viewpoints.

Cooperation & Collaboration  -  drama combines the creative ideas and abilities of its participants. This cooperative process includes discussing, negotiating, rehearsing, and performing.

Communication Skills  -   Drama enhances verbal and nonverbal expression of ideas. Listening and observation skills develop by playing drama games, being an audience, rehearsing, and performing.

Concentration   -  Playing, practicing, and performing develop sustained focus, body, and voice, which also helps in other subjects and courses, and, again, life in general.

Problem solving  -   Students learn how to communicate the who, what, where, and why to the audience. Improvisation fosters quick-thinking solutions, which leads to greater adaptability in life.

Fun  -   Drama brings play, humour, and laughter to learning; this improves motivation and reduces stress.  Emotional Outlet  -   Pretend play and drama games allow students to express a range of emotions.  Many drama activities reduce stress by releasing mental, physical, and emotional tension.

Self-discipline  -   The process of moving from ideas to actions to performances teaches the value of practice and perseverance. Drama games and creative movement improve self-control.

What capabilities will I develop? 

Economics aims to teach students to understand the core economic concepts. This will be ideal preparation for students who wish to complete an economics degree, start or run their own business, or wish to work in banking sector, economic research or large government organisations. The course encourages students to discuss ideas collaboratively, and then think about how to apply these concepts to real-life NZ situations and products.

What knowledge will I develop? 

Students will learn how to assess whether markets for everyday goods and services in NZ are efficient and the effect of government intervention in these markets. They will investigate markets which are not providing the best for NZ producers and consumers. They will suggest possible steps the government could take to improve how those markets operate. They will evaluate the effect on the efficiency and fairness of those markets. They will study how markets respond to prices and how a demand curve is created. Finally, they will investigate and compare perfectly competitive firms to monopolies to see how they decide how much to produce.

If you're passionate about engineering and want to continue exploring it in Year 13, this course is for you. We've taken into account the increasing number of students interested in engineering at this level, and we're delighted to offer you the opportunity to delve deeper into the subject.

The Level 3 Engineering course has been carefully developed in collaboration with industry experts, Competenz (Engineering ITO), and schools. Together, we have crafted three unit standards that align with industry requirements, giving you the essential knowledge and skills necessary for success in the engineering workforce.

Let's take a closer look at the course. The Level 3 Engineering course consists of three unit standards, each focusing on a different aspect of the field:

Unit Standard 32052 - L3 Engineering Drawing: In this unit, you'll learn how to produce development drawings and patterns for three-dimensional objects in a MaPS environment. Enhance your visualization and communication skills to effectively convey engineering designs.

Unit Standard 32054 - L3 Mechanical Engineering: Get ready to dive into the world of mechanical engineering. This unit will guide you through performing engineering machining operations in a MaPS environment. Discover the precision and craftsmanship involved in shaping raw materials into functional mechanical components.

Unit Standard 32056 - L3 Engineering Fabrication: This unit will provide you with hands-on experience in engineering fabrication. Learn the techniques involved in performing fabrication operations, including cutting, bending, welding, and more, to bring designs to life.

Are you ready to embark on this educational journey? The Level 3 Engineering course offers you the chance to expand your knowledge, refine your skills, and become industry-ready. Don't miss out on this incredible opportunity to take your engineering aspirations to new heights in Year 13!

At Curriculum Level 8 students will critically respond and evaluate, while acknowledging their own perspectives through their responses to various texts. They will show an insightful understanding of why and how the audience is being positioned, how a text relates to other texts and contexts, and they will integrate their knowledge of ideas, purpose, language features, and structure.

This is an academic-focused English language course for ESOL students who already have general English language proficiency and are considering tertiary training. The course aims to develop confidence and skills in using English for academic purposes. Support with gaining University Entrance Literacy credits may be available for students who are ready to achieve these standards if required. However, this is not a University approved subject.

This is a general English language course for students who speak English as an additional language. It covers reading, writing, listening and speaking. The aim is to improve English language skills for everyday life and to develop language skills to support achievement in other learning areas. Support towards achieving the level 1 literacy co-requisite will also be provided if required.

This course is recommended for  students interested in  developing their creative ability and scientific inquiry when working with food, with a focus on the nutritional and developmental requirement of people with altered food needs.

You will be introduced to the main topics that are studied in nutrition.  Starting with basic nutrition, we then develop an understanding of influences on food choices.  As you become more familiar with these, we can then apply these to real life situations where you can develop your meal planning skills and justify food choices based on the Food and Nutrition Guidelines.  Evaluating choices against individual needs. 

• Food and Nutrition is all about investigating nutritional issues affecting the well-being of NZ society.
• Level 3 Food and Nutrition focusses on the implementation of an action plan to address a nutritional issues.
•  Analysing the influence of food advertising on the well-being of society.

WHAT WILL I LEARN?

·    Nutritional needs of people with altered food needs

·    The impact of a national food issue on New Zealand families.

·    How food related issues affect individual and their families.

·    The use of health promotional materials.

Students will

• become more independent learners as they manage their own programs using a range of resources
• be able to respond critically to more complex and varied texts and share and justify their own ideas and opinions as well as explore the views of others.
• be able to analyse how the language is organised in different texts and for different purposes and how it expresses cultural meanings.
• be able to guess unfamiliar language from its use in context and have some understanding of authentic material in supported situations.

Topics covered are:

The work place  and working in France as a Language Assistant

Understand the role of the medias through social medias and famous people

The impact of technology on the environment and the people

Assessment: 

Minimum of 3 standards worth 13 credits

2 Internally assessed standards : 3.2 Oral presentation and 3.5 Writing 

and a choice of 1 externally assessed standards  either  3. 1 Listening and 3.4 Reading

This course is for students who wish to continue their study of mathematics, but do not wish to specialise in Calculus or Statistics. Students will cover a range of Mathematics and Statistics topics, consisting of three internal in class tests, a statistical report and one external. 

Students will develop their skills in statistical analysis, mathematical reasoning and communication of ideas. They will work both individually and in groups using a range of technology to further their understanding and see the relevance of their learning in a real life context.

It is recommended that students have their own device for this subject.

Through a range of science investigations students will develop their self-management and ability to communicate with others. Students will develop critical thinking skills as they link observations to theory. Students will explore the use of a range of scientific symbols and vocabulary.

This course will allow students to learn aspects of Biology, Chemistry, and Earth and Space Science.

Students will use microscopes to carry out a biology investigation. Students will learn about human evolution and the development of biological features and culture. Students will learn about changes in the ocean and the impact this has on ocean chemistry and the physical environment.  

This course provides a pathway for students who wish to continue a broad science learning. This course is not suitable for students wishing to progress into an engineering or medical pathway.

Embark on a thrilling adventure into the captivating world of geography with our NCEA Level 3 course. This exhilarating course not only cultivates essential geography skills but also unveils the fascinating realm of significant event organization, the pressing global concern of sea-level rise caused by climate change, and the process of tourism development and how it created and shaped one of our most well-known cities.

Exploring Polyfest

From a geographic perspective, learn about Polyfest as a significant contemporary event - why it's important, how it's planned and what impact it has. This will include a visit to the festival where you will observe the impacts first hand and in groups you will also collect data for your geographic research.

Sea level rise

We will then turn our attention to the increasingly urgent issue of sea-level rise and its profound effects on the world's coastlines. Delve into rising sea levels' socio-economic and environmental implications, and explore strategies to mitigate its impact on vulnerable communities.

Roto-vegas here we come

To enrich your learning experience, we have planned an unforgettable 2-night field trip to Rotorua. Engage firsthand with the region's diverse landscapes, witness the awe-inspiring geothermal activity, and gain valuable insights from local experts and stakeholders. This immersive adventure will deepen your understanding of the complexities surrounding tourism development and its environmental impacts.

Enrol now!

Throughout this course, you will hone essential geography skills such as data analysis, critical thinking, and effective communication. Embrace the opportunity to develop your research, analytical, and presentation abilities while fostering a deep appreciation for the intricate interplay between humans and their environment.

Students consolidate their understanding of the holistic Māori model of Hauora (Well-being) and investigate current New Zealand Health issues impacting individuals, others and societal well-being. Students investigate different Health practices used to treat or manage a particular health condition of their choice by researching the philosophies behind Western Scientific Medicine, Complementary and Alternative Medicine and Traditional Medicine. Students come to understand the different viewpoints forming current ethical issues impacting our society such as the euthanasia, vaccinations and cannabis referendum. Students develop greater understanding of the determinants affecting our health such as social, political, economic, cultural environmental implications. Students come to show comprehensive knowledge of the four underlying concepts of health well-being (hauora), socio-ecological perspective, attitudes and values and health promotion.

Through theoretical learning students will develop competency in critical thinking by investigating and analysing relevant research around Health Issues affecting individuals and societal well-being. Students will develop skills of relating to others through their analysis of health issues on the impacts on self, others and society. Through working with health practitioners in our local community students will learn to manage their own learning through organising interviews, workshops and presentations on current health practices.  

Through the study of history, students will develop skills in research, interpretation, evaluation, empathy and analysis; Vital skills for your next stage in education. You will also be encouraged to examine each event/time period we study to evaluate its significance to New Zealand society today. In particular, you should consider how much these events have shaped your life and you may not have even realised it!

The course will start with an in-depth study of a contested event. Students will look at how and why the event is contested, different historical perspectives of the event, and how it is of significance to New Zealanders. Previous events studied have included The Israel Palestine Conflict and The Decision to Drop the Bomb on Japan. 

In the second term students will become an Historian, not just a student of history.  They will work on their own research topic - an event of significance to New Zealand that sparks their interest. This independent project will be built around three tasks - planning, conducting research, and evaluating their research process. 

Students will develop skills in research, writing, and making arguments, whilst using evidence to assess validity and form conclusions. 

Learning a language provides many opportunities for critical, creative and logical thinking.

Students will

• become more independent learners as they manage their own programs using a range of resources
• be able to respond critically to more complex and varied texts and share and justify their own ideas and opinions as well as explore the views of others.
• be able to analyse how the language is organised in different texts and for different purposes and how it expresses cultural meanings.
• be able to guess unfamiliar language from its use in context and have some understanding of authentic material in supported situations.

Topics covered are:

Leisure

Land and People

Travel and Tourism

Assessment: Minimum of 3 standards worth 15 credits

2 Internally assessed standards : 3.2 Oral presentation and 3.5 Writing 

and a choice of 1 externally assessed standards  either  3. 1 Listening and 3.4 Reading

Possibility of  4 week immersion stay with our future sister school in Fukuoka during the Christmas break at the end of Y13.

What capabilities will I develop? 

Legal Studies aims to teach students to read and understand legislation and case law in NZ and overseas. This will be ideal preparation for students who wish to complete a law degree, manage their own business, or understand the ways in which the law and government influence their everyday lives. The course encourages students to discuss ideas collaboratively, and then think about how to apply legal principles to a real life NZ situation.

Media is one of the most powerful forces in today’s world, shaping opinions, spreading information, and influencing culture. In this course, students don’t just study media — they create it.

Success in Media Studies requires creativity, a strong work ethic, and the ability to work well in a team. This is especially important for the 10-credit combined internal assessments, where students collaborate to plan, film, and edit a short film or documentary (8–10 minutes). While editing is completed in class, filming will require commitment outside of school hours.

Students will explore a major development in media — such as the evolution of CGI or animation — before moving into production work. Later in the year, students will complete a Genre Study, focusing on Dystopian texts and the theme of control through technology, analysing how these ideas reflect real-world issues.

Please note:
All students must have their own digital device from the start of the year. Access to technology is essential for research, planning, and production work, and is crucial for success in this course.

Career Pathways:
Media Studies builds valuable digital and communication skills relevant to careers in journalism, filmmaking, advertising, broadcasting, social media, and public relations — industries that continue to grow across Aotearoa.

Welcome to the world of Storytelling!

Level 3 Students have the option of taking on a personal interest project of their choosing. They can negotiate their ideas and create their own project plan with Mrs Purda to ensure they have a great year engaged in a project that both challenges them and inspires them! If you don't wish to create your own project or need a framework and or a brief Mrs Purda has a few different options for you to choose from:

• World Building - Aotearoa, The Future State....? 
• TV Show or Movie Opening Title Sequence or Trailer (real or imagined)
• Medical Animation for educational purposes eg. How does a heart work? 
• Character Development - Augmented Reality Children's Reading Book Project
• Interactive Tour - Augmented Reality Guided Tour Experience

This course follows on from Level 2MFX. It will develop sophisticated skills and advanced knowledge in the field of Motion Special Effects and is an ideal foundation for students interested any creative field such as the Movie Industry, Digital Special Effects, Storytelling, Creative World building, Game Design, Animation, Virtual Reality, Interactive Moving Image, MetaHumans, Gaming and Film editing using up to date industry standard software such as Adobe Creative Cloud (Film, Motion Graphics and Mixed Media), Procreate (2D Animation) and Blender (3D Animation). 

The course is a perfect pathway for moving onto study creative tertiary pathways both in Wellington (Massey University's Screen Arts Degree) and in Auckland (AUT and Media Design School). Through further trips to Weta Workshop and experience through working industry artists and filmmakers, students will gain a practical understanding of the possibilities of Special Effects for both film and gaming industries   

We have an emphasis on Design thinking and follow a design focused conceptual development process for the generation of original and authentic work. 

Students should have an eagerness to develop skills in moving image, animation, interactive and creative outcomes using industry standard digital applications (such as motion capture, green screen technology and virtual reality), some traditional animation techniques, conceptual design for moving image and gaming, editing and special effects, imaginative story telling. You will see your work realised in a real- world, spatial context. 

What knowledge will I develop? Students will develop knowledge of the Digital Special Effects genre, incorporating a practical and theoretical understanding of how films are created traditionally, and how developed technology has advanced with use of green screen technology, motion capture, virtual reality in the areas of film and gaming. 

Students will develop their knowledge and understanding of visual storytelling, writing, editing and broadening their practical knowledge of the latest special effects techniques within contemporary moving image culture. Students will enhance their experience by visiting working film/animation studios and receiving guidance from studio based professional practitioners visiting school.

The creative industry contributes a large proportion of revenue to the global economy. According to the British Department for Culture, Media & Sport the creative industry is the largest growing industry in the country! Here is what the UK government has to say:

Through journey-based experiences, students will learn the practical skills needed to take part in outdoor activities like bush survival, sea kayaking, mountain biking, rock climbing and tramping.  They will develop leadership skills and the ability to relate to others, confidence in managing themselves as they participate and contribute in group settings, competence, perseverance and resilience, while connecting to the natural environment. They will learn to 'think outside the box' as they are challenged physically, mentally and emotionally throughout the course. 

Students will develop safe outdoor practices through the use of practical and active learning experiences.  They will learn the necessary steps for planning expeditions, managing risk and navigation.  Students will also develop problem solving skills that contribute to good leadership practices, while deepening their understanding and appreciation of the outdoors.

This course will extend your art-making skills and the way in which you see and respond to the world.  Students are encouraged to honour and express their own personal interests or culture as they develop their work.  You will investigate and explore fields of knowledge, perspectives and experiences of others as relevant to your theme. 

This course is ideal for senior students currently studying art who are interested in further developing their creativity, painting and thinking skills .  This course focuses on drawing, painting, and related areas of contemporary art practice.  Students who have not yet studied art at senior level may have developed skills via other means which could provide an adequate foundation for entry into this course.  Please see the HOD Art to discuss and inquire about entry.

Level 3 Painting is a course that specialises in painting, drawing and related technologies.  Students will explore and extend their skills in a variety of media, including water colour, mixed media, gouache, open acrylics, oil paints, spray paints, paint pens, dyes, high flow acrylics.  Digital painting, installation, moving image and other approaches to contemporary art making, aligned with established practice can also be ways in which you work.  

There are many exciting ideas, processes, materials and techniques that open up to be explored at this level of specialisation.  Students who already have strong skills in a particular painting media will have the opportunity to extend those skills into other media if they want to.  Level 3 Painting will support all students to take risks, extend current skills as well as learn new skills, sharing knowledge together.  

This is an active class, engaging with materials and processes, exploring ideas, materials and making finished works.   There is no set theme of study in Year 13 Painting.  Each student will personally select an idea to explore and outwork in sequences of drawing and paintings.  You will refine techniques and ideas over the course of the year.  You will learn how to research your idea, deepen and expand your thinking and personal expression as you are guided through each phase of learning.  Students will extend themselves as artists by developing a strong art journal practice. Your learning and achievement is advanced by by learning about visual ideas and artists' work from the past and present, and also by engaging in teacher and peer critique.  Students will learn to support others in the class to develop and extend their ideas.  

Level 3 Painting enables ākonga (students) to evolve their individual approach to art-making in a way that supports and empowers personal creative expression.  You will make drawing and painting sequences that generate, analyse, clarify and regenerate ideas. You will study artists' works in order to extend ideas and produce new work using conventions appropriate to painting.  The course structure is designed to promote independent work habits and develop knowledge and skills appropriate to your own personal painting style, theme and interests.  

Visual Art equips ākonga with transferable skills that can be used in a wide range of tertiary courses and careers, whilst studying a subject that inspires and excites. This course will develop skills such as: communication, critical and creative thinking, problem-solving, the ability to research and analyse, adaptability, dexterity, patience, attention to detail, independence, innovation, risk-taking, reflection, and self-management. 

The course is divided into two interrelated areas:

• Studio Practice:  Developing a variety of painting processes related to a range of artist models; extending drawing and painting techniques and compositions via independent practical investigation.  Students will document the development of their art-making in processes in a visual art journal.
• Conceptual Development of Ideas:  Developing research, planning, establishing and expanding a theme, defining a personal proposal outworked in sequences of ideas and a sequential body of work.  
• Your art journal research, planning, media studies and sequences of finished works comprise the evidence needed for the two internal achievement standards.  A fully complete folio board comprised of three A1 sized panels comprises the evidence needed for the external submission.  The folio must show the continual extension and clarification of your theme ideas, and refinement of your painting skills and approaches. The folio will be sent to Wellington for external assessment in November.  
  
  

Completion and achievement in this course requires ongoing participation.  It is an excellent preparation for tertiary level study in any field, as the depth of thinking that is possible (and in fact required for Excellence grades), and the self-management it develops are high level.  Participation in this course will reward you with the joy, satisfaction, fulfillment and sense of pride that comes from making art work that is personally meaningful to you.  

Students who intend to apply for tertiary level study in creative fields, such as Fine Arts, Design, Architecture, Fashion, Theatre or Media fields will have a strong portfolio of work and evidence to support their applications.  You will have learned how to work and think at a level that prepares you well for tertiary study.  Students will have the option of entering Scholarship Painting.

Students will have the opportunity to participate in art-making outside the classroom by exhibiting work and entering competitions.  You may be able to work with established New Zealand artists in workshops, i-n or out- of class.  The Auckland Art Gallery Pat Hanly Awards, Waikato Society of Arts Youth Art Awards, Franklin Arts Festival and Auckland Zine festival are examples of this.  Outside opportunities can be aligned with or separate from course work.  Ākonga will visit art galleries or museums and use this experience to enrich ideas for their own artworks.  

We can't wait to welcome you into this course and support your learning journey!

Are you passionate about creating a positive change in society? Do you want to understand how societies function and how individuals can actively participate as responsible citizens? Look no further than the NCEA Level 3 People and Society course!

This course empowers you to become a critical, active, and informed citizen by exploring various contemporary social issues. You will delve into people's responses to these issues and participate in meaningful social action. Drawing from the past, present, and future, as well as both local and global contexts, you will gain a comprehensive understanding of the dynamics of society.

People and Society is a captivating blend of sociology, anthropology, philosophy, political, policy, and environmental studies. By studying this course, you will unravel the reasons behind people's actions, driven by their belief systems, and comprehend their wider impacts on society.

One of the remarkable aspects of this course is that you get to choose social issues that resonate with you. By delving into these issues and taking action, you can contribute to positive change in your community, society, country, and beyond. Past students have explored impactful topics such as Black Lives Matter, Fast Fashion, Mental Health, #MeToo, Poverty, and Climate Change.

Enrol in the NCEA Level 3 People and Society course today and embark on a transformative journey of understanding, participation, and change-making. Together, let's shape a better future for all.

This comprehensive program is designed to help you refine your musicianship through a combination of practical and theoretical tasks. The course structure is student centred, allowing you to create an individual learning plan from the following Achievement Standards: group performance, solo performance, theory, music technology, research, arranging and composition. This flexibility empowers you to focus on your strengths and interests, ensuring a bespoke educational experience that fosters your growth in all areas of musicianship.

Whether your goal is to excel as a versatile performer, innovative composer, or skilled studio musician, this course provides the tools and guidance you need to succeed. Engage in practical exercises, theoretical exploration, and creative projects designed to build your expertise and confidence.

Join us to refine your skills and take the next step towards realising your full potential as a musician.

This course builds on the technical and conceptual skills developed in level 2 Photography.

Students in this Year 13 photography course will hone skills in the technical and creative possibilities of photography as an art form and build their visual literacy and understanding of the creative process.

They will extend camera skills and build on their understanding of image making and visual communication. They will refine technical skills of how to operate a digital SLR camera, studio photography, site-based photography, and techniques for post production using Adobe Suites.

The focus is on original and creative thinking, using a range of experimental approaches and photographic conventions. Students will complete a printed or digital folio submission of their own photographic images.  This could be a moving image submission, or sequences of still photographs presented on a three-panel folio board.

This course teaches contemporary technologies for producing photographic images. The fundamentals of using a digital single reflex camera are stressed,  but the camera itself is redefined in this class.  Students will explore other technologies and can utilise everything from cell phones, the scanner as a camera, disposable cameras, film cameras, video cameras - all as legitimate tools for creating photographic work.

This course teaches students to see, think and create with a critical mind and eye on the world in which they live.  They bring this to the crafting and manipulation of photographic forms and meaning.  Students will become far more aware of and attentive to the richness and complexity of the physical world, culture and societies in which we live.  This subject will develop students as thinkers, deepening connections and awareness of themselves and others.  It has value beyond the development of Photography skills only.

Students need to be committed to being active learners, and to taking photographs in- and outside the classroom.  You will need to participate in interesting, challenging class and homework tasks throughout the year.  This will ensure that all students complete their portfolio of work to a high standard.  Do not take this course if you are a passive learner ... you must participate actively.

Students are expected to create high quality images and develop the aesthetic, technical, conceptual skills needed to create a professional practice.  Students will be guided and supported throughout the course to be able to accomplish this.

They will further appreciate the technical and conceptual complexity that characterizes photography and moving image, while enhancing their ability to discuss their own work and the work of others.

Students will complete a portfolio of original photographic or moving image work. They will gain further understanding of methods and ideas that form contemporary photography practice and develop critical and creative thinking skills.

Students will critically evaluate societal, economic, environment, cultural and historical influences on their physical activity experiences to date.  They will participate in a training programme in preparation for the 6km off road tough guy and gal running event and then evaluate the effectiveness of this performance improvement program. They will also critical analyse an event, trend or issue in sport impacting society. 

Students who take this course may part-take in coaching at a local primary school, participate in the secondary school Tough Guy & Gal challenge, access local faculties such as counties fitness classes, community boxing and hot yoga classes. 

In physical education the focus is on movement and the aim is to encourage students to engage in movement experiences that promote and support the development of physical and social skills.  It fosters critical thinking and action and enables students to understand the role and significance of physical activity for individuals and society.  

Students taking this course need to understand that it is a preparatory course for University. Students need to be interested in the theory behind physical activity as this course is more theoretical than practical. 

Students will develop their understanding of physical world concepts and laws to solve quantitative, real-world, problems. This will prepare them for further study in Physics as they build knowledge of fundamental physical laws. Students will develop their understanding of modern Physics, mechanical systems, wave systems and electrical systems.

They will learn the application of the above in the real world via a range of practical activities, experiments and demonstrations. 

This course is suitable for students who wish to pursue further study in Physics,  Engineering, Medical and Veterinary Sciences. Please note that some universities require Engineering students to have passed all 3 external exams.

This course is aimed at current senior art students, and new art ākonga (students) with some personal art skills, as well as students who wish to develop their creativity without much prior experience in art making. This means that Print class will support all students to take risks and learn new skills.  Akonga  will share knowledge so their capabilities are really expanded.  Year 13 Printmaking is an active class of making works using hand-made print techniques like woodcut and dry-point etching, as well as creating digital prints in Photoshop.

The level of challenge will grow as ākonga refine techniques and ideas over the course of the year.  Student learning and achievement is advanced by teacher and peer critique, and by referencing visual ideas from art history and contemporary art in their work.  Students will support others in the class to develop and extend their ideas.  Ākonga will develop skills in group critique.

In Level 3 Printmaking ākonga will participate in real world learning by exhibiting and entering competitions outside of their course work, and may even work with established New Zealand print makers in workshops or in exhibitions. The Forest has the Blues Project, and the Auckland Zine festival at the Auckland city gallery, Beastiary Print project, Printopia at Corban's Estate and Ringa Toi - Excellence in Maaori art at Te Papa are examples of this.  Ākonga will visit art galleries or art fairs or museums and use this experience to develop ideas for their own artworks.

This course enables senior art ākonga (students) to evolve their individual art-making style in a way that supports and empowers personal creative expression. Drawing is used to generate, analyse, clarify and regenerate ideas. Using a study of artists' works, ākonga will be able to extend ideas and produce new work using conventions appropriate to the printmaking media being used.

Visual Art equips ākonga with transferable skills that can be used in a wide range of tertiary courses and careers, whilst studying a subject that inspires and excites. This course will develop skills such as: communication, critical and creative thinking, problem-solving, the ability to research and analyse, adaptability, dexterity, patience, attention to detail, independence, and innovation.

The course structure is designed to promote independent work habits and develop knowledge and skills chosen by our ākonga. This course is divided into two interrelated areas:

• Developing a variety of print processes related to a range of artist models; extending drawing and printmaking techniques and compositions via independent practical investigation.  Students will document the art-making processes undertaken.
• Through research and planning: developing theme,  defining a personal proposal that is outworked in sequences of ideas, to create a sequential body of work.  The development of each student's individual ideas and printmaking skills comprise the evidence for internal assessment and the external folio board submission.

Level 3 Psychology is for students who are passionate about the subject and have taken L2 Psychology ONLY.

The method of delivery for Level 3 means students have a choice in ALL internals, this means that students will have to comprehensively research their chosen topics and read extensive research done by Psychologists. There is a comprehensive website to assist each student. 

Students will apply a Psychological theory to a field of Psychology - for example - Motivation in Sports Psychology or Theories of Personality to Criminal Psychology. Students will conduct their own research following a scientific method. Students will analyse a significant piece of research and its impact on Society and then students will look at the main issues affecting Psychological research - biases like gender bias, cultural bias and doing socially sensitive research. 

Psychology opens doors to diverse career paths. It can serve as a foundation for professions such as counselling, social work, human resources, education, marketing, and research. In a rapidly changing world, where interpersonal skills, adaptability, and emotional intelligence are highly valued, studying psychology provides a strong foundation for personal and professional growth.

Studying psychology equips students with valuable insights into human behaviour, enhances critical thinking skills, promotes mental well-being, and prepares them for a wide range of future career opportunities.

NCEA Level 3 Spatial Design

Course Description:

This advanced spatial design course supports ākonga to explore their personal design voice through architectural thinking. Beginning with an experience, theme, or symbol that resonates with them, students initiate creative ideas using abstraction, exaggeration, and transformation techniques through AS91627 – Initiate design ideas through exploration (4 credits, External). This ideation phase focuses on meaningful, original thinking and visual strategies to develop a concept that challenges conventions.

They then advance into AS91629 – Resolve a spatial design through graphics practice (6 credits, Internal), where their concept is developed into a refined architectural or interior spatial design—such as a retreat, community space, or future-forward dwelling. Students respond to real-world constraints including site, environment, and human interaction, while integrating technical and aesthetic considerations.

At this point, students choose one of two external options to further communicate their design intent:

• AS91631 – Produce working drawings to communicate production details for a complex design (6 credits)
  A highly detailed architectural drawing set showing construction and material specifications using orthographic and 3D CAD or manual methods, including sections, elevations, detail views, and material annotations, adhering to NZ conventions.
• AS91627 – Initiate design ideas through exploration (4 credits)
  [Already completed earlier in the course; this is the required external if not doing AS91631.]

All students then produce a high-quality exhibition for a defined audience using AS91628 – Develop a visual presentation that exhibits a design outcome to an audience (6 credits, Internal). This involves planning and composing a presentation—such as a display board, model, flythrough or interactive setup—that promotes the essence and purpose of their spatial design through skillful visual communication.

Key Skills and Techniques Developed:

• Advanced Ideation & Design Thinking:
  • Using experiences to form design narratives
  • Visual regeneration strategies: abstraction, inversion, rotation, deconstruction
• Conceptual & Technical Development:
  • Spatial planning, environmental and cultural response
  • Ergonomic and human-centred design
  • Sustainable and material research
• Visual Communication:
  • Perspective rendering, floor plans, sections, CAD modelling
  • Annotation for audience understanding
  • Exhibition planning (scale, impact, audience needs)
• Technical Documentation (optional standard):
  • Orthographic and sectional drawing
  • Conventions: dimensioning, hatching, material notation
  • Referencing views and construction logic
• Presentation Techniques:
  • Layout, composition, hierarchy, balance
  • Media integration: physical models, digital boards, animation
  • Tailoring presentation to audience and setting

This course will provide students with the opportunity to develop an understanding of the role of sport in society.  It will focus on participating and contributing from an individual perspective as well as encompassing a community view of sport and physical activity.  It will provide the students with opportunities to enhance their ability to relate to others through activities such as coaching and officiating. 

Students will develop an understanding of the role of a coach in developing physical skills and managing groups.  They will also incorporate an understanding of officiating in games and the treatment of sports injuries.  Students will gain an appreciation of designing and implementing a fitness training program. 

Students need to be aware that this course is largely unit standard based and is more practical in nature compared to Level 3 Physical Education. This course does not give you university entrance. 

This course will develop a students ability to analyse data and think critically about the information in contains. Students will learn to manage their time to conduct week long investigations and submit statistical reports. Students will work in groups to develop the necessary skills required for communicating statistical ideas. Students will be expected to write reports on their findings, helping them to develop their analytical writing skills.

The course covers three main areas: Statistics, probability and mathematics. The internally assessed topics involve extensive use of statistical software. Processes include reasoning and communication. The emphasis is on data handling and decision making in a variety of contexts such as business, science, medicine and social science.

It is recommended that students have their own device for this subject.

This course can be taken along side Level 3 Calculus

This course is worth 20 credits. It covers a detailed examination of moteatea, waiata aa ring, poi, and haka.  A recommended part of this course is that students participate in our school kapa haka, as there are particular credits that students gain through Polyfest.  There are 2 internals and 2 externals for this course

Te Ao Haka, Maaori performing arts are powerful forms of expression that recognise, value, and contribute to the unique bicultural and multicultural character of Aotearoa New Zealand, enriching the lives of all New Zealanders. The arts have their own distinct languages that use both verbal and non-verbal conventions, mediated by selected processes and technologies.

Through movement, sound, and image, the arts transform people’s creative ideas into expressive works that communicate layered meanings.

The learning area of Te Ao Haka, Maaori performing arts in Te Marautanga o Aotearoa, celebrates and acknowledges the skills and knowledge of the past and empowers and challenges the thinking of the now and the future. It contributes to our intellectual knowing and our social, cultural, and spiritual being. The Arts is forever changing, and therefore the achievement objectives in this learning area allow for and support that changing notion.

Level 3 Te Reo Maaori achievement standard (AS) is a restricted entry course for students who wish to pursue Te Reo Maaori as an academic pathway. This course requires a foundational knowledge of Te Reo Maaori, which may be demonstrated by achievement in Level 2 Te Reo Maaori (AS). Entry into this course is at the discretion of the Kaihautuu.

This course is worth 28 credits.  This course covers four strands of Te Reo: paanui (reading), tuhi (writing), koorero (oral), and whakarongo (listening).  This course includes 2 internals and 2 externals. One of the internals is assessed in Term 1 and the other in Term 3.  Both externals are assessed in Term 4.

Level 3 Te Reo Maaori unit standard (US) is an open-entry course for students who wish to pursue Te Reo Maaori learning. It is suitable for those interested in developing their understanding of Te Ao Maaori in the context of language learning.

Please note that this course is NOT a pathway to university entrance.

There are 4 strands to this course: whakarongo (listening), tuhi (writing), paanui (reading), and rangahau (research). Students will do rangahua in areas of tikanga, karakia, and mihimihi. This course is worth 20 credits and involves a hikoi (class trip). All the assessments are assessed internally.

You will complete several standards on Tourism which can contribute to a later tourism qualification at MIT or another Tourism and Hospitality provider like Service IQ. This will include learning codes for countries and gateway cities which are important in the tourism industry. You will also investigate tourist destinations in New Zealand and the Pacific and be able to design an itinerary for clients visiting these destinations. 

In this course you will also have an opportunity look into possible career pathways for yourself and how you can plan to reach your ultimate job within that career.

It is complementary to any MIT course you might choose to do as you can work at your own pace and on some, or all of the standards offered. 

This is a fully internal Unit Standards course.

This course offers students the opportunity to work within Curriculum Level 8 to achieve Level 3 English and prepare for the Scholarship English examination. They will show a mature appreciation of more demanding texts and prompts by applying highly developed knowledge, skills, and understanding of purpose, audience, ideas, language features, and structure. Students will synthesise and integrate their ideas with perception and communicate with logical development, precision, and clarity of ideas.

PLEASE ENSURE YOU FILL OUT THE EXPRESSION OF INTEREST FORM WITH MRS MATTHEWS IF YOU SELECT THIS COURSE. PLACES ARE LIMITED. 

Manukau Institute of Technology  is a Trades Academy provider that works with Pukekohe High School to help students achieve NCEA Level 3 by offering vocational courses that prepare students for higher education or employment. Students spend ONE/TWO days a week at MITTA and the remainder of their week at school to fulfil their Level 3 studies towards NCEA Level 3.

• MITTA Trades Academy classes commence in February at the MIT campus for that course
• MIT courses are free to PHS students
• You will attend MIT TWO days per week of your school timetable. It will be up to you to keep up with any schoolwork you miss on the day you are at MIT
• In Term 4 -  MIT/PHS MITTA information will be sent out in a separate email upon confirmation of your placement at MIT
• You can wear mufti to MIT. You MUST wear closed toe shoes for Health and Safety.
• Protective clothing/ gear will be organized on site by MIT.
• Take note of any equipment or gear you need to take with you to your course

Trades Academy student TRANSPORT is provided by Pukekohe High School - this is provided at NO cost to the student. 

• Arrive punctually by 7:00am at the Gate 3 school entrance on Harris Road to catch the bus.
• If you are late and miss the bus, you will be sent home to change into school uniform and attend school for the day.
• The bus will collect you from the same drop off point at MIT at 2:50pm. You will arrive back to school by approximately 3:45pm, traffic dependent.

Courses offered in the 2026 programme are pending confirmation which occurs at the end of this year.

Automotive

Construction (BCATS)

Electrical

Engineering

Building and Landscape

Study & Career Preparation (Police Studies)

Tourism

Hospitality

Early Childhood Education

Bakery

Workplace Office Administration

Level 3  Business Studies is designed for students interested in real-world business experience and strategic thinking. Students will analyse how internal and external factors influence large businesses (AS 3.1), and take part in the Young Enterprise Scheme (YES), where they will plan and run their own business throughout the year (AS 3.4 and 3.6 worth 15 credits internally). Strong group work, initiative, and self-management are essential, as students will be responsible for developing, marketing and managing a real product in a team environment for the entire year. This course is ideal preparation for Commerce at tertiary level or entrepreneurial pathways. This course offer 19 achievement standards credits (15 - Internal and 4 External credits) and it is recognised as a University Entrance course. 

Internal Achievement Standards

The internal standards involve students actively participating in the Young Enterprise Scheme (YES) and collaborating in groups to:

1. Create a Product or Service: Document progress from Terms 1 to 3, which includes:
   • Completing four YES Challenges worth 100 points with strict deadlines.
   • Continuously producing and selling the product(s).
   • Maintaining weekly individual logs as per the criteria.
   • Recording Monthly Minutes for the respective YES Company as per the criteria.
2. Plan and Execute a Business Activity throughout the YES year.
3. Develop a Comprehensive Marketing Plan.

Students must gather evidence to demonstrate their contributions to the project. Success largely depends on the group's ability to work collaboratively. The primary internal assessments involve participation in the Young Enterprise Scheme (YES).

External Achievement Standard

The external standard in this course focuses on the interaction of internal factors within a business operating in a global context. A New Zealand registered business will be studied to enable students to gain knowledge, skills, and experience to analyze how and why NZ businesses make operational and strategic decisions in response to interacting internal and external factors. Students are expected to demonstrate an understanding of the following business knowledge, concepts, and content (in no particular order):

• Quality Management: Significance to a business, costs and benefits of quality control, quality assurance, total quality management, Kaizen, and quality circles.
• Innovation: Risks and opportunities, including intellectual property management, product and process innovation, corporate cultures, and strategies encouraging innovation.
• Change Management: Necessity of the change management process, resistance to change, and costs and benefits of change management strategies.

If you're passionate about engineering and want to continue exploring it in Year 13, this course is for you. We've taken into account the increasing number of students interested in engineering at this level, and we're delighted to offer you the opportunity to delve deeper into the subject.

The Level 3 Engineering course has been carefully developed in collaboration with industry experts, Competenz (Engineering ITO), and schools. Together, we have crafted three unit standards that align with industry requirements, giving you the essential knowledge and skills necessary for success in the engineering workforce.

Let's take a closer look at the course. The Level 3 Engineering course consists of three unit standards, each focusing on a different aspect of the field:

Unit Standard 32052 - L3 Engineering Drawing: In this unit, you'll learn how to produce development drawings and patterns for three-dimensional objects in a MaPS environment. Enhance your visualization and communication skills to effectively convey engineering designs.

Unit Standard 32054 - L3 Mechanical Engineering: Get ready to dive into the world of mechanical engineering. This unit will guide you through performing engineering machining operations in a MaPS environment. Discover the precision and craftsmanship involved in shaping raw materials into functional mechanical components.

Unit Standard 32056 - L3 Engineering Fabrication: This unit will provide you with hands-on experience in engineering fabrication. Learn the techniques involved in performing fabrication operations, including cutting, bending, welding, and more, to bring designs to life.

Are you ready to embark on this educational journey? The Level 3 Engineering course offers you the chance to expand your knowledge, refine your skills, and become industry-ready. Don't miss out on this incredible opportunity to take your engineering aspirations to new heights in Year 13!

This course is for students who wish to continue their study of mathematics, but do not wish to specialise in Calculus or Statistics. Students will cover a range of Mathematics and Statistics topics, consisting of three internal in class tests, a statistical report and one external. 

Students will develop their skills in statistical analysis, mathematical reasoning and communication of ideas. They will work both individually and in groups using a range of technology to further their understanding and see the relevance of their learning in a real life context.

It is recommended that students have their own device for this subject.

What capabilities will I develop? 

Legal Studies aims to teach students to read and understand legislation and case law in NZ and overseas. This will be ideal preparation for students who wish to complete a law degree, manage their own business, or understand the ways in which the law and government influence their everyday lives. The course encourages students to discuss ideas collaboratively, and then think about how to apply legal principles to a real life NZ situation.

This course offers students the opportunity to work within Curriculum Level 8 to achieve Level 3 English and prepare for the Scholarship English examination. They will show a mature appreciation of more demanding texts and prompts by applying highly developed knowledge, skills, and understanding of purpose, audience, ideas, language features, and structure. Students will synthesise and integrate their ideas with perception and communicate with logical development, precision, and clarity of ideas.