Wesley College

Art

Year 9 Drama

English

In Year 9 Health and Physical Education students will:

-Develop an understanding of the importance of Well-being through the Hauora and Fonofale models

-Develop an understanding of what change is, how to look after themselves through change and what is important to them in the people they are connected to.

-Recognise and understanding the influences that can affect their own identity and development from a Personal, Interpersonal and Societal level

-Take action to improve their own well-being, their connections with others and addressing a health issue affecting them

-Actively participate in a range of activities to develop fine motor skills

-Perform a range of skills in different contexts.

Life & Faith

All students at Year 9 level must take Mathematics. Year 9 Mathematics covers Levels 3 to 5 of the New Zealand curriculum with the focus at Level 4. Students will be engaged in thinking mathematically and statistically in a range of meaningful contexts in order to learn skills that enable them to be successful participants in society. Students in this course will be building knowledge about number, algebra, measurement, space, statistics, and probability, and drawing on the practices of mathematics and statistics.

In music education, students work individually and collaboratively to explore the potential of sounds and technologies for creating, interpreting, and representing music ideas. As they think about and explore innovative sound and media, students have rich opportunities to further their own creative potential. Students develop literacies in music as they listen and respond, sing, play instruments, create and improvise, read symbols and notations, record sound and music works, and analyse and appreciate music. This enables them to develop aural and theoretical skills and to value and understand the expressive qualities of music. As students learn to communicate musically with increasing sophistication, they lay a foundation for lifelong enjoyment of and participation in music. Some will go on to take courses in musicology, performance, or composition. These may be steps on the way to music-related employment.

Science

For us as citizens of our society, to understand the world that we live in we need to understand it's diversity, how it has been developed, what issues surround us and how they impact our humanity.

Social Studies allows our students to explore all realms of human interaction, be it with each other or the environment. We look at the past and how that has influenced our present, and for ways that can better inform our future. 

Students will also develop the knowledge and skills that will enable them to:

- Better understand, participate in and contribute to the local, national and global communities they live and work in.

- Engage critically with societal issues.

- Evaluate the sustainability of alternative social, economic, political and environmental practices.

Contexts chosen for study have been drawn from past, present and future, as well as from places within and beyond Aotearoa New Zealand.

Year 10 Art

Year 10  English builds on the knowledge and skills gained from Y9 at Level 4-5 of the National English Curriculum. It is aimed at students who are proficient in the skills required at Level 5 of the National English Curriculum. Students will continue to develop making and creating meaning through reading and writing, listening and speaking as well as viewing and presenting, through a range of texts (poetry, novels, film, articles etc).

As with all English courses, Y10 English aims to allow students to:

1. Engage with and enjoy language in all its varieties.
2. Understand, respond to, and use oral, written and visual language effectively in a range of contexts.
3. Develop control over the processes associated with using and responding to English language purposefully and effectively through, reading, writing speaking, listening, viewing and presenting.
4. Develop an understanding of the grammar and conventions of English.
5. Respond personally to think critically about a range of texts, including literary texts.
6. Use language skills to identify information needs, find, use, and communicate information.

There is a focus on ensuring students are equipped with functional literacy and building on reading and writing skills for the secondary school that are practiced in Year 9 and further developed in Year 10.  Students are working to be ready for the NCEA Literacy co-requisite in reading and writing that can be assessed at Year 10.

In Year 10 Health and Physical Education students will:

-Develop an understanding of the importance of Well-being through the Hauora and Fonofale models

-Develop an understanding of what change is, how to look after themselves through change and what is important to them in the people they are connected to.

-Recognise and understanding the influences that can affect their own identity and development from a Personal, Interpersonal and Societal level

-Take action to improve their own well-being, their connections with others and addressing a health issue affecting them

-Actively participate in a range of activities to develop fine motor skills

-Perform a range of skills in different contexts.

Students will develop an understanding of John Wesley and the Methodist Church, allowing them to build their spiritual beliefs and Christian values. Life and Faith also provides an opportunity for students to experience new ideas, principles, beliefs and different issues in society which students have not witnessed or experienced prior.

Maori

All students at Year 10 level must take Mathematics. Year 10 Mathematics covers Levels 4 to 6 of the New Zealand curriculum with the focus at Level 5. Students will be engaged in thinking mathematically and statistically in a range of meaningful contexts in order to learn skills that enable them to be successful participants in society. Students in this course will be building knowledge about number, algebra, measurement, space, statistics, and probability, and drawing on the practices of mathematics and statistics.

From next year maths will be assessed through a new mandatory assessment from Year 10. From 2024, every student must achieve this assessment in their senior years of schooling in order to pass NCEA.

In music education, students work individually and collaboratively to explore the potential of sounds and technologies for creating, interpreting, and representing music ideas. As they think about and explore innovative sound and media, students have rich opportunities to further their own creative potential. Students develop literacies in music as they listen and respond, sing, play instruments, create and improvise, read symbols and notations, record sound and music works, and analyse and appreciate music. This enables them to develop aural and theoretical skills and to value and understand the expressive qualities of music. As students learn to communicate musically with increasing sophistication, they lay a foundation for lifelong enjoyment of and participation in music. Some will go on to take courses in musicology, performance, or composition. These may be steps on the way to music-related employment. 

Science is a way of investigating, understanding, and explaining our natural, physical world and the wider universe. It involves generating and testing ideas, gathering evidence – including by making observations, carrying out investigations and modelling, and communicating and debating with others – in order to develop scientific knowledge, understanding, and explanations. Scientific progress comes from logical, systematic work and from creative insight, built on a foundation of respect for evidence.

Social Studies allows our students to explore all realms of human interaction, be it with each other or the environment. We look at the past and how that has influenced our present, and for ways that can better inform our future. 

Students will also develop the knowledge and skills that will enable them to:

- Better understand, participate in and contribute to the local, national and global communities they live and work in.

- Engage critically with societal issues.

- Evaluate the sustainability of alternative social, economic, political and environmental practices. 

Contexts chosen for study have been drawn from past, present and future, as well as from places within and beyond Aotearoa New Zealand.

In this course students will have the opportunity to explore food as an avenue for technology. Students will learn how food can be changed, developed and processed to produce different outcomes. In other words how we cook food to produce different meals. 

This is a specialty course and is only available to students that consistently demonstrate the kirangi values, have excellent attendance and a positive attitude to learning.

In this course students will have the opportunity to explore food as an avenue for technology. Students will learn how food can be changed, developed and processed to produce different outcomes. In other words how we cook food to produce different meals. 

This is a specialty course and is only available to students that consistently demonstrate the kirangi values, have excellent attendance and a positive attitude to learning.

Year 11 Carpentry is a "hands-on" course with a focus on construction and carpentry (woodwork) skills. Ākonga will work towards the completion of Building, Construction, and Allied Trades Skills (BCATS) units. These are NZQA approved and are practical and multi-disciplinary programmes, providing ākonga with the skills and knowledge to springboard into any career in the construction industry.

Rather than focusing on any one trade, they build skills and an understanding of all trades in the construction industry. They also develop literacy, numeracy and communication skills and contribute to NCEA qualifications.

Students who participate in the BCATS programmes can go on to consider apprenticeships in a variety of building and construction industries, such as: carpentry, brick and block laying, painting and decorating, flooring, joinery, frame and truss, aluminium joinery, concrete, glass and glazing, and so on.

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 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 on sustainability.

Ākonga 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.

Ministry of Education

Drama examines the human experience. Students learn about dramatic conventions, techniques and technologies and work towards crafting these elements to express an intention or concept. Not only are these achieved through Drama performance, but also through Drama Creation where spoken and written language forms the basis of many activities. Students who enjoy performance and who are willing to take risks within a safe and supportive space will enjoy this subject.

In this course, you will learn about the basic concepts in Science that relate to engineering. For example, how to calculate the amount of energy in a system, measuring electrical energy and the forces involved in moving and stationary objects. This subject can lead to either a vocational pathway such engineering, building, construction, electrical, drain laying, fabrication and many more. In addition, this course will allow you to take physics in Level 2. 

NCEA Level 1 English

Ko te reo te tuakiri
Ko te reo tōku ahurei
Ko te reo te ora

Language is my identity
Language is my uniqueness
Language is life

English is the study, use, and enjoyment of the English language, communicated orally, visually, and in writing, for a range of purposes and audiences and in a variety of forms. It is creative and critical, receptive and productive. In Aotearoa New Zealand, the study of English incorporates mātauranga Māori and considers our place in the Pacific.  Through English, ākonga are empowered to develop the literacy, communication, and interpersonal skills they need to access learning in other subjects and contexts. Studying English also develops the critical thinking and analytical skills that are valued in all subjects and in many occupations.

(NCEA English learning area)

- Language and literature gives us insights into ourselves and others.

- The stories of Aotearoa New Zealand are unique taonga tuku iho

- Stories are a source of joy and nourishment communication depends on shared codes and conventions.

- Literature, language, and texts embody power relationships.

Te Mātaiaho - English Curriculum

In year 11 English students will engage with both language and literature in oral, written and visual forms for a range of purposes and in a variety of forms.

Geography is the study of te taiao (the environment) and the interconnections within; that is, how people connect with the land, and how the land connects with people. We consider the question: "What is Where, Why There, and Why Care?" to try and make sense of place. 

Students will learn to think spatially and to use maps, visually images, and inquiry processes to obtain, analyse and present information. Through being able to do these things, they will be able to use geographic thinking to develop understandings related to patterns, processes, relationships, interaction and change.

Skills that geography teaches ākonga (students) are:

- asking questions about te taiao

- collecting data using relevant methods

- visualising and analysing data using technology

- thinking critically and conceptually to make meaning about te taiao

- sharing understandings about te taiao

There are many kinds of diseases that affect humans, they are caused by microbes such as bacteria, viruses and funguses., they can also be caused by diet, inheritance and they can be physiological or mental. In this course you will learn about all of these types of diseases. 

Scientists have a continual fight to keep common diseases such as the common cold at bay. Therefore, the war against human conditions is a about the relationship between microbes and disease.  Covid -19 has shown us that we are very vulnerable to new diseases that occur. How did scientists combat this disease? what knowledge did they draw on to create vaccines and practices that have reduced the number of people getting and suffering from this and other diseases. During the pandemic, which demographics were hit the most and why? what was the impact on the health system? 

In addition to disease, microbes may also be helpful. They also help Scientists to create medicines such as insulin. This topic will be helpful for those intending to become a nurse or doctor by learning about how to accurately measure volumes and concentrations so you dont harm the patient! you will learn how to measure the efficacy of medicines. 

History is a subject that offers an understanding of human activities in the past in the context of change through time. It enables students to understand politics, their heritage and that of their community, society and nation, as well the examination of other society’s heritage. Students are encouraged to read and analyse a range of source materials carefully with discrimination and insight. They learn to research and write effectively for a range of purposes, expressing their perspectives in a clear, well-organized and convincing manner. Students taking History will learn a number of important and highly transferable social skills including how to develop clear critical thinking, diplomacy, research, communication, reasoned debate, observation, recognizing differing points of view, and detect bias and propaganda.

1. Nature of History Big Ideas. Historical narratives are constructed.  Historical narratives are contested. 
2. Knowledge Big Ideas. Power relationships often drive history. Place shapes the historical narratives of peoples. Identity is interwoven with history and is shaped by turangawaewae, whakapapa, and whanaungatanga.   

Unuhia te rito o te harakeke kei wheat e komako e ko?  Remove the heart of the flax bush and where will the komako sing?

Whakatairangitia- rere ki uta, rere ki tai.  Proclaim it to the land, proclaim it to the sea.

Ui mai koe ki ahau he aha te mea nui o tea o. Ask me, what is the greatest thing in the world?

Maku e ki atu he tangata , he tangata , he tangata! I will reply, it is the people,

it is the people, it is the people!

Key Competencies in History

Developing Key Competencies through History

Learning in History provides meaningful contexts for developing Key Competencies from The New Zealand Curriculum. These Key Competencies are woven through, and embedded in, the Big Ideas and Significant Learning. Students will engage with critical thinking and analysis, explore different perspectives on historical events and places, and develop their understanding of the role of evidence in historical research.

Thinking

The thinking Key Competency is about using creative, critical, and meta-cognitive processes to make sense of information experiences and ideas.

Students of History will:

• consider the historical concepts that are at play within the contexts they are exploring.
• think about how to determine significance through relevant frameworks in their historical contexts.
• evaluate strengths and weaknesses of sources, such as ngā taonga tuku iho
• weigh conflicting evidence and justify conclusions.
• challenge perceptions and assumptions
• consider meta-narratives, which can explain the context of the history being studied.
• identify and analyse different interpretations of the past.

Using language, symbols, and texts

This Key Competency is about working with and making meaning of the codes in which knowledge is expressed.

Students of History will:

• process and synthesise varied and complex materials, including non-textual sources.
• analyse historical evidence, and identify what is missing, incomplete, or inconclusive.
• use a variety of media to produce history.
• organise the past and construct history, using historical concepts.
• give clear and effective oral and written presentations.
• substantiate their arguments and judgements.

Relating to others

Relating to others is about interacting effectively with a diverse range of people in a variety of contexts.

Students of History will:

• develop historical empathy, including the ability to think beyond themselves and their personal, cultural, and linguistic backgrounds.
• engage with different historical contexts and perspectives.
• grow an understanding of the origins of our diverse society in Aotearoa New Zealand and the Pacific
• appreciate differences in how people understand the world.
• develop their own identities and sense of place.

Managing self

This Key Competency is associated with self-motivation, a 'can-do' attitude, and students seeing themselves as capable learners.

Students of History will:

• show initiative in research.
• employ a robust methodology when conducting historical research.
• manage their own assumptions, biases, and perceptions.
• persevere with difficult sources and processes.

Participating and contributing

This Key Competency is about being actively involved in communities.

Students of History will:

• take a position, using evidence to support it.
• engage in collaborative and group work, as citizens interpreting and understanding sources
• contribute to a body of knowledge or historical narratives.
• challenge 'myth-takes' of history
• connect with whānau, iwi, and local groups.

Key Competencies

This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.

Connections

History supports multiple learning and career pathways for ākonga. Within the immediate context of senior secondary education, ākonga can apply the historical understandings they gain in History to other subjects within the Social Sciences, as well as other Learning Areas such as the Arts, Sciences, and English.

Later, if they choose to undertake tertiary study, ākonga with a foundation in History can use their existing knowledge to deepen their further study in this discipline towards a career as a historian, teacher, researcher, or analyst. History may also enrich their study of other disciplines at the tertiary level, such as the arts, physics, medicine, law, commerce, management, languages, archaeology, anthropology, and health studies. There is also an opportunity for ākonga to develop subject-specific literacy and numeracy skills. These skills support ākonga in their journey through both education and the workforce.

Learning Pathway

History is a broad and transformative subject that reaches beyond both secondary and tertiary study. It allows ākonga to connect to their heritage and engage with their own history, as well as the histories of others, which helps them better understand the world around them and influences how they connect with their community beyond the learning environment.

When looking at pathways, we aim to look broader than pathways into specific occupations. While it is important to prepare ākonga for further education, training, or employment post-NCEA, we also want to emphasise NCEA's ability to prepare them for pathways in life. This can look like engaging meaningfully with their education to develop skills which help them become who they want to be, providing space to explore their interests and aspirations, as well as discover new ones.

As a subject, History develops strong research skills and critical thinking, as well as conscientisation and the drive towards achieving an in-depth understanding of society, politics, and the wider world. It strengthens a range of transferable soft skills – for example, self-management, time management, and so on. Although these skills are foundational for tertiary study, they are also applicable in all walks of life, whether ākonga choose to pursue further study or embark on non-tertiary vocational pathways.

Historians carry skills and ways of perceiving the world that make them excellent problem-solvers, as they can look at an issue from a variety of perspectives to come up with the best solution. This makes students of History the problem-solvers of the future and valuable assets in any group or organisation they become part of. The society and economy of Aotearoa New Zealand want young people who are strong and ethical thinkers who can move into communities and the workforce, have their ideas challenged, and eventually be able to challenge their ideas themselves.

Through the learning of history, ākonga can go into local communities with a deeper understanding of tūrangawaewae, whakapapa, and whanaungatanga. This allows rangatahi to connect more deeply with hapū and iwi to support iwi development, advocacy roles, and liaison work to ensure culturally appropriate understandings and methodologies are used. Through these pathways, ākonga can become a force in decolonising and indigenising Aotearoa New Zealand industries.

 LEVEL 1

Course Outline 2026

Course Aims:

1.  Develop in students a deeper awareness of themselves as New Zealanders, their heritage, cultures and shared values and an understanding of the past of Aotearoa New Zealand, our place in the Pacific and in the wider world.
2. Develop the skills of inquiry, interpretation and communication used in history.
3. Develop in students the ability to enter imaginatively into the events of the past.
4. Foster among students an understanding of other people’s distant in time and place.
5. Further students understanding of some major trends and developments in New Zealand society and beyond through the perspective of history.

Hospitality is the business of providing food, drink and accommodation for customers of restaurants, bars, cafes, etc. 

Jobs in hospitality help our young people learn valuable skills.

Hospitality covers:

• Health and safety in the workplace
• Food safety and preparation
• Correct use of equipment
• Practicing cooking skills
• Career Pathways in Hospitality industry
• Cullinary terminolgy

You will develop critical thinking and problem skills and the ability to read, interpret and modify recipes. You will learn about the importance of health and safety specific to the hospitality workplace. Hospitality ākonga will develop an understanding of how a workplace can be organised and the communication skills required for efficient team work.  

You will learn about specific cooking techniques used to prepare, cook and present food. Ākonga will practice manaakitanga as they learn to prioritise customers in the food they prepare.  Ākonga will understand how hospitality businesses impact whānau and the wider community.

Life and Faith follows the National Religious Education Curriculum and is a full academic course. This course is assessed through Achievements Standards.

Students will be studying the 'School story' through religious and spiritual connections with our local community. The development of Methodism in our communities and its impact to our school such as the culture, sports and families. Students will also explore spiritual and religious characteristics between Maori/Pacific traditions such as karakia, whakapapa, himene, tikanga, lotu, pese, himi tonga and characteristics of Christianity - Methodism subject to Hymn, the Bible, the school prayer, daily prayer and its moral ethical practices.  

This course offers two Achievement Standards worth 10 credits that can go towards to their literacy credits. A compulsory of 5 internal credits and those who wish to do further studies in Year 11 Life and Faith will be an additional 5 credits that will be externally assessed. 

Chapel, Wesley College

weta2000nz, https://www.flickr.com/photos/weta2000nz/16751951518/in/photostream/, July 2014.

School Prayer - Wesley College and 'Lords Prayer' in Te Reo Maori -  

https://www.pinterest.nz/pin/340021840594316819/visual-search/?x=16&y=16&w=438&h=700&cropSource=6&imageSignature=1ca80fd4885b1ee7b17157cf1a777d22

In learning languages, students learn to communicate in an additional language, develop their capacity to learn further languages, and explore different world views in relation to their own.

This course is all about the aspects of kapa haka, they will develop skills to perform an item in te ao haka, they will also learn about the factors that make a performance possible. 

This course is designed to develop general mathematical skills for everyday living. Students intending to progress to NCEA Level 2 Mathematics Advance or Level 2 Mathematics Core should take the Year 11 Mathematics (11MAT). 

The course offers a total of 10 internally assessed and 10 externally assessed achievement standard credits. 

The pathway from year 11 Mathematics and Statistics leads to Level 2 Mathematics.

12MAT Advance:  NCEA Level 2 Mathematics 

12MAT Core:  NCEA Level 2 Mathematics & Statistics 

In music education, students work individually and collaboratively to explore the potential of sounds and technologies for creating, interpreting, and representing music ideas. As they think about and explore innovative sound and media, students have rich opportunities to further their own creative potential.
Students develop literacies in music as they listen and respond, sing, play instruments, create and improvise, read symbols and notations, record sound and music works, and analyse and appreciate music. This enables them to develop aural and theoretical skills and to value and understand the expressive qualities of music.
As students learn to communicate musically with increasing sophistication, they lay a foundation for lifelong enjoyment of and participation in music. Some will go on to take courses in musicology, performance, or composition. These may be steps on the way to music-related employment.

NCEA Level 1 Physical Education – 2025 Standards Overview

At Level 1, Physical Education is not just about playing sport — it’s about understanding movement, teamwork, culture, and personal wellbeing. The course combines practical performance with thinking, reflection, and evaluation skills. Students will complete four achievement standards, worth 20 credits in total.

AS92016 (1.1) – Apply movement strategies in an applied setting

Credits: 5 | Assessment Type: Internal

What it is:
Students take part in a real, applied setting — such as a sports game, tournament, or physical challenge — and show they can use a range of movement strategies effectively. This might include tactics (e.g., attacking and defensive plays), positioning, communication, and decision-making.

What’s required:

• Demonstrate at least three strategies in action.
• Show consistency across the game or event (not just once or twice).
• Apply the strategies with intent, accuracy, and control.
• All evidence must come from one movement context (e.g., Turbo Touch, Ki o Rahi, netball).

Why it matters:
This standard rewards students who can think tactically during play, adjust to changing situations, and make decisions that help their team succeed — skills valued in sport, work, and life.

AS92017 (1.2) – Demonstrate understanding of the application of strategies in movement

Credits: 5 | Assessment Type: Internal

What it is:
Students reflect on a group activity and explain how and why different strategies were used. They consider their own role, their team’s performance, and the impact of these strategies on the group. An important part of this standard is recognising and explaining kotahitanga (unity, togetherness) within the team.

What’s required:

• Describe and explain two or more strategies used in a group movement activity.
• Show understanding of how and why the strategies worked (or didn’t work).
• Include discussion of kotahitanga and how it was shown in the group’s performance.
• Use specific examples from your chosen activity to support your points.

Why it matters:
This standard develops leadership, teamwork, and critical thinking. It teaches students to analyse their decisions and those of others, and to connect performance with effective group functioning.

AS92018 (1.3) – Demonstrate understanding of the influence of personal movement experiences on hauora

Credits: 5 | Assessment Type: External (Portfolio)

What it is:
Students explore how taking part in a specific physical activity over time affects their hauora (wellbeing). They use a recognised health model (e.g., Te Whare Tapa Whā, Fonofale) to analyse and evaluate these effects.

What’s required:

• Choose one movement context (e.g., athletics training, waka ama, volleyball).
• Collect evidence of participation (photos, video, personal logs, or written accounts).
• Describe, explain, and evaluate how the activity impacted all dimensions of hauora using a health model.
• Submit this as a portfolio following NZQA’s requirements for externals.

Why it matters:
This standard connects physical activity to personal wellbeing, showing students how movement can strengthen mental, social, physical, and spiritual health. It also builds reflective thinking and self-awareness.

AS92019 (1.4) – Demonstrate understanding of influences on movement in Aotearoa New Zealand or the Pacific

Credits: 5 | Assessment Type: External (Portfolio)

What it is:
Students investigate two key influences on a movement context in Aotearoa New Zealand or the Pacific. The influences come from different aspects — te ao Māori, biophysical, or sociocultural — and must both relate to the same activity.

What’s required:

• Choose one movement context (e.g., waka ama, basketball, kapa haka, surfing).
• Select two influences, each from a different aspect category.
• Use examples from your own participation to describe, explain, and evaluate each influence.
• Keep influences separate (don’t merge them into one explanation).
• Submit as a portfolio for NZQA external marking.

Why it matters:
This standard builds cultural awareness, critical thinking, and understanding of how sport and physical activity are shaped by history, culture, science, and society in Aotearoa and the Pacific.

Year 11 Student-Athlete Mentoring Program:

The Student-Athlete Mentoring Program is designed to assist development of high performing athletes by establishing individual programs, learn vitival information about being a student athlete and developing student-led support systems. Students accepted to this course will physically tested every term with testing standards that align with NZ rugby selection criteria. The program also provides an opportunity for students to view what life is like for a professional athlete/Academy athlete. This is done through organisations such as Counties Manukau Rugby Union, Moana Pasifika Super Rugby Club, One NZ Warriors. 

The program is structured to ensure a balance is maintained between student academic and sporting commitments allowing them to be better prepared within their professional sporting environment when they leave Wesley College. 

Important: In order for student's application to this course to be reviewed they must either be playing premier sport for the college or be on a sport scholarship. Students who also show promising development as an athlete have the opportunity to be selected. Furthermore, all students who are part of this course will be expected to uphold a high degreee of academic excellence in all assessments. Student's who can not meet the academic requirements will risk removal from the course.

Year 11 students are able to achieve a total of 20 credits, there are two internal standards and two external standards:

- AS92017 (1.2) Demonstrate understanding of the application of strategies in movement ( The role of kotahitanga in team training)

- AS92016 (1.1) Apply movement strategies in an applied setting (Performance analysis through Hudl)

- AS92018 (1.3) Demonstrate understanding of the influence of personal movement experiences on hauora

- AS92019 (1.4) Demonstrate understanding of influences on movement in Aotearoa New Zealand or the Pacific

.

Visual Arts students explore, refine, and communicate their own artistic ideas by responding to how art expresses identity, culture, ethnicity, ideas, feelings, moods, beliefs, political viewpoints, and personal perspectives. Through engaging in the visual arts, students learn how to discern, participate in, and celebrate their own and others' visual worlds. During the year learners will be using a variety of methods and materials to:

• use established conventions to learn about techniques, technologies, and processes in order to create effects and communicate ideas

• engage in learning that connects own and others artwork to te ao Māori, and other cultures, in local, historical, contemporary, and authentic contexts

• understand, use, and value both mātauranga Māori and te ao Māori in making art that reflects on and responds to Aotearoa New Zealand's unique history

• use mātauranga Māori contexts as expressed in Toi Tūturu, and/or Toi Whakawhiti, and/or Toi Rerekē to explore aesthetics and symbolism

• demonstrate understanding of the role and value of taonga within a mātauranga Māori context through research, authentic experience, and art making

• understand Visual Arts within Aotearoa New Zealand as part of a wider context of Pacific artmaking histories and practices, rooted within diverse knowledges, cultures and contexts of Pacific peoples

• demonstrate an understanding of intergenerational connections that can exist between people, places, and objects

• use creative thinking processes and demonstrate understanding of creative intent through purposeful art making and exploration

• value the process, embracing both expected and unexpected outcomes

• celebrate diversity, create understanding, and foster well-being through active participation in the arts

• apply understanding of ahurea tuakiri, ethnicity, ideas, feelings, beliefs, political viewpoints, and personal perspectives, and create artwork as a representation, response or means of self-expression.

Pati Solomona Tyrell, Matua, 2015. 

Business Studies 12

Accounting enables students to develop the knowledge and skills to manage the financial affairs of individuals, communities, and businesses.

Students will develop the knowledge and skills necessary to:

Prepare and maintain financial records

These could include the management of credit, understanding the concept of compound interest, establishing and monitoring Kiwisaver, maintaining a household or small business budget, and a basic understanding of the New Zealand tax system.

Manage financial affairs

An example would be communicating with a bank manger when applying for an overdraft facility. Effective financial management requires systematic planning to ensure deadlines are adhered to. Examples include claiming a tax rebate, meeting tax deadlines, payment of routine expenses, and loan repayments.

Act with integrity

Integrity involves being honest, responsible, and accountable. It requires individuals to act ethically at all times. Students will learn to justify and take responsibility for actions and decisions, obey the law, and keep accurate and confidential records. Examples include accurately claiming for contract hours worked and using business credit cards responsibly.

Contribute to the wider community

This involves sharing their accounting knowledge and using their skills to contribute to their families, whānau, and communities. For example, becoming the treasurer of a local club or managing the family budget.

Careers

Welcome to Level 2 Biology. Students’ will be working towards achieving both internal and external NCEA achievements for this course. They will study the concepts related to the topics of Ecology, Cell Biology and Genetics. Thorough and extensive understanding of these concepts will allow students to apply the knowledge of cells in order to carry out a practical investigation and write a report relating an organism’s specific adaptations to their external environment.

Students will build on their genetics knowledge from Living World assessed in Years 9 & 10, to develop higher thinking skills in relation to Darwin’s Theory of Evolution. The idea is for students to appreciate the observational and investigative skills employed by scientists in the field of Genetics to theorise and explain the diversity of Life on this planet. Understanding the process of inheritance will allow students to apply their knowledge in order to understand the advancement in the medical field in relation to inherited diseases and dis-orders. Students should be able to draw parallels between the real world and the topics studied.

High level of achievement in L3 Biology is essential to gain entry to Science and Health Sciences courses at different tertiary institutions in NZ and overseas.

Year 12 Carpentry is a "hands-on" course with a focus on construction and carpentry (woodwork) skills. Ākonga will work towards the completion of Building, Construction, and Allied Trades Skills (BCATS) units. These are NZQA approved and are practical and multi-disciplinary programmes, providing ākonga with the skills and knowledge to springboard into any career in the construction industry.

Rather than focusing on any one trade, they build skills and an understanding of all trades in the construction industry. They also develop literacy, numeracy and communication skills and contribute to NCEA qualifications.

Students who participate in the BCATS programmes can go on to consider apprenticeships in a variety of building and construction industries, such as: carpentry, brick and block laying, painting and decorating, flooring, joinery, frame and truss, aluminium joinery, concrete, glass and glazing, and so on.

Senior Chemistry develops the understandings of the composition and properties of matter. Students will use their understanding of the fundamental properties of chemistry to make sense of the world around them. The subject composes of practical work using mathematical and chemistry analysis in application to real life industrial work places.
Practical work is based on reactions, characteristics and properties of different chemicals. Students are required to use accepted science knowledge, vocabulary, symbols, and conventions when evaluating accounts of the natural world. Success in this course is dependent upon the prior knowledge gained from both Junior and Level 1 Engineering or Health Science.
The level 3 course then elaborates on the foundation of Chemistry learnt at level 2 with the extension to distinguishing between Organic, Inorganic and Physical Chemistry. This knowledge will prepare students for Stage One Bachelor of Science, Bachelors of Engineering or Health Science at University.

Classical Studies is a university approved subject that is exciting and interesting. To understand ourselves, and our place in a bicultural society; it is important to learn about the societies that laid the foundations for the world we live in today. The theme of Classical Studies is the study of people, events/places, culture and identity and how this has come to influence the modern world. 

Though much of western civilisation has roots in these ancient cultures, our knowledge of them is often small. Classical Studies engages with topics such as law, philosophy, religion, science, democracy, literature and morality, aspects that all have their origins in the classical world. As a student you will explore community, cultural identity, values and perspectives to think critically about human behaviour relationships to acknowledge the civilisations of ancient Greece and Rome to develop understanding about the past and present; in doing so you will be able to envision possible futures. 

Level 2 Classical Studies will specifically allow you the opportunity to explore a significant event, culture, ideas and values, and society and life in the classical world. In You will develop a wide range of skills such as how to research, collate and analyse materials, critical evaluation skills and the ability to interpret resources, oral and written communication skills, organisational skills, handling complex information and much more. 

Classical Studies is a fantastic way to earn university approved credits and prepare you for higher education that can lead into a range of possible career/job opportunities. These include, but are not limited to: museum/gallery work, legal/law, teaching and academia, journalism, librarian, historian, archaeologist and human resource advisor.

As Classical Studies is a literacy based subject, an entry requirement for level 2 is you will need level 1 English to make sure you have the fundamental skills needed for this subject. 

Drama examines the human experience. Students learn about dramatic conventions, techniques and technologies and work towards crafting these elements to express an intention or concept. Not only are these achieved through Drama performance, but also through Drama Creation where spoken and written language forms the basis of many activities. Students who enjoy performance and who are willing to take risks within a safe and supportive space will enjoy this subject.

At the senior levels, students in Level 2 cover four main macro-economic issues; unemployment, inflation, statistical analysis and Government policies. Economics covers a wide range of topics from where students are able to relate to real life issues such as inflation, unemployment, Government policies which has profound effect on lives of our students and the families.

Students will be travelling to wellington for 4 days when studying the topic of Government policies. 

Wellington Trip to Reserve Bank, Treasury and Parliament

This course builds on the knowledge and skills gained from Level 1 English. It is aimed at students who found English at Level 1 achievable and will be working towards gaining Level 2 NCEA and both the reading and writing literacy credits required for University Entrance.

All courses of English at Wesley College offer students the opportunity to:
1.Engage with and enjoy language in all its varieties.
2.Understand, respond to, and use oral, written and visual language effectively in a range of contexts.
3.Develop control over the processes associated with using and responding to English language purposefully
and effectively through, reading, writing speaking,
listening, viewing and presenting.
4.Develop an understanding of the grammar and conventions of English.
5.Respond personally to and think critically about a range of texts, including literary texts.
6.Use language skills to identify information needs, find, use, and communicate information.
7.Acquire the necessary standards to meet both Level 1 NCEA and the University Entrance Literacy requirements.

English can –
- Enhance your communication skills
- Increase your confidence
- Enhance academic performance
- Develop personal skills
- Improve critical and creative thinking
- Open pathways to lots of diverse careers

Geography is the study of te taiao (the environment) and the interconnections within; that is, how people connect with the land, and how the land connects with people. We consider the question: "What is Where, Why There, and Why Care?" to try and make sense of place. 

Students will learn to think spatially and to use maps, visually images, and inquiry processes to obtain, analyse and present information. Through being able to do these things, they will be able to use geographic thinking to develop understandings related to patterns, processes, relationships, interaction and change.

Skills that geography teaches ākonga (students) are:

- asking questions about te taiao

- collecting data using relevant methods

- visualising and analysing data using technology

- thinking critically and conceptually to make meaning about te taiao

- sharing understandings about te taiao

“In health education, students develop their understanding of the factors that influence the health of individuals, groups and society: lifestyle, economic, social, cultural, political and environmental factors.” (NZC 2007) Students learn across a  range of contexts including mental wellness, positive sexuality, nutritional needs, personal identity, decision making and relationships. “Students use these skills and understandings to take critical action to promote personal, interpersonal and societal wellbeing” (NZC 2007).

 At Wesley College the underlying principles (hauora, socio-ecological perspective, health promotion and attitudes and values) are studied in a range of contexts across NCEA levels 1-3.

Below are the indicators of what learning at NCEA level 2 in health looks like. 

·       Analyse personal, interpersonal, and societal factors that influence well-being and make relevant connections between these factors and the concept of the determinants of health.

·       Analyse the factors, including personal choices, that affect well-being, within a variety of contexts.

·       Evaluate the relationship between risk factors and protective factors in a range of contexts involving significant life changes.

·       Evaluate opinions, beliefs, and values that help or harm different groups in society.

·       Recommend and evaluate health-enhancing strategies that respond to personal, interpersonal, and societal factors influencing well-being in a range of contexts.

·       Take action in their own community to enhance well-being.

History is a subject that offers an understanding of human activities in the past in the context of change through time. It enables students to understand politics, their heritage and that of their community, society and nation, as well the examination of other society’s heritage. Students are encouraged to read and analyse a range of source materials carefully with discrimination and insight. They learn to research and write effectively for a range of purposes, expressing their perspectives in a clear, well-organised and convincing manner. Students taking History will learn a number of important and highly transferable social skills including how to develop clear critical thinking, diplomacy, research, communication, reasoned debate, observation, recognizing differing points of view, and detect bias and propaganda.

History provides an opportunity for ākonga to understand how our historical narratives are shaped and how they influence our understanding of both ourselves and the world around us. Through whanaungatanga, vā, and fonua, ākonga are able to grow as confident, questioning, and empathetic individuals, with a developing understanding of their own place in, and their connection to the world around them.

History is a research-led discipline where ākonga are able to engage through pūrakau and pakiwaitara from our origin stories and nurture a growing awareness of Te Tiriti o Waitangi – its principles, values, and ongoing relevance. Ākonga will have the opportunity to look at causes and effects, as well as the continuity and change of historical narratives. When engaging with sources, ākonga will be able to critique the historical narratives and the various perspectives around them by considering whose narratives are missing and whose have taken dominance, and the historical factors that contribute to shaping these narratives, including omissions and 'myth-takes'.

Ākonga will develop their understanding of the nature of historical inquiry and will apply culturally appropriate methodologies when conducting research. They will learn how to ask and answer important questions based on their engagement with a range of sources and substantiate their arguments and judgements. When critiquing the construction of historical narratives, ākonga are able to look at the strengths and limitations of sources used in their construction and how they can be contested. Ākonga will learn ways to determine the significance of the history that they learn and be able to debate that significance in different ways.

History presents ākonga with the dilemmas, choices, and beliefs of people in the past. Ākonga build on their understanding of differing perspectives and contested historical narratives. They learn to apply whakapapa as a framework to connect to whānau, hapū, iwi, communities, Aotearoa New Zealand, and the wider world - building connections with their own identities and sense of place. This encourages a greater level of critical thinking and engagement with sources of knowledge.

Exploring the shaping of identity in history can illuminate the space, relationships, and connections between people and te taiao. This is where the concept of vā can be applied as a powerful method of teaching and learning about place and identity within History. It is a concept from across the Pacific Islands which can be widely understood as 'relational space', where both personal and collective wellbeing is facilitated through sharing, giving, creating, and navigating space.

History prepares ākonga for the future because it equips them with knowledge and skills, such as the ability to articulate ideas and make them clear to others, that are valuable and useful throughout life and a wide range of careers. History also supports ākonga in exploring the significance of tūrangawaewae to Aotearoa New Zealand and in growing an informed understanding of its diverse society. It also provides space to explore the concept of fonua by highlighting the importance of belongingness and connectedness to both people and place, as well as the importance of having “a place to stand” where people feel secure, safe, respected, and accepted for who they are. Ākonga will understand the significance of the whakapapa of places, peoples, and events. They will learn how to think critically about local, national, and global historical narratives.

Hospitality is the business of providing food, drink and accommodation for customers of restaurants, bars, cafes, etc. 

Jobs in hospitality help our young people learn valuable skills.

Hospitality covers

• Health and safety in the workplace
• Food safety and preparation
• Correct use of equipment
• Practicing cooking skills
• Demonstrating barista techniques
• 
  

You will develop critical thinking skills and the ability to read and interpret recipes. You will learn about the importance of health and safety specific to the hospitality workplace. Hospitality ākonga will develop an understanding of how a workplace can be organised and the communication skills required for efficient team work.  

You will learn about specific cooking techniques used to prepare, cook and present food. Ākonga will practice manaakitanga as they learn to prioritise customers in the food they prepare.  Ākonga will understand how hospitality businesses impact whānau and the wider community.

Students will be assessed throughout the year in either open book assessments or practical demonstrations. These are unit standards for a total of 25 credits.

Life and Faith follows the National Religious Education Curriculum and is a full academic course. This course is assessed through Internal Achievements Standards.

Students will develop an understanding of the Bible and the historical establishment of the Protestant church and the break away from the traditional Catholic church. Students will also study certain Methodist organisational social actions and its origins, relating it to the ethical principles of Methodist practices. Such as our schools special character, Bible scriptures, John Wesley's sermons and manifesto. 

In Year 12 Life and Faith students will be offered 18 Internal credits through Achievement Standards from Religious studies in which students can gain a Merit or Excellence endorsement by achieving 14 credits or more at Merit or Excellence. By continuing with Life and Faith students can go onto Year 13 Life and Faith which is an approved subject that can be used for their University Entrance pathway.

From this subject student can also gain structured writing skills that can help them in other subject areas around the school.

In learning languages, students learn to communicate in an additional language, develop their capacity to learn further languages, and explore different world views in relation to their own.

This course is a must for students intending to study Level 3 Calculus. Students will need to be solid mathematicians and be expected to display the highest degree of self-management. Students who aspire to be engineers or mathematicians or study courses requiring a high degree of mathematics should enrol in this course. 

The course is divided into 5 achievement standards (3 internal and 2 external) covering aspects of mathematics such as algebra, non-linear graphs, and calculus. Candidates can gain up to 18 credits (9 internal, 9 external) from Achievement standards in this course and would be expected to achieve the Merit/Excellence level. 

This course is designed to give students a taster of some of the skills needed in Level 2 Mathematics with an emphasis on Statistics and away from Algebra. 

This course leads students to the Level 3 Statistics course (13STAT).  This course is designed for students who want a pathway into 13STAT but find Algebra challenging. 

Media Studies is a university-approved subject that is fun but challenging. You will develop critical thinking skills, creativity and self-management through a programme of themed learning.

At Level 2 our focus is the genre of Hip-Hop music and in particular the music videos. You will watch and analyse a range of videos from across the decades focusing on the key concepts of representation, genre, audience and narrative. You will also consider some of the ethical issues relating to the genre's representations of women and violence. Once you have a great understanding of music videos, you will undertake the planning, shooting and editing of your own music video which is worth 10 credits. The final part of the course will require you to undertake an external examination focusing on changes in the Hip-Hop music video genre over time.

There is a fair amount of writing so it is recommended that you have a minimum of 10 English credits at Level 1 for entry into the course.

Level 3 Media Studies is a University Entrance Approved subject.

Media Studies opens up a broad range of job opportunities in the future, including film-making, television production, journalism and print production, digital media, marketing, communications, teaching and public relations. You will develop a wide range of skills that will be transferable to further education and any workplace setting.

In music education, students work individually and collaboratively to explore the potential of sounds and technologies for creating, interpreting, and representing music ideas. As they think about and explore innovative sound and media, students have rich opportunities to further their own creative potential.
Students develop literacies in music as they listen and respond, sing, play instruments, create and improvise, read symbols and notations, record sound and music works, and analyse and appreciate music. This enables them to develop aural and theoretical skills and to value and understand the expressive qualities of music.
As students learn to communicate musically with increasing sophistication, they lay a foundation for lifelong enjoyment of and participation in music. Some will go on to take courses in musicology, performance, or composition. These may be steps on the way to music-related employment.

Year 12 Physical Education Achievement Standards

1. AS91328 (2.2) — Demonstrate understanding of how and why biophysical principles relate to the learning of physical skills

• Credits: 5 (Internal)
• Description: You will explore key biophysical principles (e.g. biomechanics, motor learning, anatomy, exercise physiology) and explain how and why they help you develop and improve specific physical skills. You’ll link theory to your own learning in a practical activity.

2. AS91329 (2.3) — Demonstrate understanding of the application of biophysical principles to training for physical activity

• Credits: 4 (Internal)
• Description: You will design and complete a training programme, applying principles such as specificity, progression, and overload. You will explain how these principles guide your training and how they impact performance.

3. AS91330 (2.4) — Perform a physical activity in an applied setting

• Credits: 4 (Internal)
• Description: You will demonstrate high-level performance of a physical activity (e.g. a sport or discipline) in a competitive or authentic setting. Assessment focuses on skill execution, decision-making, and consistency under game or event conditions.

4. AS91332 (2.6) — Evaluate leadership strategies that contribute to the effective functioning of a group

• Credits: 4 (Internal)
• Description: You will take on a leadership role in a group physical activity or event. You will evaluate different strategies you use (e.g. communication, motivation, organisation) and explain how they affect group performance and relationships.

Physics can be seen as the most fundamental of the natural sciences. Physics utilises the scientific method to formulate and test hypotheses that are based on observation of the natural world. The goal of physics is to use the results of these experiments to formulate scientific laws, usually expressed in the language of mathematics, which can then be used to predict other phenomena. Physics is the scientific study of matter and energy and deals with matter on scales ranging from sub-atomic particles to the entire galaxies. Physics is a discipline and, as such, it's a matter of training your mind to be prepared for the challenges it will present.
It is absolutely essential that a physicist be proficient with mathematics. You don't have to know everything, but you do have to be comfortable with mathematical concepts and how to apply them. Therefore, to study physics, you should take as much high school mathematics as you can reasonably fit into your schedule, perhaps study entire course of algebra, trigonometry, and calculus.
Physics is very math intensive and perhaps you will want to pursue other educational options, if you find that you dislike mathematics. It is helpful to begin learning the basics early if you want to master them.
High level of achievement in L3 Physics is essential to get entry into Bachelor of Science, Bachelor of Engineering and Bachelor of Health Science, Biomedical Science and Physiotherapy courses in different tertiary institutions in NZ and overseas.

Year 12 Student-Athlete Mentoring Program:

The Student-Athlete Mentoring Program is designed to assist development of high performing athletes by establishing individual programs, learn vitival information about being a student athlete and developing student-led support systems. Students accepted to this course will physically tested every term with testing standards that align with NZ rugby selection criteria. The program also provides an opportunity for students to view what life is like for a professional athlete/Academy athlete. This is done through organisations such as Counties Manukau Rugby Union, Moana Pasifika Super Rugby Club, One NZ Warriors. 

The program is structured to ensure a balance is maintained between student academic and sporting commitments allowing them to be better prepared within their professional sporting environment when they leave Wesley College. 

Important: In order for student's application to this course to be reviewed they must either be playing premier sport for the college or be on a sport scholarship. Students who also show promising development as an athlete have the opportunity to be selected. Furthermore, all students who are part of this course will be expected to uphold a high degreee of academic excellence in all assessments. Student's who can not meet the academic requirements will risk removal from the course.

Year 12 students are able to achieve a total of 16 credits, there are four internal standards

AS91332 (2.6) Evaluate leadership strategies that contribute to the effective functioning of a group - 4 credits

AS91329 (2.3) Demonstrate understanding of the application of biophysical principles to training for physical activity  - 4 credits (Strength and conditioning) 

AS91330 (2.4) Perform a physical activity in an applied setting  - 4 credits (Performance Analysis through Hudl) 

AS91331 (2.5) Examine the significance for self, others and society of a sporting event, a physical activity, or a festival - 4 credits

This course builds upon prior knowledge gained in Level 1 Visual Art. Year 12 Visual Arts focuses on creating a stronger capability with regards to the making of art and in the knowledge of contemporary art practice. Year 12s will be introduced to an ‘Arts Development Cycle’ that will be  used to support the  generation, development and regeneration of ideas. Although starting with a collective proposition, learners will be able to respond and explore the theme in their own way.

This course leads on to Level 3 Visual Arts (A UE accredited subject) and to higher education within the field of Visual Arts and Design, including a Bachelor of Visual Art and Design with possible majors in contemporary art, photography, printmaking, sculpture, spatial design, digital design and more.

Students in this course will work independently on their coursework for other subjects, be supported with course and scholarship applications, and be offered Unit Standard credits as required.

This course focuses on the application, understanding, critical analysis and interpretation of financial and non-financial information of partnerships. Students will prepare a comprehensive investment analysis report on a large New Zealand based business . In addition to this, we will also look at the impact Management Accounting has on the way decisions are made in business and ultimately how businesses are run at a strategic level. Cost Accounting will also form major part of the course where students will learn the importance of accurately costing the inventory and the repercussions of inaccurate costing.

Careers

Welcome to Level 3 Biology. Students’ will be working towards achieving both internal and external NCEA achievements for this course. This programme builds on the knowledge and understanding you developed in Level 2. You will develop an understanding of how biological theories and ideas have evolved over time and as technology has improved. You will learn to communicate using the language of biology when discussing or evaluating biological issues.

 This year you will learn about:

• The relationship between organisms and the environment.
• Exploring the evolutionary processes that have resulted in the diversity of life on Earth and appreciate the place and impact of humans within these processes.
• Integrating biological knowledge to make informed judgments about the social, ethical, and biological implications to develop an informed response to a socio-scientific issue.
• Carrying out an investigation that includes developing your understanding of the relationship between the investigation and scientific theory.
• The impact of genetic manipulation

High level of achievement in L3 Biology is essential to gain entry to Science and Health Sciences courses at different tertiary institutions in NZ and overseas.

Year 13 Carpentry is a "hands-on" course with a focus on construction and carpentry (woodwork) skills. Ākonga will work towards the completion of Building, Construction, and Allied Trades Skills (BCATS) units. These are NZQA approved and are practical and multi-disciplinary programmes, providing ākonga with the skills and knowledge to springboard into any career in the construction industry.

Rather than focusing on any one trade, they build skills and an understanding of all trades in the construction industry. They also develop literacy, numeracy and communication skills and contribute to NCEA qualifications.

Students who participate in the BCATS programmes can go on to consider apprenticeships in a variety of building and construction industries, such as: carpentry, brick and block laying, painting and decorating, flooring, joinery, frame and truss, aluminium joinery, concrete, glass and glazing, and so on.

Senior Chemistry develops the understandings of the composition and properties of matter. Students will use their understanding of the fundamental properties of chemistry to make sense of the world around them. The subject composes of practical work using mathematical and chemistry analysis in application to real life industrial work places.
Practical work is based on reactions, characteristics and properties of different chemicals. Students are required to use accepted science knowledge, vocabulary, symbols, and conventions when evaluating accounts of the natural world. Success in this course is dependant upon the prior knowledge gained from both Junior and Level 1 Science.
The level 3 course then elaborates on the foundation of Chemistry learnt at level 2 with the extension to distinguishing between Organic, Inorganic and Physical Chemistry. This knowledge will prepare students entry into University.

Classical Studies is a university approved subject that is exciting and interesting. To understand ourselves, and our place in a bicultural society; it is important to learn about the societies that laid the foundations for the world we live in today. The theme of Classical Studies is the study of people, events/places, culture and identity and how this has come to influence the modern world. 

Though much of western civilisation has roots in these ancient cultures, our knowledge of them is often small. Classical Studies engages with topics such as law, philosophy, religion, science, democracy, literature and morality, aspects that all have their origins in the classical world. As a student you will explore community, cultural identity, values and perspectives to think critically about human behaviour relationships to acknowledge the civilisations of ancient Greece and Rome to develop understanding about the past and present; in doing so you will be able to envision possible futures. 

Level 3 Classical Studies will specifically allow you the opportunity to explore ideology(ies) and people, the influence of culture, ideas and values, and a key historical figure in the classical world. You will develop a wide range of skills such as how to research, collate and analyse materials, critical evaluation skills and the ability to interpret resources, oral and written communication skills, organisational skills, handling complex information and much more. 

Classical Studies is a fantastic way to earn university approved credits and prepare you for higher education that can lead into a range of possible career/job opportunities. These include, but are not limited to: museum/gallery work, legal/law, teaching and academia, journalism, librarian, historian, archaeologist and human resource advisor. 

As Classical Studies is a literacy based subject, an entry requirement for level 3 is you will need level 2 literacy - 10 credits, 5 reading and 5 writing to make sure you have the fundamental skills needed for this subject.

Drama is a university approved subject that examines the human experience. Students learn about dramatic conventions, elements, techniques and technologies and work towards crafting these elements to express an intention or concept in a performance piece. Not only are these achieved through Drama performance, but also through Drama Creation where spoken and written language forms the basis of many activities. Students who enjoy performance and who are willing to take risks within a safe and supportive space will enjoy this subject.

Course Aims:

1. Share stories to help understand diverse cultural perspectives and worldviews and connect with our community. 

2. Recognise rich cultural histories and traditions from all over the world that are expressed through performance. 

3. Understand the function of drama is to heal, educate, entertain, or transform society. 

4. Express identity and heritages, as well as exploring a range of others to create empathy and understanding. 

5. Explore and manipulate ideas and take creative risks. 

Students will complete assessments that primarily focus on developing and demonstrating skills such as, integrating drama techniques into a performance, developing devising skills to realise a concept in performance and use complex performance skills associated with a particular theatre form.  To do so, students will engage with texts such as: Oscar Wilde's 'The Importance of Being Earnest' - Comedy of Manners and Samuel Beckett's 'Waiting for Godot' - Theatre of the Absurd. Devising will provide students with the opportunity to create their own 'Big Idea' to develop into a performance piece, for example, using a Maori/Pasifika Myth/Social Issue/News Story. 

The aim of Year 13 Economics is to enable students to attain a level of economic literacy and understanding which would allow them to develop a continuing and critical interest in contemporary economic issues.

Year 13 Economics provides a stepping stone to many careers, in commerce, humanities, even engineering and law. It provides the basis for Stage One Economics at University, giving you a head start in your University career.

Wellington Trip to Reserve Bank, Treasury and Parliament

Careers

Level 3 English allows students to study, use, and enjoy language and literature in a variety of text forms and enables us to access the thoughts and perspectives of others, to walk in different worlds, to develop empathy, and to make linguistic and cultural connections.

Level 3 English is an approved subject for University Entrance and builds on the knowledge and skills gained from Year 12 English. It is aimed at students who are working towards attaining the requirements for University Entrance and will enable students to achieve the 14

credits for a subject area that will contribute towards meeting the criteria for UE.

All courses of English at Wesley College offer students the opportunity to:
1.Engage with and enjoy language in all its varieties.
2.Understand, respond to, and use oral, written and visual language effectively in a range of contexts.
3.Develop control over the processes associated with using and responding to English language purposefully and effectively through, reading, writing speaking,
listening, viewing and presenting.
4.Develop an understanding of the grammar and conventions of English.
5.Respond personally to and think critically about a range of texts, including literary texts.
6.Use language skills to identify information needs, find, use, and communicate information.
7.Acquire the necessary standards to meet both Level 1 NCEA and the University Entrance Literacy requirements.

Geography is the study of te taiao (the environment) and the interconnections within; that is, how people connect with the land, and how the land connects with people. We consider the question: "What is Where, Why There, and Why Care?" to try and make sense of place. 

Students will learn to think spatially and to use maps, visually images, and inquiry processes to obtain, analyse and present information. Through being able to do these things, they will be able to use geographic thinking to develop understandings related to patterns, processes, relationships, interaction and change.

Skills that geography teaches ākonga (students) are:

- asking questions about te taiao

- collecting data using relevant methods

- visualising and analysing data using technology

- thinking critically and conceptually to make meaning about te taiao

- sharing un

derstandings about te taiao

Students consolidate their understanding of the holistic Maaori 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. 

History is a subject that offers an understanding of human activities in the past in the context of change through time. It enables students to understand politics, their heritage and that of their community, society and nation, as well the examination of other society’s heritage. Students are encouraged to read and analyse a range of source materials carefully with discrimination and insight. They learn to research and write effectively for a range of purposes, expressing their perspectives in a clear, well-organised and convincing manner. Students taking History will learn a number of important and highly transferable social skills including how to develop clear critical thinking, diplomacy, research, communication, reasoned debate, observation, recognizing differing points of view, and detect bias and propaganda.

History provides an opportunity for ākonga to understand how our historical narratives are shaped and how they influence our understanding of both ourselves and the world around us. Through whanaungatanga, vā, and fonua, ākonga are able to grow as confident, questioning, and empathetic individuals, with a developing understanding of their own place in, and their connection to the world around them.

History is a research-led discipline where ākonga are able to engage through pūrakau and pakiwaitara from our origin stories and nurture a growing awareness of Te Tiriti o Waitangi – its principles, values, and ongoing relevance. Ākonga will have the opportunity to look at causes and effects, as well as the continuity and change of historical narratives. When engaging with sources, ākonga will be able to critique the historical narratives and the various perspectives around them by considering whose narratives are missing and whose have taken dominance, and the historical factors that contribute to shaping these narratives, including omissions and 'myth-takes'.

Ākonga will develop their understanding of the nature of historical inquiry and will apply culturally appropriate methodologies when conducting research. They will learn how to ask and answer important questions based on their engagement with a range of sources and substantiate their arguments and judgements. When critiquing the construction of historical narratives, ākonga are able to look at the strengths and limitations of sources used in their construction and how they can be contested. Ākonga will learn ways to determine the significance of the history that they learn and be able to debate that significance in different ways.

History presents ākonga with the dilemmas, choices, and beliefs of people in the past. Ākonga build on their understanding of differing perspectives and contested historical narratives. They learn to apply whakapapa as a framework to connect to whānau, hapū, iwi, communities, Aotearoa New Zealand, and the wider world - building connections with their own identities and sense of place. This encourages a greater level of critical thinking and engagement with sources of knowledge.

Exploring the shaping of identity in history can illuminate the space, relationships, and connections between people and te taiao. This is where the concept of vā can be applied as a powerful method of teaching and learning about place and identity within History. It is a concept from across the Pacific Islands which can be widely understood as 'relational space', where both personal and collective wellbeing is facilitated through sharing, giving, creating, and navigating space.

History prepares ākonga for the future because it equips them with knowledge and skills, such as the ability to articulate ideas and make them clear to others, that are valuable and useful throughout life and a wide range of careers. History also supports ākonga in exploring the significance of tūrangawaewae to Aotearoa New Zealand and in growing an informed understanding of its diverse society. It also provides space to explore the concept of fonua by highlighting the importance of belongingness and connectedness to both people and place, as well as the importance of having “a place to stand” where people feel secure, safe, respected, and accepted for who they are. Ākonga will understand the significance of the whakapapa of places, peoples, and events. They will learn how to think critically about local, national, and global historical narratives.

Year 13 Hospitality

Life and Faith follows the National Religious Education Curriculum and is a full academic course assessed through Internal Achievement Standards.

At Year 13, Life and Faith is an approved subject for University Entrance, allowing students to earn Reading Literacy credits through the provided Achievement Standards. 

Throughout the course, students will explore the Methodist Church of Aotearoa New Zealand and engage in historical criticism of the Book of Exodus, traditionally attributed to Moses. They will also examine secular worldviews, such as Atheism, which emphasizes that beliefs should be based on available evidence. This subject encourages students to engage with new ideas, principles, and societal issues that they may not have previously encountered.

In learning languages, students learn to communicate in an additional language, develop their capacity to learn further languages, and explore different world views in relation to their own.

Why this course:
This course is aimed at those students who have a natural ability for algebraic Mathematics and intend to do a degree at a university that requires a high level of algebraic Mathematics.  This is a comprehensive course, focusing on algebra and calculus skills.  Students looking to study mathematics, statistics, sciences (including medical sciences), computer science, surveying, engineering, finance and business at university should be taking Level 3 Calculus.

Course information:
This course covers aspects of mathematics such as derivatives, integrals, differential equations, real and complex numbers, and trigonometric functions.

 This course is excellent preparation for many Maths, Science & Commerce tertiary courses that rely on statistics.

The 13 STATS course offers 19 credits at Level three. It consists of three Internal assessments, one  optional external assessments. The compulsory Internals and external standards have a total of 19 credits. This course also offers an opportunity for subject endorsement and is a UE approved subject. The course offers Statistics standards. This course prepares students for their chosen pathway and/or tertiary level Statistics courses.

Media Studies is a university-approved subject that is fun but challenging. You will develop critical thinking skills, creativity and self-management through a programme of themed learning.

In previous years at Level 3 our focus has been print media; however, this year you will have the freedom to choose the type of media text you produce, as long as it is suitable for the brief (instructions.) 

We begin the year by coming up with a concept for your production. You may choose to work individually or in pairs. Once your concept has been signed off as suitable, you will begin work on the treatment and pre-production planning. AS 3.5 is worth 4 credits. As part of this project, you may also write a media text (e.g. a script or magazine article) that uses the conventions of the media form. This is worth 3 credits.

In Term 2 you will develop your production skills to create your media product. This is worth a further 6 credits. We will have a media showcase evening to allow you to share your productions with your family and our community.

The final internal, completed in Term 3, explores a significant development in the media. This helps you to prepare for the external. In previous years we have explored the impact of developments in digital technology on the newspaper industry and the music industry. Some of you may also use this as your write a media text standard by writing it is a magazine article.

There is a fair amount of writing at Level 3 so it is recommended that you have a minimum of 10 English credits at Level 2 for entry onto the course.

Media Studies opens up a broad range of job opportunities in the future, including film-making, television production, journalism and print production, digital media, marketing, teaching and public relations.

You will develop a wide range of skills, including collaboration and project management, that will be transferable to further education and any workplace setting.

In music education, students work individually and collaboratively to explore the potential of sounds and technologies for creating, interpreting, and representing music ideas. As they think about and explore innovative sound and media, students have rich opportunities to further their own creative potential.
Students develop literacies in music as they listen and respond, sing, play instruments, create and improvise, read symbols and notations, record sound and music works, and analyse and appreciate music. This enables them to develop aural and theoretical skills and to value and understand the expressive qualities of music.
As students learn to communicate musically with increasing sophistication, they lay a foundation for lifelong enjoyment of and participation in music. Some will go on to take courses in musicology, performance, or composition. These may be steps on the way to music-related employment.

Year 13 Physical Education builds on the foundation laid at Levels 1 and 2 and offers 19 internal credits. The course involves both theory and practical lessons. The students will analyse and evaluate physical activity experiences, performances and training programmes as well as examine the impact of a recent sporting event on New Zealand society. The course is about 70% theory, 30% practical.

Students will critically evaluate influences on their decision-making with respect to the physical activity experiences they have participated in over time.  They will evaluate the effectiveness of a performance improvement program, devise strategies for achieving a physical activity outcome and demonstrate quality performance of a physical activity in an applied setting.  They will also examine contemporary leadership principles.

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.  

Physics can be seen as the most fundamental of the natural sciences. Physics utilises the scientific method to formulate and test hypotheses that are based on observation of the natural world. The goal of physics is to use the results of these experiments to formulate scientific laws, usually expressed in the language of mathematics, which can then be used to predict other phenomena. Physics is the scientific study of matter and energy and deals with matter on scales ranging from sub-atomic particles to the entire galaxies. Physics is a discipline and, as such, it's a matter of training your mind to be prepared for the challenges it will present.
It is absolutely essential that a physicist be proficient with mathematics. You don't have to know everything, but you do have to be comfortable with mathematical concepts and how to apply them. Therefore, to study physics, you should take as much high school mathematics as you can reasonably fit into your schedule, perhaps study entire course of algebra, trigonometry, and calculus.
Physics is very math intensive and perhaps you will want to pursue other educational options, if you find that you dislike mathematics. It is helpful to begin learning the basics early if you want to master them.
High level of achievement in L3 Physics is essential to get entry to Science and Engineering courses in different tertiary institutions in NZ and overseas.

MIT Certificates of Achievement in Sport Studies (Level 2 and 3) and MIT Certificate of Achievement in Sport Leadership
(Level 2 and 3)
These programmes introduce students to the exciting career of sport, and will develop practical skills in coaching, outdoor learning environments, fundamental skills for athletes, exercise techniques and fitness activities.
Programme structure :
To enable students to develop a coaching philosophy and coaching style and apply them in the practical environment
To encourage students to develop their delivery style and be innovative in their game design
To provide an opportunity to experience the outdoor learning environment
To encourage students to demonstrate self-management and self-evaluation skills in an outdoor learning environment
To provide an understanding of fundamental skills
To provide an opportunity for students to determine an athlete’s ability to learn and perform fundamental skills
To have students conduct, review and adapt a skill practice of fundamental skills
To have students identify muscle groups and systems targeted by exercises
To enable students to demonstrate exercise techniques and assist clients in fitness activities, under supervision.

On completing the programme students will:
Have had opportunities to demonstrate sport leadership
Have had the opportunity to develop effective delivery skills in the practical sport and recreation environment
Have an increased knowledge of the sport and recreation area
Receive a record of achievement of units studied at MIT
Have developed specific sport skills, both in delivery and as a participant.

Year 13 Student-Athlete Mentoring Program:

The Student-Athlete Mentoring Program is designed to assist development of high performing athletes by establishing individual programs, learn important information about being a student athlete and developing student-led support systems.

The program is structured to ensure a balance is maintained between student academic and sporting commitments allowing them to be better prepared within their professional sporting environment when they leave Wesley College.

 A Visual Art course designed for students who are serious about pursuing their creative ideas. This course is structured around National Curriculum Objectives relevant to Visual Art, NCEA Level 3. It consists of two major internal assessments. All students will complete a workbook alongside their external folio submission to support their creative process, which may also be submitted for Scholarship. Ability to work independently and to self-motivate is essential.

Level 3 Visual Arts is a UE accredited subject and leads to higher education within the field of Visual Arts and Design, including a Bachelor of Visual Art and Design with possible majors in contemporary art, photography, printmaking, sculpture, spatial design, digital design and more.

Examples of work made by 13VART 2023.