Hamilton Boys’ High School

The Year 9 Advanced Learning Programme (ALP) English course at Hamilton Boys’ High School is designed for high-achieving students who demonstrate a strong aptitude for reading, writing, and critical thinking. This challenging and engaging course extends beyond the standard curriculum, encouraging students to explore a wide range of texts, develop sophisticated writing skills, and participate in creative and analytical tasks. ALP English fosters a passion for literature and language while laying a solid foundation for future academic success.

The topics covered in this course encompass all the curriculum areas of Science.

Living World: Anatomy and Physiology, Genetics and Ecology

Material World: Particles, Inorganic Chemistry

Physical World: Motion and Energy

Year 9 Social Studies is a full-year core subject designed to help students explore how societies function and how individuals can actively participate as informed citizens. The curriculum encourages critical thinking about historical and contemporary issues, fostering an understanding of cultural identities, social structures, and civic responsibilities.

The course integrates Aotearoa New Zealand’s histories, focusing on key themes such as Māori history, colonisation, and the shaping of national identity. Students engage with diverse perspectives and contexts, both local and global, to develop a well-rounded understanding of the world around them.

Through interactive learning experiences, Year 9 Social Studies aims to cultivate analytical skills and a sense of social awareness, preparing students for thoughtful engagement in their communities and beyond.

Unit 1: Whakamana Tauira

Students will be able to confidently perform daily classroom routines, correctly pronounce Māori letters and numbers, and understand the significance of karakia and whakawhanaungatanga (relationship-building).

Unit 2: Tikanga and Whare Ako 

Students will demonstrate respect and understanding for tikanga Māori (Māori customs), including Te Whare Ako principles and the application of basic protocols.

Unit 3: School Haka and Waiata 

Students will perform the school haka and the school waiata, Kapuia, with accurate movements, pronunciation, and an understanding of their cultural and historical importance.

Unit 4: Kemu Māori

Students will demonstrate skills in ki-o-rahi and understand the cultural relevance of tuwaewae and mahi a ringa in mau rakau games and stances. 

Unit 5: Pōwhiri

Students will demonstrate knowledge, understanding, and the necessary skills involved in the pōwhiri process so that they can participate with confidence. 

The Year 9 Art course allows students to experience artmaking in the fields of observational drawing, expressive painting, print-making, design, and sculpture. Developing an appreciation of different artistic traditions allows students to broaden their understanding of the visual arts and how they fit into today’s society.

At Hamilton Boys’ High School, the Year 9 Athlete Development Programme (ADP) is designed to support students with strong sporting potential by providing a structured foundation for future success. This programme focuses on the development of fundamental movement skills, functional strength, speed, agility, and overall athleticism. Students also gain knowledge in nutrition, injury prevention, and mental skills to help them thrive both on and off the field. The ADP reflects our school’s commitment to developing well-rounded young men who are prepared to meet the physical and mental demands of high-performance sport while upholding the values of excellence, discipline, and teamwork.

Practical 

▶ Strength Education

▶ Speed and Agility (SAQ)

▶ Fitness testing and evaluation 

▶ Code specific training  

Theory

▶ Nutrition

▶ Recovery

▶ Goal setting 

▶ Principles of Training

Please note that entry into this course requires selection. You will receive information regarding trials once your application has been received.  

Students learn the basics of communicating in Chinese (Mandarin) and gain some knowledge of the culture, traditions, and heritage of its speakers.

This course teaches students freehand and digital design skills through projects that utilise the 3-D printer and laser cutter. The skills learnt in this course are the foundation for senior design where students are involved in C.A.D and 3-D printing of design solutions.

This course introduces students to the basic skills of performance. It is a practical course that introduces activity skills to students. The theory aspect covers dramatic language, theatre elements, and theatre conventions.

This programme is a one-year course for students who do not speak English as their first language. It is run in addition to their mainstream English class. N.B. This course is a full year course and runs over four semesters.

• Reading: Students will be given practice in academic reading for meaning (skimming) and for main ideas (scanning). Recreational reading will also be encouraged.
• Writing: An increasing emphasis will be placed on accuracy of grammatical structures as well as fluency of writing. Different types of writing are scaffolded.
• Listening: Dialogues in a range of informal and formal situations will be used to give students practice in listening for meaning.
• Speaking: Students will be required to speak individually and in small group situations. 
• Usage: Students will gain experience with the use of colloquially and culturally acceptable New Zealand English.

Year 9 English forms a core part of the junior curriculum, designed to build strong foundational skills in reading, writing, speaking, and critical thinking. The programme offers a structured yet engaging approach to language and literature, encouraging students to explore a variety of texts and express themselves with clarity and confidence. In the English Faculty, we aim to help all students develop their skills in using and evaluating written, oral and visual language.

The topics covered in this course encompass all the curriculum areas of Science.

Living World: Living Things, The Human Body

Material World: Matter, Fuels and Metals

Physical World: Energy, Light and Sound

Planet Earth & Beyond: Astronomy

Year 9 Social Studies is a full-year core subject designed to help students explore how societies function and how individuals can actively participate as informed citizens. The curriculum encourages critical thinking about historical and contemporary issues, fostering an understanding of cultural identities, social structures, and civic responsibilities.

The course integrates Aotearoa New Zealand’s histories, focusing on key themes such as Māori history, colonisation, and the shaping of national identity. Students engage with diverse perspectives and contexts, both local and global, to develop a well-rounded understanding of the world around them.

Through interactive learning experiences, Year 9 Social Studies aims to cultivate analytical skills and a sense of social awareness, preparing students for thoughtful engagement in their communities and beyond.

This course teaches students fundamental production and post-production skills. Students complete a moving image project while learning about shot composition, sequencing, and editing video and audio elements. The skills learnt in this course are the foundation for more complex projects which prepare students for the film and television industry. The school provides all cameras for shooting and iMacs for editing.

This Year 9 Financial Literacy programme guides our students in building key money skills. It covers types of income, creating and managing a budget, and making smart spending choices. Students learn to compare products to determine value for money and recognise common marketing tricks. Students will learn how to spot and avoid a range of scams. Through practical activities and real-life examples, students will gain the confidence to make informed financial decisions for their present and future wellbeing.

This course offers both a theoretical and practical introduction to producing, preparing, and presenting food. The major focus for all practical lessons is preparing food that is safe to eat. Theory lessons focus on basic nutrition and the technology cycle.

In all introductory language courses, students learn the basics of communicating in another language and gain some knowledge of the culture, traditions, and heritage of speakers of that language.

The Year 9 Health programme at Hamilton Boys’ High School is designed to equip students with the knowledge and skills they need to make positive and informed decisions about their wellbeing. Through a variety of engaging topics, including mental health, nutrition, relationships, personal identity, and drug and alcohol education, students learn how to take care of themselves and others in a respectful and responsible manner. The course encourages self-awareness, resilience, and empathy, laying the foundation for lifelong health and wellbeing. It also aligns with the school’s wider goal of developing confident, capable young men who can contribute positively to their communities.

Dive into the dynamic world of Information Technology and Computer Science with this hands-on course designed to equip learners with digital skills for the 21st century. Learn to create digital outcomes using a range of common software tools to present and share ideas. Develop programming and computational skills through problem solving. Gain an understanding of computer systems and technological theory. Learn how to be a responsible digital citizen, navigate the risks of the online world, and become a capable online learner.

This course is designed for students who have an interest in music but no formal training. It covers the elements of music, instruments, and teaches basic practical guitar skills.

This course is aimed at students with previous musical experience. It covers composition and technology elements not taught in the general course. The course has a practical approach and gives students a clearer idea of what it is to be a musician and a student of music.

In all introductory language courses, students learn the basics of communicating in another language and gain some knowledge of the culture, traditions, and heritage of speakers of that language.

The Year 9 Supported Learning Programme (SLP) English course at Hamilton Boys’ High School is tailored to support students who benefit from a more structured and personalised approach to learning. With a focus on building confidence and core literacy skills, this course helps students develop essential reading, writing, speaking, and listening abilities. Through targeted support and engaging content, SLP English aims to foster a positive attitude toward learning and ensure a strong foundation for future progress in English.

The topics covered in this course encompass all the curriculum areas of Science.

Living World: Cells, Plants, The Human Body

Material World: Matter

Physical World: Energy and Light

Planet Earth & Beyond: Astronomy

Year 9 Social Studies is a full-year core subject designed to help students explore how societies function and how individuals can actively participate as informed citizens. The curriculum encourages critical thinking about historical and contemporary issues, fostering an understanding of cultural identities, social structures, and civic responsibilities.

The course integrates Aotearoa New Zealand’s histories, focusing on key themes such as Māori history, colonisation, and the shaping of national identity. Students engage with diverse perspectives and contexts, both local and global, to develop a well-rounded understanding of the world around them.

Through interactive learning experiences, Year 9 Social Studies aims to cultivate analytical skills and a sense of social awareness, preparing students for thoughtful engagement in their communities and beyond.

In all introductory language courses, students learn the basics of communicating in another language and gain some knowledge of the culture, traditions, and heritage of speakers of that language.

In this practical course, students learn how to use a variety of tools and machinery in a safe manner. Each student will construct a model off-road buggy using aluminium and plastic. 

In this practical course, students learn how to use a variety of tools and machinery in a safe manner. Each student will construct a model Land Rover. 

Please select this if you are certain that you are not returning to HBHS next year.

The curriculum in English is designed to reflect the values of the school and the principles underpinning the New Zealand Curriculum. It incorporates the key competencies of: thinking; relating to others; understanding language, symbols and text; managing self and participating and contributing. The course is divided into two main areas:

• listening, reading, and viewing.
• speaking, writing, and presenting.

Within each of these areas, students will use a range of processes and strategies to help them gain a developing awareness of purposes and audiences, ideas, language features, and structure.

Students in the Year 10 Advanced Learning Programme complete a broad and enriched programme covering New Zealand and international literature and the close analysis of language. It incorporates elements of English that will prepare students for further advanced study in the subject, and it is expected that students in this course will continue through to IGCSE English in Year 11 and on to the New Zealand Scholarship examination in Year 12 and/or 13.

Students in this programme complete an accelerated and enriched course that covers the foundational knowledge required for IGCSE in Year 11, attaining Excellence in NCEA in Years 12 and 13, and New Zealand Scholarship success in Year 13. Students master mathematical skills and concepts related to number, algebra, geometry, measurement, and statistics.

The topics covered in this course encompass all the curriculum areas of Science. This course is preparation for IGCSE Science. The IGCSE examination is at the end of Year 11.

Topics covered include:

Living World: Cells, Biological Molecules, Disease, Reproduction, Ecosystems

Material World: Matter, Acids and Bases, The Periodic Table, Metals, Chemical Analysis

Physical World: Motion, Forces, Energy, Thermal Physics, Space Physics

This is a one-year specialised Social Studies course taught at Year 10 enriched with local content and covering the foundational knowledge and skills required for IGCSE History and IGCSE Geography in Year 11.

Our Athlete Development Programme (ADP) is designed to give junior students with strong potential a genuine insight into the demands and discipline of high performance sport. More than just physical training, ADP provides a holistic introduction to the full athlete experience — covering strength and conditioning, nutrition, recovery strategies, and mental skills. Delivered during school hours as part of our Physical Education curriculum, the programme ensures that students begin to understand and live the habits, mindset, and routines required to succeed at the highest level. It’s about building a strong foundation — physically and mentally — for those who aspire to represent HBHS and beyond.

Practical 

▶ Cardiovascular training.

▶ Fitness testing and evaluation 

▶ Code specific training 

▶ Agility training

Theory

▶ Components of fitness

▶ Principles of training 

▶ Goal setting 

▶ Skill acquisition and learning programmes

This course is designed for students with a very basic background in Chinese. It provides an introduction to Chinese language, history, and culture. In this half-year course, students will build their vocabulary in Chinese and learn Chinese grammar. At the end of the course, students will be able to understand and speak simple sentences in Chinese, read some basic information, and write an essay of 100 characters to introduce themselves and their school. The skills in reading, speaking, listening, and writing will be assessed regularly.

There are two main sections to this course. One is personal financial capability through the online financial education platform, Banqer. You will open bank accounts, write a CV and choose a career, get a debit card, and buy items online. You will learn about financial security through KiwiSaver and insurance. You will choose flatmates, rent a house, and sign a tenancy agreement. You may even be able to buy a property! In the second part of this course, you will investigate the art of being an entrepreneur and discover some successful local businesses. Then you will form a group and plan your own business venture for Market Day. Many people have ideas for businesses and they have to balance potential risk with the rewards they can get. You will undertake market research and write a business plan before you do it all for real.

Students will learn and apply a variety of drawing and rendering skills in the form of a portfolio in the two focus areas of Design and Visual Communication. These projects will be focused on Product Design and Architecture.

▶ Product Design: Students will be given a product design brief with a variety of specifications. Students will build an understanding of the design process and apply a variety of freehand drawing and rendering skills to creatively solve a problem. This unit will be in the form of a portfolio, justifying one’s design process and ideas through visual communication.

▶ Architecture Design: Students will begin to build an understanding of architecture and extend on their knowledge of the design process. Students will be given an architectural design brief with specifications and come up with creative ideas, generating a new understanding of architecture. This will be done in the form of a design portfolio, showing one’s ideas through visual communication.

Drama allows students to explore intellectual, social, physical, emotional and moral domains through learning which involves thought, feeling, and action. Drama fosters self-discipline, confidence, and team work, and develops skills in interpreting, researching, negotiating, problem solving, and decision making.

This is a practical course covering the following topics:

▶ Scripted Text - Students prepare, rehearse, block, and costume a short play to be worked on in class then presented to an audience, primarily focusing on the four techniques of drama.

▶ Devised Drama - Working in small groups, students devise a short original Drama based on personal experience in preparation for Level 1 Drama. The final produced piece is performed and assessed on creativity and process.

▶ Improvised Drama - This includes mime and theatre sports activities such as party quests, stop watch, remote control, typewriter, director, and speak in one voice. The unit extends skills from Year 9 and develops skills in group work.

Students will learn about:

▶ Electronic components

▶ Circuit theory

▶ Soldering

Projects will cover:

▶ PCB manufacture

▶ Microcontroller systems

This programme is a one-year course for students who do not speak English as their first language. It is run in addition to their mainstream English class. N.B. This course counts for two half-year options.

• Reading: Students will be given practice in academic reading for meaning (skimming) and for main ideas (scanning). Recreational reading will also be encouraged.
• Writing: An increasing emphasis will be placed on accuracy of grammatical structures as well as fluency of writing. Different types of writing are scaffolded.
• Listening: Dialogues in a range of informal and formal situations will be used to give students practice in listening for meaning.
• Speaking: Students will be required to speak individually and in small group situations. 
• Usage: Students will gain experience with the use of colloquially and culturally acceptable New Zealand English.

The curriculum in English is designed to reflect the values of the school and the principles underpinning the New Zealand Curriculum. It incorporates the key competencies of: thinking; relating to others; understanding language, symbols and text; managing self and participating and contributing. The course is divided into two main areas:

• listening, reading, and viewing.
• speaking, writing, and presenting.

Within each of these areas, students will use a range of processes and strategies to help them gain a developing awareness of purposes and audiences, ideas, language features, and structure.

This course is designed for students who have completed the Year 9 English Enhanced Learning Programme. It builds on skills developed in Year 9, and allows students to study a range of different text types in preparation for NCEA in Year 11. Year 10 ELP English explores a wide range of themes and ideas in literature and offers considerable variety in terms of tasks, from visual language exercises to performances and speech presentations.

This programme is designed for students who are working at an age-appropriate level in Mathematics. It offers students a solid grounding for success in the NCEA L1 numeracy Common Assessment Activity and NCEA itself in Years 11–13.

The topics covered in this course encompass all the curriculum areas of Science.

Living World: Reproduction, Ecology

Material World: Acids and bases, Ionic chemistry

Physical World: Motion and forces, Electricity and magnetism

Planet Earth & Beyond: Planet Earth

Social Studies is a full-year core subject designed to help students explore how societies function and how individuals can actively participate as informed citizens. The curriculum encourages critical thinking about historical and contemporary issues, fostering an understanding of cultural identities, social structures, and civic responsibilities. The Year 10 curriculum includes the following:

1. Cultural Encounters - Parts of Aotearoa New Zealand’s histories are examined, including: The Treaty of Waitangi as our founding document; how it came to be, and what it means today. New Zealand’s pre-colonial and colonial history including the New Zealand and Waikato Wars are also explored in detail.
2. Human Rights - What are our basic human rights and why do these vary? What are the implications for New Zealanders and other citizens of the world? What can be done to address human rights issues?
3. Global Citizen - Study of the interconnectedness that exists in our world. Explore factors that influence consumption, international trade, the positive and negative impacts of globalisation, disparities in development and climate change impacts.

Module 1: Practical production processes, personnel roles and functions, practical videography, editing video footage.

Module 2: Pre-production and production of a documentary suitable for viewing at a year-level assembly.

This course offers students the opportunity to gain essential culinary skills and knowledge. Emphasis is placed on raising students’ awareness of making healthy food choices combined with the ability to follow recipes to produce nutritious meals. Topics covered include:

 ▶ Food safety and hygiene: Learn strategies about keeping food safe during storage, preparation, and cooking. Will include cooking with a lot of high-risk foods to practise these strategies. 

▶ Dairy: Research about the processing of milk in New Zealand and the importance of the nutrients provided by this food group. Develop your own ice cream and experiment with various flavours. Create a marketing plan and appropriate labeling of your product. 

▶ Cultural Cuisine: Research about foods and ingredients used in various cultures. Students will cook a wide range of dishes to gain an understanding about flavours and the range of food preparation techniques and equipment used to prepare food in New Zealand and other cultures.

This two-semester course is topic-based and a wide variety of learning media will be used, including ICT activities, helping with the acquisition of vocabulary and grammatical structures. Students will learn the basics of communicating in another language and gain some knowledge about the culture, traditions, and heritage of German speakers. The four skills of listening, speaking, reading, and writing form the basis of assessment.

The Year 10 Health and Physical Wellbeing (10HPW) course is designed to develop students’ understanding and awareness of their own health and wellbeing through the lens of Hauora, the Māori model of holistic wellbeing. Central to the course is Te Whare Tapa Whā, which presents wellbeing as a wharenui (meeting house) supported by four equally important dimensions: Taha Tinana (physical), Taha Hinengaro (mental/emotional), Taha Whānau (social), and Taha Wairua (spiritual).

Students will engage with the key concepts of:

• Manākitanga – Developing the courage to support others and oneself.
• Whanaungatanga – Building connections through a strong sense of community.
• Mana Kiritau – Fostering personal self-worth and confidence.
• Āria Nekehanga – Exploring movement through consistency, control, and adaptability.
• Hiki I Te Manuka – Demonstrating the willingness to learn, grow, and challenge oneself in physical activity.

The learning is structured around three key areas:

• Ko Au – Understanding the self (identity, values, self-management).
• Ko Aku Hoa – Exploring relationships with others (friendship, teamwork, communication).
• Te Ao – Engaging with the wider world (social issues, wellbeing in society, cultural perspectives).

Through a blend of classroom learning, practical movement, and reflective practice, students will gain insight into what it means to be well and how to contribute positively to their own health and the wellbeing of others. The 10HPW course empowers students to explore who they are, how they connect with others, and how they can thrive in an ever-changing world.

The course is evenly divided between History and Geography. There is no topic overlap with NCEA Level 1 History and Geography courses. 

▶ What is History? Students explore what the study of history involves, what skills are needed, and how evidence is gathered when interpreting the past. Units of study explore ancient civilizations such as Rome. 

▶ Student directed study. Students select an historical figure, event or era that interests them. They conduct research based on focusing questions and then present their findings in a variety of ways. 

▶ What is Geography? Students explore what the study of Geography involves, what skills are needed, and how people and the environment interact. The consequences of this interaction are explored in a range of natural landscapes, such as tropical rainforests, hot deserts, and coral reefs. 

▶ Global issues. Whilst exploring various landscapes, students explore major issues facing the world such as water security, deforestation, and desertification.

In this half-year technology programme students will learn a range of IT skills as they create their own computer game company. 

Areas that will be covered include: 

• Computer programming 
• Game design and development 
• Desktop publishing (game posters and packaging) 
• Spreadsheets and working with data 
• Graphics 
• An introduction to robotics and hardware

In this half-year technology programme students learn a range of IT skills as they create their own computer game company. While this course is similar to the 10IT2 programme, topics are covered in greater depth and at a faster pace. 

Areas covered include: 

• Computer programming
• Game design and development 
• Desktop publishing (game posters and packaging) 
• Spreadsheets and working with data 
• Graphics 
• An introduction to robotics and hardware

This course covers the following:

▶ Musical Knowledge: Students will research, analyse and process information about set works from a range of musical styles.

▶ Aural Listening and Musical Theory: Students will develop fundamental listening and transcription skills, as well as a basic understanding of the musical elements.

▶ Composition: Students will develop a range of musical creation skills through varied composition tasks.

▶ Performance: Students will develop individual performance skills through presentations of performance pieces. It is compulsory for Music students from Year 10 to learn an instrument, either privately or through our itinerant programme.

Students who have previously demonstrated an advanced level of skill and/or knowledge will be placed in the Year 10 Music Advanced stream. This is at the TCR’s discretion and dependent on the student’s timetable.

This course covers the following:

▶ Musical Knowledge: Students will research, analyse, and process information about set works from a range of musical styles and periods.

▶ Aural Listening & Musical Theory: Students will develop fundamental listening and transcription skills, advanced theoretical knowledge, as well as a perceptive understanding of the musical elements.

▶ Composition: Students will develop a range of musical creation skills through varied composition tasks, including sound design, film scoring, and ensemble writing.

▶ Performance: Students will develop individual performance skills through regular presentations of performance pieces.

The Year 10 Outdoor Education programme at Hamilton Boys’ High School offers students a unique opportunity to develop confidence, leadership, and teamwork skills through practical, outdoor-based learning. With a strong emphasis on personal growth and challenge, the course includes activities such as tramping, camping, kayaking, and navigation. Students learn essential outdoor skills, safety awareness, and environmental responsibility, while also building resilience and a sense of adventure. This programme reflects the school’s commitment to holistic education by encouraging young men to step outside their comfort zones and connect with the natural world. 

Physical Skills

▶ Kayaking 

▶ Water safety and surfing 

▶ Bush craft 

▶ Fitness 

▶ Swimming 

▶ Rock climbing 

Interpersonal Skills

▶ Leadership 

▶ Communication 

▶ Decision making 

▶ Co-operation 

▶ Team work 

▶ Problem solving 

▶ Risk management/analysis

The emphasis in Year 10 visual arts courses is for students to develop and extend their practical skills in specific media, as well as build a sense of visual culture and how it affects our day to day lives.

▶ Critical Analysis: Students develop critical thinking skills in relation to key concepts in the production of artworks. Students compare and contrast ways in which the visual arts communicate meaning.

▶ Drawing: Students will learn about using a thematic approach with an emphasis on drawing skills in a range of wet and dry media. Students develop observational skills, perspective, and composition techniques, enhancing creativity and visual communication abilities. Drawing serves as a gateway to broader art learning, empowering artists to excel in various mediums and styles. Students also consider established practice in the production of imagery suitable to develop into painting and print media.

▶ Printmaking: From drawing, students will develop their ideas into multiple final outcomes. This art course introduces students to various printmaking mediums, exploring techniques such as relief and intaglio printing. Through practical projects, students learn the process of creating multiples, develop a keen eye for detail, and expand their artistic repertoire, fostering creativity and technical mastery.

▶ Painting: Students delve into the world of painting with acrylic and watercolour mediums. They learn foundational techniques, colour theory, and brushwork, composition and pictorial elements, cultivating their artistic skills. Through experimentation and development of these skills, students produce compelling final outcomes, exploring the expressive potential of these versatile painting mediums.

N.b. Students cannot take both 10PP and 10 PTD.

Learning in the visual arts builds creativity, critical thinking, cultural understanding, and self-expression, nurturing well-rounded individuals and preparing them for diverse personal, academic, and professional pursuits. The emphasis in Year 10 visual arts courses is for students to develop and extend their practical skills in specific media, as well as build a sense of visual culture and how it affects our day to day lives.

▶ Critical Analysis: Students develop critical thinking skills in relation to key concepts in the production of artworks. Students compare and contrast ways in which the visual arts communicate meaning. This course equips students with the tools for expressing ideas, conveying messages, and engaging with the visual aspects of our environment.

▶ Drawing: Students take a thematic approach, with an emphasis on drawing skills in a range of physical, photographic, and digital media. Students develop observational skills, perspective, and composition techniques, enhancing creativity and visual communication abilities. Drawing, as a means of idea generation, serves as a gateway to broader art learning,empowering artists to excel in various mediums and styles.

▶ Photography: Students will learn digital camera operation, exposure, composition, lighting, editing (using the Adobe creative suite), storytelling, critique, cultural perspectives, and an understanding of light and colour. These skills foster artistic expression, technical proficiency, visual storytelling, and cultivate visual literacy that can be applied in various fields.

▶ Design: Students will learn fundamental concepts such as typography, colour theory, illustration techniques, layout design, and essential art and design principles. Understanding design fundamentals will assist students to analyse, interpret, and communicate through visual elements effectively. This visual literacy enhances communication, promotes aesthetic appreciation, and empowers individuals to navigate and understand visual information in various fields in their everyday life.

N.b. Students cannot take both 10PP and 10 PTD.

The Year 10 course aims to strengthen the learner’s experience of Spanish in the four skills of reading, writing, listening, and speaking. Everyday topics such as family, home, and school are covered as well as life in Spain and Latin America.

The curriculum in English is designed to reflect the values of the school and the principles underpinning the New Zealand Curriculum. It incorporates the key competencies of: thinking; relating to others; understanding language, symbols and text; managing self and participating and contributing. The course is divided into two main areas:

• Listening, reading, and viewing.
• Speaking, writing, and presenting.

Within each of these areas, students will use a range of processes and strategies to help them gain a developing awareness of purposes and audiences, ideas, language features, and structure.

 The Supported Learning course is designed for students who will benefit from more individual attention and a differentiated learning programme. This includes students with very specific learning needs. The expectation is that they will remain in this programme in Years 11 and 12, where they will complete NCEA Level 1 and Level 2 English through alternative programmes.

This programme provides students with differentiated learning opportunities and support. The programme aims to empower students and build their confidence in preparation for the content they will cover in NCEA Level 1 in Year 11. Entry to this programme is usually directly from the Year 9 SLP programme. Students who experience success on this pathway will be able to take our MX3 course in Year 12.

The topics covered in this course encompass all the curriculum areas of Science.

Living World: Reproduction, Ecology

Material World: Acids and bases, Ionic chemistry

Physical World: Motion and forces, Electricity and magnetism

Planet Earth & Beyond: Planet Earth

Social Studies is a full-year core subject designed to help students explore how societies function and how individuals can actively participate as informed citizens. The curriculum encourages critical thinking about historical and contemporary issues, fostering an understanding of cultural identities, social structures, and civic responsibilities The focus in Year 10 is on the following:

1. Cultural Encounters - Parts of Aotearoa New Zealand’s histories are examined, including: The Treaty of Waitangi as our founding document; how it came to be, and what it means today. New Zealand’s pre-colonial and colonial history including the New Zealand and Waikato Wars are also explored in detail. 
2. Human Rights - What are our basic human rights and why do these vary? What are the implications for New Zealanders and other citizens of the world? What can be done to address human rights issues? 
3. Global Citizen - Study of the interconnectedness that exists in our world. Explore factors that influence consumption, international trade, the positive and negative impacts of globalisation, disparities in development and climate change impacts.

This course covers the following:

▶ Whānau – my family, and me, letter writing, manaaki manuhiri

▶ Kōrero – speaking in Te Reo Māori and a study of a role model

▶ Tuhituhi – writing a diary, mahi hākinakina (sport and leisure activities and holiday experiences)

This practical course introduces students to the skills and techniques used in engineering. These include being able to precisely measure, mark, cut, and lathe materials. Students will also learn how to design and read technical drawings through the creation of a mountain scooter. They will also learn about the various tools and materials commonly used in workshops.

Students will be introduced to the technology process, which includes researching, testing, designing, and keeping a written record of project construction. The course material fee enables students to take home worthwhile projects that they have constructed in the school workshop. 

Three projects/skills will be covered: 

Skill Test Unit 

• Understanding a plan and using it to construct a project.
• Understanding a cutting list. 
• Being able to use basic hand tools to construct a project. 

Design Project 

• Understanding the basic principles of design. 
• Working with a key stakeholder to produce an outcome. 
• Being able to manipulate two different types of materials to produce an outcome. 

Unit of Furniture 

• Working off a plan to produce a project. 
• Production planning and working as a team. 
• Customising a given plan to meet certain needs.

Please select this if you are certain that you are not returning to HBHS next year.

The Agriculture programme provides students with practical farming experiences and the opportunity to learn about agriculture in a real working environment. This course is assessed for 20 to 24 credits at level 2.

There is 1 day per week out of school during term time, for a total of 32 days for the year.

This course provides the opportunity for students to learn specific practices, processes, materials, techniques, and conventions through the creation of artworks in drawing, printmaking, and painting. Through exploration, analysis, and reflection students will build their critical thinking and decision making skills. This will help students successfully develop, identify, and communicate meaning visually through the creation of a thematic body of work.

This course involves writing in a range of genres, close reading, summary writing and language analysis. Students will also study a range of literature. The course provides a strong platform for academic study and is the expected pathway for students currently in an ALP English class.

This course follows an extended curriculum and is at a higher level than 11MX2, the NCEA Level 1 Mathematics course. Content includes number, measurement, trigonometry, geometric reasoning, probability, statistics, transformations, and extensive algebra. The course prepares students for 12MX1 and sets them on a path towards the NZ Scholarship examination in Statistics and/or Calculus as Year 12 and 13 students.

This course emphasises practical work rather than theory. Students construct individual projects and develop competency with workshop machinery, powertools, and hand-tools. Attention to detail and an emphasis on high-quality finishes and workmanship play a major role as students develop their projects. Practical skills such as sketching, plan reading, quantity calculations, measuring, and finishing are taught. Assessment is by use of BCITO (trade) unit standards which can form the base of an apprentice’s trade qualification.

This course provides an opportunity for students whose first language is Chinese to maintain and develop their Chinese language skills.

Topics:

▶ Listening Comprehension: Students will develop their ability to understand spoken Chinese through different resources: Chinese films, television programmes and conversations with native Chinese speakers.

▶ Reading Comprehension: Students will read a variety of texts from Chinese newspapers and Chinese textbooks from China to develop their skills of understanding written Chinese at their level.

▶ Writing: Students will build up their vocabulary and be able to write in Chinese through a variety of activities and exercises.

▶ Speaking: Students will develop the skill of being able to give a speech on a familiar topic for about one minute. They will also improve their ability to talk with different classmates on a familiar topic.

This course provides an opportunity for students to expand their knowledge and understanding of Chinese language and culture.

Topics:

▶ Listening Comprehension: Students will develop their ability to understand spoken Chinese through different resources: video clips, conversations with native Chinese speakers, and other sources.

▶ Reading Comprehension: Students will read a variety of texts to develop their skills of understanding written Chinese at their level.

▶ Writing: Students will build up their vocabulary and be able to write in Chinese through a variety of activities

▶ Speaking: Students will develop the skills of being able to give a speech on a familiar topic for about one minute. They will also improve their ability to talk with different classmates on a familiar topic.

Commerce is the use and exploration of accounting, economic, and business concepts and models to make sense of society and solve problems. In this course, students will investigate the world of commerce, looking at ways to build a healthy economy. We will consider the perspectives and decisions of different groups from whānau, business, and organisation contexts. We will learn that financial and non-financial decisions have a wide-reaching impact on communities and environments. Students will apply problem-solving skills to situations in their local communities.

Students develop their design thinking, freehand drawing, rendering, and computer-aided drawing skills in the development of a productand architectural design project. They will have the opportunity to explore 3D prototyping and modelling, including design presentation skills using Photoshop.

This is a practical course with some note-taking and writing-up of performances. It involves both acting and stagecraft. Students will make drama, watch drama, and visit the theatre to view professional theatre. Students will explore many topics related to the study of drama including:

▶ Scripted drama

▶ Devised drama

▶ Acting techniques

▶ Responding to live performance

This course covers electronic components and their uses, circuit manufacture and assembly, soldering skills and microcontroller programming.

This practical, hands-on course allows students to continue developing their workshop skills with a focus on precision and workmanship. Students develop a military-styled chair alongside plan reading and drawing skills. This course offers great opportunities for students wishing to pursue a mechanical engineering apprenticeship.

Students will study a range of accessible literary texts including a novel, a film, short stories, non-fiction texts, and poetry. The course offers students the opportunity to develop their written accuracy in both formal and creative writing and build their oral and presentation skills.

This course focuses on assisting English language learners to enhance their vocabulary and improve the accuracy of their speaking and writing. A portfolio approach enables students to provide evidence of proficiency in reading, writing and speaking.

This course covers topics from biology, chemistry and physics. Some will be assessed against NCEA Achievement Standards and some through school tests and examinations. This course prepares students to take Year 12 Science courses.

Students get the opportunity to develop skills in:

▶ Describing the steps taken in the production process

▶ Identifying roles and functions of personnel

▶ Basic camera care and elementary videography

▶ Sequencing video footage

▶ Editing video footage

▶ Sound and lighting for a production

This course consists of demonstrating an understanding of well-being, demonstrating knowledge of adolescent nutrition, and understanding how to prepare food safely for others. Students practise applying their food safety, nutritional knowledge and recipe development in practical lessons. Students generally cook twice per week. This course is suitable for anyone preparing for a career in the food industry or public health domain.

The foundations of geography are explored in this course by looking at the natural and cultural geography of the Waikato region and comparing it to diverse global case studies. This course examines rivers, volcanoes, weather and climate, population dynamics and many geographic challenges. Students will develop a holistic understanding of how the environment and human societies interact to shape the Waikato and the wider world.

▶ Listening Comprehension: Students will develop their ability to understand spoken German through various media, including film, television, and recorded music and conversations with native German speakers.

▶ Reading Comprehension: Students will read a variety of texts to further develop their understanding of written German. They will enrich their knowledge of German culture and, through cross-cultural comparisons, develop a greater sensitivity to their own culture.

▶ Writing: Students will increase their vocabulary and ability to write in German through a variety of activities and exercises.

▶ Speaking: Students will develop the skill of being able to give a speech on a known topic for about one minute. They will also develop the ability to hold a conversation on a known topic.

Students will be introduced to the study of history generally, and to the skills which historians use to investigate their subject - specifically engaging with and interpreting evidence. The topics studied look at some major events of the 20th century. They include the Origins of World War II, slavery and the struggle of African–American people in the United States for civil rights and equality, and the Māori protest movement in New Zealand in the 1970s. Links are made between these historical contexts and today’s current events.

This course covers the following topics:

▶ Producing and caring for a range of plants 

▶ Botany and container growing of plants 

▶ Understanding weather 

▶ Vegetable gardening

This course is designed for students who would like to work in the hospitality industry and wish to improve their cooking skills. Cooking practice and skill development will generally be twice per week, with applied knowledge from theory lessons to help reinforce the practical learning.

 This ALP course offers students a comprehensive introduction to accounting. Students will learn how to use accounting equations and apply key accounting concepts and principles. They will develop skills in processing financial information based on different types of entities and use financial information to analyse data and make informed decisions. They will learn to identify errors in the reporting process and the impact they can have on the decision making process.

This is a comprehensive science course covering biology, chemistry and physics topics for ALP students who wish to extend themselves, and are looking to gain Excellence grades in NCEA Level 2 and 3 science subjects in subsequent years.

This course invites you to engage with a range of elementary economic ideas. If you are interested in examining how people behave in the economy, and in looking at international economic issues, then this is the course for you. The key microeconomic theories of supply, demand, and market equilibrium are studied along with the government policies that support a macroeconomic analysis of inflation, economic growth, and employment. This is an excellent foundation for the academic programme that leads to Scholarship Economics in Year 13. The course is a rich and rewarding study of economic ideas and how theory relates to the real world.

The IGCSE Geography course offers a balanced and comprehensive study of our world, covering both physical geography (like rivers, coasts, climate, and natural hazards) and human geography (including population, urbanisation, economic development, and resource management). It's designed to help students understand the intricate relationships between people and their environments, develop crucial skills in data interpretation, critical analysis, and problem-solving.

A comprehensive exploration of the 20th Century. The subject is suitable for students with an inquiring mind and an interest in the past. Requires strong reading and writing abilities e.g. short essay and paragraph. The syllabus is prescribed with topics covering:

• Peace treaties after World War I and the League of Nations.
• The collapse of international order in the 1930s.
• Cold War 1945 – 1980s (USA and USSR conflict)
• In-depth Study: Russian Revolution 1917.

This advanced Cambridge course is designed for ALP students interested in computer science and software engineering. The course is split into two parts. Paper 1 focuses on the theoretical knowledge of computer science and “how computers work.” Paper 2 focuses on developing practical programming, problem solving, and database skills using Visual Basic and Microsoft Access.

This course teaches a range of general skills that will prepare students for further study in Information Technology. Students will learn how to design and develop websites and digital media, write computer programs and create movies. Planning, testing, and evaluation skills will be taught, along with a range of problem solving and data management techniques. This course is designed for ALP and ELP students who want a broad overview of computing before specialising at Year 12.

This course will prepare students for the workforce using common office-based software applications including spreadsheets, presentation software and desktop publishing. Students will practise data entry skills and learn how to apply visual design concepts to present their work. 11IT3 provides a natural entry point into Information Technology courses in the senior school for students new to, or not confident with using computers. It may also be an appropriate course for SLP and ESOL students who need support with language learning in technology.

Students will demonstrate the ability to select and use appropriate mathematical techniques and communicate mathematical ideas in a reasoned, logical, and systematic way.

This course is aimed at students with an aptitude for music but limited theoretical knowledge.

▶ Performance: solo and group.

▶ Composition and songwriting.

▶ Production, recording, and notation skills.

▶ Musical knowledge: study of musical examples.

▶ Theory: basic written and aural transcription.

▶ Performance: solo and group.

▶ Composition: variety of styles.

▶ Theory: written and aural transcription.

▶ Musical Knowledge: study of musical examples and arrangement.

In preparation for the various experiences embedded in outdoor education, ākonga are introduced to the theory, as well as practical aspects in order to identify and apply movement in an applied outdoor pursuits setting. Ākonga will have the opportunity to develop their understanding and use of movement strategies across a wide variety of movement contexts throughout the year.

This course offers students the ability to create artworks in the disciplines of photography, digital media, and illustration. Students are given the opportunity to learn relevant and specific practices, processes, techniques, technologies and conventions through the development and refinement of artworks. Through exploration, analysis, and reflection students will build their critical thinking and decision making skills. This will help students to successfully identify and communicate meaning visually and create a thematic body of work.

Physical Education in Year 11 provides ākonga with a rich and meaningful opportunity to explore how movement not only impacts their personal health and wellbeing, but also influences those around them and the wider communities they are part of. Through a wide range of practical activities and theoretical learning, ākonga are encouraged to make connections between physical activity and broader concepts such as personal identity, social responsibility, and hauora, the holistic wellbeing of individuals and communities.

Throughout the 11PE programme, ākonga will examine the physical, mental, emotional, social, and spiritual benefits of movement and begin to understand the multiple factors that influence why and how people participate in physical activity. These may include cultural background, gender, access to resources, personal motivation, and societal attitudes toward movement and health. In doing so, ākonga will recognise the barriers that can limit engagement, both for themselves and others, and will learn to respond to these challenges with positive strategies that promote inclusion, resilience, and participation.

As part of their learning journey, ākonga will develop and refine a clear understanding of what it means to be physically educated. This includes building physical competence, understanding movement principles and strategies, demonstrating positive attitudes and behaviours, and taking responsibility for their own learning and development. They will also be introduced to biophysical and sociocultural concepts that underpin performance and participation, and they will begin to apply this knowledge to both individual and group contexts.

11PE encourages students to reflect on their own experiences and choices in relation to physical activity, and to consider how they can influence others in positive ways. Through both cooperative and competitive movement settings, they will build key skills such as leadership, communication, teamwork, goal setting, and self-management. By the end of the course, ākonga will be better equipped to make informed decisions about their own physical wellbeing and will be inspired to promote the value of physical education and lifelong physical activity within their families, schools, and communities.

▶ To develop knowledge of everyday Spanish, including routines, home, school, the local environment, and the past and immediate future.

▶ To develop the skill of conversation in Spanish and be able to hold several short conversations on a known topic.

▶ To develop the skill of reading in Spanish and be able to understand written texts and answer questions about them.

▶ To develop the ability to give a speech on a known topic for at least one minute.

▶ To be able to write a variety of different texts in Spanish to convey a simple message.

▶ To be able to listen to, understand, and respond to speech in Spanish.

This course is designed to support students who struggle with written accuracy and close reading. Students have the opportunity to improve their grammar, spelling, and control of language, as well as their ability to analyse written and visual texts.

Students will learn new mathematical skills and concepts. This is a supported learning course for students who have encountered difficulty in Year 10 Mathematics.

This course aims to provide general knowledge of science that will be useful to students in the workforce and society. It covers topics from biology, geology, astronomy, chemistry and physics. Some will be assessed against NCEA Achievement Standards and some through school tests and examinations. Students who wish to continue with Science will need to study 11SC2 in the following year.

This course offers students a practical and theoretical exploration of Māori performing arts. Students will learn and perform haka, waiata, poi, and other aspects of kapa haka, alongside studying tikanga Māori, pūrākau (Māori stories), and the role of performance in cultural expression.

This course is aimed at those students who are interested in Te Reo Māori and Māori cultural practices. Students learn to identify, describe, and demonstrate foundational knowledge and ideas in and about the Māori language. The primary objective is for students to become confident in conversation.

This course allows students to design and develop their workshop ideas through a process of researching solutions to a provided problem.

Topics:

• Development and documentation of a technological solution to address a given brief.
• Workshop safety / power tool use.
• Developing a prototype and selecting appropriate processes and materials to construct this prototype.
• Students develop an understanding of technological knowledge and the social and environmental impacts that technology has on society.

Trades Academy is a secondary-tertiary partnership between HBHS and Wintec. Students attend school as normal for four days a week and the fifth day is spent at Wintec's Rotokauri campus. Students must attend school for the whole year to successfully complete the course.

Level 2 Programmes for Y11 and Y12 

▶ Manufacturing and Technology: - 29 Level 2 Credits - Students will complete the three modules below over the course of the year

        ▶ Mechanical Engineering

        ▶ Electrical Engineering

        ▶ Automotive Engineering

▶ Construction and Infrastructure: - 30 Level 2 Credits - Students will complete the three modules below over the course of the year

        ▶ Building

        ▶ Electrical

        ▶ Plumbing

▶ Café Skills: Year 1 - 30 Level 2 Unit Standard credits

▶ Certificate in Electrical Engineering: - 28 Level 2 credits

▶ Sports Leadership and Outdoor Education: - 27 Level 2 Unit Standard credits

Well-Being and Recreation provide opportunities for students to participate in physical activities and recreation while investigating issues that affect their health and well-being. Ākonga will be encouraged to develop knowledge and skills that will lead them to be more resourceful, self-reliant, and responsible.

12 Well-Being and Recreation provides foundation knowledge and skills for the transition to adulthood. It will help ākonga discover practical steps to ensure their social, physical and mental well-being. Research and discussion areas include self management in sport, sport education, job and life skills, and includes practical activities such as croquet, lawn bowls, and badminton.

Please select this if you are certain that you are not returning to HBHS next year.

This course is designed for Year 12 and 13 students who have not gained their Level 1 Literacy in Year 10 or Year 11 and do not meet the entry requirements for 12EN3.  The course focuses on literacy skills in a broad range of contexts to help prepare students for the literacy common assessments in reading and writing. Students who are successful in the Term 2 reading and writing assessment may have the opportunity to gain up to 10 English Level 2 credits. Those who are unsuccessful in one or both of the reading/writing common assessments, will continue to build their skill base in preparation for the next attempt round. The intention for this course is on ‘Literacy for Life’ rather than literary study. Language-rich tasks that are part of everyday life will be the basis of the content. At the same time, specific tasks that directly prepare students for the common assessment activities will be covered, especially in the weeks prior to these assessments.

This course is by invitation only.

This course covers the following topics: 

▶ Computer Accounting: Students learn how to use Xero – a commercial accounting software package.

▶ Accounting decision making: How businesses and individuals will use the financial information to make informed decisions about business goals and direction 

▶ Financial Statements: Expands on the information given in Year 11 Accounting for the preparation of financial statements for sole proprietors. 

▶ Analysis of financial statements: Writing simple reports to business people describing how successful a business has been and how they can improve in the future.

This is a challenging course for students seeking extension in Biology and is the expected pathway for students continuing from IGCSE Coordinated Science. Some introductory work towards the NZ Scholarship examination in Biology will commence.

This is a challenging course for students seeking extension in Chemistry and is the pathway for students who are achieving well in the IGCSE Coordinated Science or NCEA L1 Science courses. This course offers 23 NCEA credits from a combination of three external and three internal achievement standards. Some introductory work towards the NZ Scholarship examination in Chemistry will commence.

This programme provides students with the opportunity to study a range of literature at an advanced level. This course will also develop students’ writing and language analysis skills. It is designed for students who have a genuine interest in literature and involves in-depth study of drama, poetry, and prose. In addition to the NCEA L2 external examinations, committed students will be supported to attempt the Scholarship English examination

Students learn mathematical skills and develop new concepts in the strands of algebra, calculus, statistics, and probability. Committed students will be supported to attempt the NZ Scholarship examination in Statistics as Year 12 students.

This is a challenging course suitable for capable students who are working at Excellence level and seeking extension and enrichment. Some introductory work towards the NZ Scholarship examination in Physics will commence.

The Agriculture programme provides students with practical farming experiences and the opportunity to learn about agriculture in a real working environment. This course is assessed for 20 to 24 credits at level 2.

There is 1 day per week out of school during term time, for a total of 32 days for the year.

Students focus on developing proficiency in painted media within a visual arts context. Students are taught to understand the ways paintings are made and to develop knowledge of processes, conventions, materials, techniques. This involves working in a cyclic process in which students research, generate, and develop their own ideas in a systematic way, resulting in a series of finished artworks. Students maintain a workbook that is kept throughout the year to record their process of development. Students are initially guided in their approaches, both in subject matter and media. Throughout the year, however, students choose their own theme to develop their ideas for their final body of work, looking at a range of appropriate artist models in both traditional and contemporary practice.

Students learn how to solve design issues and develop proficiency in the principles of design across a range of media relevant to a specified brief. Students use a variety of drawing techniques (both digital and physical) to clearly develop and communicate ideas. Students maintain a workbook that is kept throughout the year to record their process of development. Students are guided in their approaches at the beginning of the year, in both design brief and media. As they develop their understanding of design, students choose the topic and nature of their designs to produce a series of briefs relevant to their topic, e.g. campaign design, album covers, comic strip, gaming design etc.

This is a comprehensive course for students continuing from 11SC2.

This programme centres on the building and cabinet making industries. The programme operates over two consecutive periods each day and students are involved in outside construction projects and bench skills.

Skills Taught:

• Hand tools
• Portable power safety
• Fixed machine safety
• Workshop organisation

This course is focused on the internal and external factors which affect New Zealand businesses. It investigates a range of factors such as the impact of management styles, motivation theory, trade unions, workplace culture, and takeovers. How local and national businesses respond to internal and external factors will be considered.

This course emphasises practical work rather than theory. Students construct more complex projects and develop competency with processes, workshop machinery, power-tools, and hand-tools. Attention to detail and an emphasis on high-quality finishes and workmanship play a major role as students develop their projects. At this level, with the school’s current and evolving links with industry, able students often go straight from school into an apprenticeship.

This course offers 20 NCEA credits from a combination of three external and two internal achievement standards. Completion of this course leads to 13CH2 in 2025.

This course provides an opportunity for students whose first language is Chinese to maintain and develop their Chinese language skills and gain NCEA Level 2 and 3 credits.

This course provides an opportunity for students to further expand their knowledge and understanding of Chinese language and culture. It will also develop the listening, speaking, reading and writing skills necessary for effective interaction in Chinese to gain NCEA Level 2 and 3 credits.

Students complete two projects and extend their knowledge of design through the completion of a portfolio. A variety of freehand drawing, rendering, model making, and digital design skills build on skills learnt at Level 1, with greater detail and applied technical and creative thinking required. Critical thinking and problem solving are needed in order to develop an outcome the meets a design brief. Students will develop work to presentation standard for display at the end of the year. Students submit two main portfolios of design work which will also help fulfil the requirements of the externally assessed Achievement Standard. Organisation, time management, and high class attendance are essential.

This is a practical drama course that includes note-taking, practicals, and the writing up of performances. Students will explore many topics related to the study of drama including:

▶ Scripted drama

▶ Devised drama

▶ Performing a significant role

▶ Shakespeare

▶ Response to live performance (external examination)

This course is based on current economic issues where we look at the New Zealand economy in detail. It investigates the major issues affecting us, including economic growth, inflation, employment, and inequality. Students learn new economic ideas and work on developing their skills of graphical analysis and research. Extension material will be provided to students wanting to pursue NZ Scholarship in Year 13.

This course covers basic electronic circuits, circuit calculations, simple electronic systems, making electronic products, and microcontroller programming. To achieve the National Certificate in Electronics Technology at Level 2, a student must pass the five unit standards from the Year 11 and 12 Electronics courses, and gain 16 further credits from Computing, Mathematics, Physics, and / or Chemistry.

This is a practical, hands-on course in which students make a pedal kart. There is a focus on fabrication and machining skills, including turning, milling, measuring, and MIG welding. Students learn to read and construct working drawings, and are taught the various calculations and shop theory necessary for safe workshop practices. This course will benefit students wanting to pursue apprenticeships and those wishing to study mechanical engineering at tertiary level.

In this course students complete a combination of internally and externally assessed standards, covering the essential skills of reading and writing across a range of genres and text.

This course assists language acquisition and grammatical proficiency for English language learners who still require considerable language enrichment.

Students get the opportunity to develop skills in:

▶ Multi-camera use in the studio

▶ Knowledge of sound systems

▶ Advanced editing

▶ Basic studio, stage and outdoor lighting

▶ Lighting equipment care and maintenance

▶ Adding pre-recorded audio to video

This course consists of industry-based unit standards. Students will have the opportunity to work on topics such as food safety, baking, salads, and sandwiches. They can also attain a Level 2 Barista qualification. This course has a mixture of practical and theoretical assessments.

Students will complete compulsory short courses such as health and safety in the workplace and first aid. Through the year they will also complete unit standards with topics to assist in becoming workplace ready. Regular guest speakers are invited to help enhance and broaden student awareness of potential industry-based careers, different work opportunities, and the requirements needed to follow their chosen pathway.

It is compulsory for students to attend a work experience placement one day per week over a ten-week period.

The Level 2 Geography course builds on the ideas covered in the Level 1 and the IGCSE programmes. It further develops students' understanding of the link between people and the environment. With a global perspective, it covers topics like differences in development, urban development, natural hazards, and the processes that shape large natural environments. 

▶ Listening Comprehension: Students will explore the German language through a range of authentic German texts. Different media will be used as a basis for classwork, including short stories, conversations, music, television, and presentations.

▶ Reading Comprehension: Students will develop their comprehension skills by reading a variety of texts such as short stories, essays, song lyrics and newspaper articles.

▶ Writing: Students will further develop their writing skills to the level where they can write a longer text in German, such as a short magazine article.

▶ Speaking: Students will further develop the skills of speaking in public and conversing in German.

Three history topics are studied throughout the year. The origins of WWI - from monarchy to democracy, the Weimar Republic and the rise of Nazism in Germany, and the impact of the Great Depression in NZ in the 1930s. The historical skills taught in Level 1 History will be continued and developed.

This course covers the following topics:

▶ Commercial plant production and maintenance

▶ Propagation techniques

This course consists of industry-based unit standards. Students will have the opportunity to work on topics such as food safety, baking, salads, and sandwiches. They can also attain a Level 2 Barista qualification. This course has a mixture of practical and theoretical assessments.

This advanced NCEA course follows a computer science pathway focused on programming, database development, and problem solving using higher level thinking. Student will develop a computer game as part of the Iterative Outcome Development unit. The 12IT1 programme is designed for our most able IT students who have completed the 11IT1 or 11IT2 programme to a high standard. 

This course covers practical office-based skills using presentation software, image editing, spreadsheets, and databases. Entry into this course is the natural pathway for students who have completed the 11IT3 programme gaining at least 5 credits and are ready to move on to NCEA Level 2. It is also for 11IT2 students who have not met the entry criteria for 12IT2.

This course follows a digital media pathway focused on designing digital graphics for video games, animation, and website design. The 12IT2 programme is suitable for existing IT students or students new to Information Technology who show an aptitude for graphic design. A strong work ethic is required due to the project-driven nature of the course.

The course provides informative and practical knowledge of the law, its institutions, people, and processes. Students explore their legal rights and responsibilities, the courts and the youth justice system, the law applying to crime, tort and contract, the electoral system and the processes of law-making. The internally assessed standards in this course are awarded at Achieved, Merit, or Excellence level and can be used towards a student’s overall NCEA Level 2 endorsement.

Students learn mathematical skills and develop new concepts in the strands of algebra, simulations, and probability. Calculus is introduced as a major new topic, and the overall aim is to prepare students thoroughly to enable them to continue their study of mathematics at higher levels in the future. Students who are successful in this course are able to progress to either Calculus or Statistics courses at Level 3 (or both).

Students will learn mathematical skills, concepts, and understandings in the curriculum strands of coordinate geometry, trigonometry, networking, statistics, probability, and simulations.

Level 2 Media Studies provides interested students with the opportunity to study a wide range of media forms and texts, including print, film, electronic, and television. Areas of study may include, but are not limited to:  

• The deconstruction of a film or visual media text – looking at techniques used in pre and post- production, and the impact and purpose of the use of a range of film language techniques – E.g. camera shots, soundtrack, set design etc.
• The history and conventions of a selected media genre. This could include monster movies, Westerns, reality television, sitcoms etc.
• The representation of a group across various media forms, and the implications and importance of this.
• The writing of text for a media product, or the design and creation of a media product.

▶ Performance: solo and group plus 2nd instrument.

▶ Composition and songwriting.

▶ Production, recording, and notation skills.

▶ Theory: basic written and aural transcription.

This course includes the following:

▶ Solo and group performance.

▶ Composition: two works plus instrumentation.

▶ Aural transcription and harmonic analysis.

This course is intended for Year 12 or 13 students who have not gained entry into a Level 2 Mathematics course but who still need to gain the L1 numeracy corequisite credits. This course will focus on numeracy skills in a broad range of contexts to help prepare students for the CAA examinations. Students will also have the opportunity to gain 10 Level 2 Achievement Standard credits. This subject is by invitation only and cannot be selected in the course selection process.

The aims of Level 2 Outdoor Education are for ākonga to develop skills, knowledge, and awareness of the outdoor environment and outdoor pursuits. Trip planning, risk management, building leadership, and developing communication skills are a strong focus of this course. There is also a significant theoretical component to this course, teaching students to reflect, analyse risks, and evaluate group development.

This fully internally-assessed course supports students in learning information and developing skills to take into training or the workforce. The topics which may be covered include employment agreements, personal financial decisions, insurance, accessing law enforcement and legal support. This course does not lead to Level 3 Business Studies, Economics, or Accounting.

Students focus on developing their photographic practice within a visual art context. Students learn through creating, developing, and clarifying their chosen theme and ideas to form a body of photographic artworks. Students initially work in a more structured and guided way, and as the year progresses they are able to develop work independently, encouraged to use their creativity and problem-solving skills to build upon their photographic practice. Students will learn how to use the manual camera functions of a DSLR camera, and how to apply processes and techniques with creative control. They learn to understand the ways in which photographs are made, viewed and valued, the contexts in which they occur, and how this affects meaning and communication.

Ākonga will have the opportunity to develop physical skills and concepts introduced at Level 1, further deepening their understanding of how and why we move. Through a wide range of physical activities and movement experiences, they will begin to explore and apply key biophysical principles, the scientific foundations of physical education,  including anatomy, biomechanics, exercise physiology, and motor learning. These principles help ākonga understand the relationship between the body and movement, as well as how movement can be improved, adapted, and sustained.

In addition to developing their physical capabilities, ākonga will explore the social, emotional, and environmental factors that influence participation in physical activity. They will be encouraged to identify personal strengths and challenges, set goals for improvement, and work both independently and collaboratively to overcome barriers to participation. This approach supports the development of resilience, confidence, and a positive attitude toward physical activity.

By engaging in structured and enjoyable movement experiences, ākonga will build a strong foundation of physical literacy, the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for engagement in physical activity for life. The programme also encourages reflection, critical thinking, and a deeper appreciation for the diverse ways people move and the reasons they choose to do so. Ultimately, ākonga will not only develop physical skills, but also grow as individuals who understand the role of movement in personal wellbeing, social connection, and lifelong health.

This is a full Physics course covering:

▶ Experimental Methods: Measurement and analysis of physical systems.

▶ Introduction to Motion: A look at how and why objects move in different situations.

▶ Electricity and Electromagnetism: Electrical circuit behaviour. Electric and magnetic fields and the links between them.

▶ Waves: The properties and behaviour of different types of waves including light and sound.

▶ Atoms: Radioactivity and properties of nuclei.

Students will gain a more in-depth understanding of the scientific method and of psychological approaches by analysing experimental research and various explanations of human behaviour. Students will also examine how psychological theory is applied in a range of real-world contexts. The course considers the importance of ethical standards in psychological research and practice. Students will also have the opportunity to plan, conduct, and evaluate their own supervised psychological research in groups.

▶ To develop knowledge of the Hispanic world, both past and present.

▶ To develop the skills of reading and listening for meaning in Spanish.

▶ To develop the skills of summary writing and to be able to express opinions in Spanish.

▶ To develop the skills of speaking in public or in a conversation on less familiar topics.

This course is internally assessed and is the expected pathway for students completing the 11EN3 programme or those who have made limited progress in 11EN2. Students complete a range of NCEA standards covering the essential skills of reading and writing and cover a range of genres and text types.

This course continues to develop student knowledge and understanding of Te Reo Māori and associated cultural practices. Students are assessed on skills and knowledge through speaking, reading, and writing.

This course involves the development and implementation of a one-off solution for an identified need or opportunity. Workshop machinery, hand tools, and the development of safe workshop practice are also covered. The project allows students to demonstrate their design skills and develop their ability to use power and hand tools. This course is a combination of theoretical and practical work.

This course covers part of the requirements of the NZ Certificate in Tourism (Introductory Skills) and leads on to Level 3 Tourism. The course is more suited to students not intending to pursue university study, but who may continue to on tertiary study in tourism at a polytechnic or private training establishment. Topics include:

▶ New Zealand as a tourist destination

▶ World travel geography

▶ Work roles in tourism

▶ Tourist characteristics

▶ Impacts of tourism on the environment

Trades Academy is a secondary-tertiary partnership between HBHS and Wintec. Students attend school as normal for four days a week and the fifth day is spent at Wintec's Rotokauri campus. Students must attend school for the whole year to successfully complete the course.

Level 2 Programmes for Y11 and Y12 

▶ Manufacturing and Technology: - 29 Level 2 Credits - Students will complete the three modules below over the course of the year

        ▶ Mechanical Engineering

        ▶ Electrical Engineering

        ▶ Automotive Engineering

▶ Construction and Infrastructure: - 30 Level 2 Credits - Students will complete the three modules below over the course of the year

        ▶ Building

        ▶ Electrical

        ▶ Plumbing

▶ Café Skills: Year 1 - 30 Level 2 Unit Standard credits

▶ Certificate in Electrical Engineering: - 28 Level 2 credits

▶ Sports Leadership and Outdoor Education: - 27 Level 2 Unit Standard credits

Level 3 Programmes for Y12 and Yr13

▶ Certificate in Mechanical Engineering - 28 credits Level 3

▶ Certificate in Automotive Engineering - 29 credits Level 3

▶ Certificate in Building and Construction - 27 credits at Level 3

▶ Introduction to Professional Cookery - 26 Level 3 credits

▶ Exercise Science and Outdoor Education - 27 Level 3 credits

▶ Health - 22 Level 3 credits

▶ Early Childhood Education - 27 Level 3 credits

Well-Being and Recreation provide opportunities for students to participate in physical activities and recreation while investigating issues that affect their health and well-being. Ākonga will be encouraged to develop knowledge and skills that will lead them to be more resourceful, self-reliant, and responsible.

12 Well-Being and Recreation aims to discuss and enhance ākonga well- being as well as providing useful skills and knowledge that will help them with the transition from being a teenager to being an adult. It covers physical education, recreation, and job skills.

Please select this if you are certain that you are not returning to HBHS next year.

This course includes the following topics: 

▶ Company Accounting: Legal implications of establishing a company and the preparation of company financial statements. 

▶ Financial Analysis: Analysing NZ public company financial statements to determine whether it is worth investing in the company or evaluating how sustainable the company is. 

▶ Accounting for manufacturing companies: Determining the cost of producing products to make informed decisions. 

▶ Cash, Volume, budgeting, decision making: Using financial tools such as CVP, Break-even, and cash budgets for making decisions about the future direction of a business. 

NZ SCHOLARSHIP (optional): This course also provides a comprehensive basis for students wanting to sit the NZ Scholarship examination. Extra tutorials reinforce knowledge, clarify complex concepts, and provide personalised support.

Students will select an area of personal interest in either architecture or product design. Capable students will be invited to come up with their own design brief; for others a brief will be provided. The aim of Level 3 is for students to explore, research, and develop their design to a well-resolved and detailed outcome using the highest level of visual communication skills. Students submit a portfolio of design work which will be both internally and externally assessed. 

Gifted and motivated students will be supported to submit their work for New Zealand Scholarship.

Study at Level 3 involves the use of techniques of selected 20th Century designers, as well as contemporary practice. Design may also include collage, illustration, photography etc. Study is thematic and student driven. Students work on a year-long project to form a body of work that uses design and illustration techniques to generate and develop ideas and produce effective design outcomes. Their projects consist of the development of original works via thematic study in recent and established design practice to inform a personal proposition and brief.

Study at Level 3 involves the use of techniques of selected 20th Century artists, as well as contemporary practice. Drawing and painting may also include collage, photography, photoshop, assemblage and printmaking. Traditional techniques of colour-use and figure drawing are also included. Study is thematic and student driven. Students work on a year-long project with their own chosen theme using a cyclic and systematic process that develops and clarifies their ideas and highlights their understanding of specific painting techniques and conventions. Students work in sequences, building a body of work for examination and exhibition.

This is a comprehensive course for students continuing from 12BI2.

This programme centres on the building industry and with students involved in outside construction projects.

Skills Taught:

• Correct and safe use of all tools at an advanced level, including workshop machinery, power-tools, and hand-tools.
• Quality of finish and attention to detail is encouraged, and processes and techniques are taught.
• Practical skills such as plan reading, quantity calculations, measuring, finishing, use of bench-saw, thicknesser and power-tools are taught.
• Assessment is by use of BCITO (trade) unit standards which can form the base of an apprentice’s trade qualification.

Year 13 Business Studies is a practical course in which students work in a group to run an innovative and sustainable business. Students use their business as the context for their learning throughout the year. It is a fast-paced course that requires creativity and initiative. This course provides an excellent foundation for those wishing to study a business-related course at tertiary level or those hoping to chase the entrepreneurial dream.

Students will learn mathematical skills, concepts and understandings in the curriculum strands of measurement and calculus, algebra, geometry and trigonometry, and mathematical processes. They will learn the application to both familiar and unfamiliar problems arising in real and simulated situations. They will demonstrate the ability to select and use appropriate mathematical techniques, reason logically and systematically, and communicate mathematical ideas. This course is especially useful for students wishing 30 | Hamilton Boys’ High School Senior Curriculum Guide 2025  to continue the study of mathematics and those wishing to explore areas such as engineering at tertiary level. Many courses at university currently require a pre requisite background in calculus.

In this course the emphasis is on practical work rather than theory, with workshop machinery and power-tools used extensively. Attention to detail and an emphasis on high-quality finishes and workmanship play a major role as students develop their projects. At this level, with the school’s current and evolving links with industry, highly able students often go straight from school into an apprenticeship. Assessment is by BCITO (trade) unit standards which can form part of a trade qualification.

This is a comprehensive Chemistry course for students continuing from 12CH2. This course offers 21 NCEA credits from a combination of three external and two internally-assessed achievement standards.

This course provides an opportunity for students whose first language is Chinese to maintain and develop their Chinese language skills and gain NCEA Level 2 and 3 credits.

This course provides an opportunity for students to further expand their knowledge and understanding of Chinese language and culture. It will also develop the listening, speaking, reading and writing skills necessary for effective interaction in Chinese to gain NCEA Level 2 and 3 credits.

▶ Drama techniques in performance

▶ Devising a play to realise a concept

▶ Major acting role

▶ Shakespeare

▶ Response to live Performance (external examination)

New Zealand Scholarship Drama (pptional): Devising, scripted, and improvisation techniques. Understanding of theatre performance and creation.

This course is a theoretical study of consumer, producer, and government interaction in the market economy. It looks at micro-economic activity by individuals and firms before considering the “whole picture” of macro-economics. The role of government in intervening to correct market failure is also studied. This course provides an excellent foundation for those wishing to pursue tertiary study in economics, commerce, management, or business. 

NZ SCHOLARSHIP (optional): This course also provides a comprehensive basis for students wanting to sit the NZ Scholarship examination. Extra tutorials reinforce knowledge, clarify complex concepts, and provide personalised support.

This course covers digital logic circuits, microcontroller programming, microcontroller- based systems, and aspects of digital and analogue electronics. A lot of the coursework involves programming microcontrollers.

This course aims to develop skills in the areas of engineering manufacturing. Successful participation requires students to research, think critically, work creatively, plan, and self-assess to enable them to communicate ideas in a creative & critical way. 

This course is intended for students who are interested in extending their studies in English. Students study both written and visual texts and continue their study of language. This course is suitable for mainstream students intending to use English as a University Entrance subject.

This course prepares senior English language learners for tertiary study by targeting academic vocabulary and writing. More able students can attempt Level 2 English Achievement Standards in order to gain University Entrance literacy credits.

Students extend their videography skills developed in Year 11 and 12 Film & Television, including:

▶ The complete production process – before, during and after.

▶ Multi-media presentation to an audience.

▶ Evaluation of the production process.

▶ Live stage lighting and PA control.

Students explore the impact multinational food companies have on the wellbeing of New Zealand society and how food advertising affects our food choice. Research into a nutritional issue affecting New Zealanders and ethical issues in our food supply are also a major focus. All assessments are theory based. Students are given the opportunity to practise their food preparation skills at least once a week. Students prepare and cook a range of dishes to complement their theoretical learning. This course is suitable for students wishing to pursue a career in marketing, the food industry, food science, nutrition, medicine, or any other public health domain.

Students will complete compulsory short courses such as health and safety in the workplace and first aid. Through the year they will also complete unit standards with topics to assist in becoming workplace ready. Regular guest speakers are invited to help enhance and broaden student awareness of potential industry-based careers, different work opportunities, and the requirements needed to follow their chosen pathway.

It is compulsory for students to attend a work experience placement one day per week over a ten-week period.

The Level 3 Geography course challenges students to critically examine the complex and dynamic interactions between people and the environment at an advanced level. Students will investigate both natural and cultural processes, examining coastal environments in detail. The course also covers a global topic and a contemporary issue, all from a geographic perspective. Students will also design and carry out geographic research.

▶ Listening Comprehension: Students will further develop their ability to understand spoken German through various media. They will develop the ability to understand a range of regional accents and colloquial expressions.

▶ Reading Comprehension: Students will read authentic texts on a range of contemporary issues. Topics studied include: A German-speaking region/city; leisure; the environment; school, careers, and youth issues.

▶ Writing: Students will develop an extensive vocabulary and the ability to use complex language in German. They will express opinions in their writing.

▶ Speaking: Students will develop the skill of being able to give a speech on a less familiar topic. They will also develop the ability to maintain a conversation in German on a wide variety of topics.

Three key historical contexts are explored in the Level 3 programme: An exploration of the First Arab/Israeli War in 1948, followed by a perspectives examination of the Allied Strategic Bombing Campaign during the Second World War. The internally assessed research investigation is of a contested historical event of the students own choosing in an area of interest. The programme offers many opportunities to discuss how these events impact on the world today and how representations of the past are constructed and contested.

NZ SCHOLARSHIP (optional): This course also provides a comprehensive basis for students wanting to sit the NZ Scholarship examination. Extra tutorials reinforce knowledge, clarify complex concepts, and provide personalised support.

This University Entrance approved course is an advanced software engineering programme that focuses on developing complex skills in programming and databases. The course structure requires students to have a strong work ethic due to the project-driven nature of the internal assessments. Project management methodologies and tools will be explored and used to manage each project. Near the end of the year, students will sit an external assessment writing a reflective analysis on the development of their programming project. Students wishing to sit NZ Scholarship will need to commit to additional lessons outside of normal class time.

Students learn advanced tools and techniques in a range of popular office applications. Desktop publishing and image editing will help to develop students’ design skills and knowledge. Students will also learn how to use a range of communication tools and techniques that mimic everyday projects.

This University Entrance approved course is ideal for students with a strength in graphic design who would like to develop a range of complex skills using digital media and image editing software. Students will learn how to use advanced tools and techniques in Adobe Photoshop and Illustrator to create print and online media. They will learn how to develop websites using HTML/CSS with a focus on visual design elements and integrating original media assets.

This course examines issues in New Zealand society through the legal lense. It develops students’ awareness of the relationship between social and political realities and the law and legal systems as a means to affect societal change. It examines and evaluates past social actions which have changed government policy, analysing differing viewpoints. It requires students to undertake and document their own action to affect policy change by engaging in the legislative process. The topics covered by this course could include sentencing policy, human rights law and criminal defences.

Students will learn mathematical skills, concepts and understandings listed in the New Zealand Curriculum strands at Level 7 and 8 Statistics and Probability. They will learn and apply the inquiry cycle, develop inference, analyse, model, and write reports on time series, bivariate and inference data, linear programming, and algebra. This course is useful for students who wish to take science, social science and management degrees. A basic course in statistics is required for many university degrees and diplomas. Access to a computer or laptop is essential for this course.

Areas of study may include, but are not limited to:

• A selected film or media genre, key works within the genre, and important and influential directors. This unit explores the link between a media genre, and the society from which it originates.
• The production of a substantial media product to professional standards appropriate for a portfolio.
• Research of a major media issue and its implications for New Zealand and the wider world.
• Close reading and analysis of a key genre text from a range of critical perspectives.

▶ Performance: solo and group.

▶ Composition and songwriting.

▶ Production, recording, and notation skills.

▶ Theory: basic written and aural transcription.

▶ Performance: solo and group.

▶ Composition: three works and arrangement.

▶ Aural transcription and harmonic analysis.

▶ Musical analysis and research.

The aims of this course are to build on ākonga knowledge base of the outdoor environment and outdoor pursuits. Leadership, safety management, trip planning, and self-evaluation are a strong focus. This course is internally assessed and ākonga will further develop their outdoor skills via a range of outdoor experiences.

Study at Level 3 involves the use of techniques of selected 20th Century photographers, as well as contemporary practice. Photography may also include collage, moving image, sculpture, etc. Study is thematic and student driven. Students select their own theme, exploring techniques, processes, and conventions to form a body of work that uses a range of photographic media to generate and develop ideas, and build a portfolio of work. Their project consists of the development of original works via thematic study in recent and established photography practice. Student work in sequences and a reflective, cyclic process to build and investigate an artistic proposition.

13PE2 continues to build on the foundation laid at Levels 1 and 2 in Physical Education, offering a more in-depth and critical exploration of physical activity and its wider significance in society. The course is designed to develop confident, informed, and reflective learners who are capable of analysing their own and others' experiences in movement settings. It blends both theoretical and practical learning, allowing ākonga to connect academic understanding with real-world physical experiences.

Students will engage in a range of physical activities and training scenarios that provide meaningful contexts for analysing and evaluating performance. They will explore and apply a variety of biophysical principles including anatomy, biomechanics, exercise physiology, and motor skill learning, to improve their own performance and understand how training programmes can be tailored for different goals and individuals. Ākonga will also examine socio-cultural factors that influence participation and performance, considering how personal identity, cultural background, gender norms, media, and access to resources shape attitudes towards physical activity in Aotearoa and globally.

In 13PE2, students are encouraged to reflect deeply on the personal and societal impacts of movement and sport. They will investigate and challenge common assumptions and stereotypes around body image, athleticism, competition, and physical education itself. Critical thinking, collaboration, and communication are central to the learning process, as students consider different perspectives and develop their own informed viewpoints. Through this process, ākonga will not only strengthen their understanding of physical activity, but also become more socially aware and ethically responsible participants in movement and health contexts.

By the end of the course, students will be well equipped with the knowledge, analytical skills, and confidence to contribute thoughtfully to conversations around physical education, health, wellbeing, and social issues, both within school and beyond. This course provides a strong platform for further study in sport science, health, education, or recreation-based fields, and supports lifelong engagement in physical activity.

13PE1 is an intensive academic programme designed for high-achieving and highly motivated students with a strong passion for physical education, sport science, and human performance. While the course follows the mainstream curriculum and meets all the requirements of Level 3 Physical Education, it places a strong emphasis on academic excellence, independent learning, and critical thinking. This course is ideal for ākonga who aspire to pursue further study in areas such as sport science, physiotherapy, teaching, health science, or other related disciplines, and who are prepared to engage deeply with both practical and theoretical aspects of the subject.

What sets 13PE1 apart is its advanced academic focus and its alignment with the New Zealand Scholarship Physical Education framework. Students are challenged to think critically about movement, performance, and participation, and are expected to engage with complex ideas and develop sophisticated arguments supported by evidence. The course integrates practical movement experiences with high-level academic content, encouraging students to make connections between their physical performance and the biophysical, psychological, and sociocultural factors that influence it. Topics may include biomechanics, exercise physiology, skill acquisition, training principles, social responsibility, and ethical issues in sport and physical activity.

Teaching and learning in 13PE1 occur predominantly in a practical environment, where students are required to apply theoretical concepts in real-time, analyse performance, evaluate training methods, and reflect on personal and group outcomes. Throughout the course, ākonga are encouraged to take ownership of their learning through self-directed research, critical reflection, and the development of personal strategies for improvement. They will also be supported in developing the academic writing, analytical thinking, and evaluative skills necessary for success at Scholarship level.

Assessment in 13PE1 is rigorous and prepares students not only for NCEA Level 3 Achievement Standards but also for the optional New Zealand Scholarship examination. Students will have multiple opportunities to refine their work, receive detailed feedback, and extend their learning beyond the classroom. By the end of the course, students will have developed the knowledge, confidence, and academic skills needed to excel in future studies and careers in health, sport, education, and beyond. 13PE1 is a demanding course that rewards dedication, curiosity, and a willingness to push personal and academic boundaries.

13PE3 continues to build on the foundation laid at Levels 1 and 2 in Physical Education, offering a more in-depth and critical exploration of physical activity and its wider significance in society. The course is designed to develop confident, informed, and reflective learners who are capable of analysing their own and others' experiences in movement settings. It blends both theoretical and practical learning, allowing ākonga to connect academic understanding with real-world physical experiences.

Students will engage in a range of physical activities and training scenarios that provide meaningful contexts for analysing and evaluating performance. They will explore and apply a variety of biophysical principles including anatomy, biomechanics, exercise physiology, and motor skill learning, to improve their own performance and understand how training programmes can be tailored for different goals and individuals. Ākonga will also examine socio-cultural factors that influence participation and performance, considering how personal identity, cultural background, gender norms, media, and access to resources shape attitudes towards physical activity in Aotearoa and globally.

In 13PE3, students are encouraged to reflect deeply on the personal and societal impacts of movement and sport. They will investigate and challenge common assumptions and stereotypes around body image, athleticism, competition, and physical education itself. Critical thinking, collaboration, and communication are central to the learning process, as students consider different perspectives and develop their own informed viewpoints. Through this process, ākonga will not only strengthen their understanding of physical activity, but also become more socially aware and ethically responsible participants in movement and health contexts.

By the end of the course, students will be well equipped with the knowledge, analytical skills, and confidence to contribute thoughtfully to conversations around physical education, health, wellbeing, and social issues, both within school and beyond. This course provides a strong platform for further study in sport science, health, education, or recreation-based fields, and supports lifelong engagement in physical activity.

This is a comprehensive Physics course for students continuing from 12PH2. A 13PH2 student is able to sit the NZ Scholarship examination.

Topics include:

▶ Experimental Methods: Measurement and analysis of physical systems. Accuracy and reliability of data.

▶ Motion: Translational, rotational, and simple harmonic motion.

▶ Electricity and Electromagnetism: DC electricity, electromagnetic induction, capacitors, and AC electricity.

▶ Atom, Photons, and Nuclei: An introduction to quantum physics and relativity.

▶ Waves: Interference, standing waves, and the Doppler effect.

Students develop a more critical approach to research in psychology. They will evaluate a range of issues and contexts in psychological studies, including the significance of key research findings that help us understand human behaviour. Students will also plan, conduct, and evaluate their own supervised psychological research.

This is a challenging course for students seeking extension in Biology. Students in this course are expected to sit the New Zealand Scholarship examination in Biology.

Students will learn mathematical skills, concepts and understandings in the curriculum strands of measurement and calculus, algebra, geometry and trigonometry, and mathematical processes. They will learn the application to both familiar and unfamiliar problems arising in real and simulated situations. They will demonstrate the ability to select and use appropriate mathematical techniques, reason logically and systematically, and communicate mathematical ideas.

This is an extended NCEA Level 3 Chemistry programme offering 21 NCEA credits from a combination of three external and two internal achievement standards. Extension work towards the NZ Scholarship examination in Chemistry will be integrated into all standards and students are expected to sit the examination.

This course is designed for students who have excelled in the 12EN1 programme. It involves the academic study of literature, film, and language, and an introduction to key concepts in literary and film theory. Students taking this course are expected to sit the Scholarship English examination.

This is a full NCEA Level 3 Physics programme. Students in this course are expected to sit the NZ Scholarship examination in Physics. Topics covered in the course include:

▶ Experimental Methods: Measurement and analysis of physical systems. Accuracy and reliability of data.

▶ Motion: Translational, rotational, and simple harmonic motion.

▶ Electricity and Electromagnetism: DC electricity, electromagnetic induction, capacitors, and AC electricity.

▶ Atom, Photons, and Nuclei: An introduction to quantum physics and relativity.

▶ Waves: Interference, standing waves, and the Doppler effect.

Students will acquire the skills needed to sit the New Zealand Scholarship in Statistics at the end of the year. They will master the mathematical concepts and understandings outlined in the New Zealand Curriculum for Level 7 and 8 Statistics and Probability. This includes learning and applying the inquiry cycle, developing inference skills, and analysing, modelling, and writing reports on time series, bivariate data, and inference data. This course is useful for students who wish to take science, social science, and management degrees. A basic course in statistics is required in many university degrees or diplomas. Access to a computer or laptop is essential for this course.

This course is made up of standards from Earth and Space Science, Physics, Chemistry and Biology. It is designed as a possible pathway for students who might do a university degree or just have a general interest in Science.

Due to clashes with standards this is a standalone Science course and is not intended to be studied with Biology, Chemistry & Physics.

▶ To develop further knowledge of the Hispanic world, both past and present.

▶ To develop the skills of reading and listening for meaning and for pleasure.

▶ To develop skills in writing letters, reports and stories.

▶ To be able to express opinions.

▶ To develop skills in listening and to understand different Spanish and Latin American accents on a variety of topics.

▶ To develop speaking skills and to be able to maintain a conversation in Spanish on a wide variety of topics.

▶ To give one’s opinion and be able to support it.

▶ To develop skills in listening and note taking.

▶ To be able to follow a lesson conducted entirely in Spanish.

Students will learn mathematical skills, concepts, and understandings listed in the New Zealand Curriculum strands at Level 7 and 8 Statistics and Probability. They will learn and apply the inquiry cycle, develop inference, analyse, model and write reports on time series, and inference data. This course is useful for students who wish to take science, social science and management degrees now or in the future. A basic course in statistics is required in most university degrees or diplomas. Access to a computer or laptop is essential for this course.

This course is designed for students who want to continue studying English to a Level 3 standard and require additional support. Please note that students wishing to use English as a University Entrance subject will need to pass all five standards that this course offers, including an external examination.

This course develops student fluency and knowledge and understanding of Te Reo Māori and associated cultural practices.

This course serves as an extension of 12TW. Students have the opportunity to develop their own creative ideas in furniture design and production. The course covers design and drawing skills, the use of power tools and machinery, and an understanding of materials and finishes.

This course covers part of the requirements of the NZ Certificate in Tourism (Introductory Skills) and is more suited to students not intending to pursue university study, but who may continue on to tertiary study in tourism at a polytechnic or private training establishment.

Topics may include:

▶ New Zealand as a tourist destination

▶ Asian tourist destinations

▶ World travel geography

▶ Pacific Island destinations

Trades Academy is a secondary-tertiary partnership between HBHS and Wintec. Students attend school as normal for four days a week and the fifth day is spent at Wintec's Rotokauri campus. Students must attend school for the whole year to successfully complete the course.

Level 3 Programmes for Y12 and Yr13

▶ Certificate in Mechanical Engineering - 28 credits Level 3

▶ Certificate in Automotive Engineering - 29 credits Level 3

▶ Certificate in Building and Construction - 27 credits at Level 3

▶ Introduction to Professional Cookery - 26 Level 3 credits

▶ Exercise Science and Outdoor Education - 27 Level 3 credits

▶ Health - 22 Level 3 credits

▶ Early Childhood Education - 27 Level 3 credits

Well-Being and Recreation provide opportunities for students to participate in physical activities and recreation while investigating issues that affect their health and well-being. Ākonga will be encouraged to develop knowledge and skills that will lead them to be more resourceful, self-reliant, and responsible.

13 Well-Being and Recreation helps ākonga prepare for adulthood. It covers physical and social well-being and helps ākonga discover their own pathway to independence, including employment.