St John’s College (Hillcrest)

This is a broad-based theoretical and practical course, which involves students in drawing, design, painting, printmaking and/or three-dimensional work. 

What skills will I learn?
Students will gain an understanding of contemporary artists and their working methods. The aim of the course is to develop perceptual, imaginative, technical and critical skills through the making and analysing of art works.

Assessment
Credits:Nil. Short and long practical projects

The Athlete Development Programme is an invitation only course in which students are trialled, and if selected, offered a place. The Athlete Development Programme provides students time within the junior option structure to receive specialised training during curriculum time. The program also covers basic exercise physiology (energy systems), fitness studies, nutrition and program planning.

What skills will I learn?
Students will learn and develop the core physical skills and conditioning to excel in their given sport. Theoretical content will support practical sessions and give students a solid foundation to be successful in the NCEA level 1 Physical Education course.

Assessment
Physical Skills/ Fitness (Practical)
Programme Planning (Assignment)

Sports Nutrition (Assignment)

Career Pathway (Assignment)

Why Choose This Subject?

Do you want to understand how businesses make decisions, why consumers behave the way they do, and how to turn an idea into a real business? This subject is your gateway to the world of business, management, and entrepreneurship.

Through hands-on learning and practical experiences, you’ll explore:

1. Scarcity, Choice, Values, and Demand – Why do people make the choices they do? What influences demand?
2. Production and Productivity – How are goods and services created efficiently?
3. Consumer Laws – Your rights and responsibilities in the marketplace.
4. Setting Up an Enterprise – Learn what it takes to start and grow a business.
5. Income, Borrowing, and Investment – How money flows and how to make smart financial decisions.

Skills You Will Gain

This subject will help you develop real-world skills that employers and universities love, such as:
✅ Business decision-making – Think like a manager and problem-solve effectively.
✅ Data analysis – Interpret economic data and make informed choices.
✅ Research and critical thinking – Gather, evaluate, and present information clearly.
✅ Innovation and enterprise – Bring your own business idea to life during our Enterprise Unit, where you’ll run a real business at our exciting Trade Fair Evening!

Assessment

Your learning will be assessed through:

• Practical activities and projects
• In-class tests
• A final end-of-year exam

This subject is perfect for students interested in business, management, finance, or entrepreneurship, and it’s an excellent foundation for future study and careers in these fields.

DVC is a subject that engages students in the purposeful study of drawing and design and challenges them to develop and communicate their design ideas. 

This course involves a range of set activities in Graphics Communication which enables students to:
•To be able to master and demonstrate a wide range of Graphic and drawing skills.
•To present these using advanced presentation techniques.
•To communicate ideas using the most appropriate Graphic Modes and Media.

What skills will I learn?
Students will learn how to analyse and interpret design features of existing products to support the development of their own design ideas. They will learn how to develop product, spatial and architectural designs. Students will learn a wide range of visual communication techniques and drawing skills which includes freehand sketching, rendering and formal drawing using specialist drawing equipment and will be introduced to CAD (computer aided design). They will learn how to identify and use the appropriate visual modes and media to effectively present their design concepts.

Assessment
Assessment will be based on a combination of class work and set assignment.

Digital Technology covers a wide range of fields of study, from computer science to digital media. In this programme whilst we develop digital skills the focus is on the key competencies of managing self, thinking, problem solving and working with others. The aim is to develop your abilities to manage projects, either working independently or as part of group, meet deadlines and solving problems.

What skills will I learn?
The year has two main projects: digital media and programming. Students develop outcomes individually and within a group. As part of the digital media project, students create a website using HTML and CSS - following the design process with concepts, feedback and creating the site from scratch. In programming, students learn how to program using Python to develop their skills. 

Students will use a range of software through this course, in particular Photoshop, Illustrator, Python, HTML and CSS. There may be the opportunity to explore other software such as Adobe Animate.

Assessment
During the year there will three main assessment tasks
•Computer Science
•Digital Media
•Nature of Technology

The course covers all strands of the Drama Curriculum and offers the opportunity to express oneself and develop a wide range of communication skills. Students will develop their knowledge of the theories and practices of Drama in real-life contexts. Topics include scripting, theatre form, and creating a project of interest. 

What skills will I learn?
Students will learn the Techniques and Conventions of drama while increasing their confidence in verbal communication, presentation skills, and public speaking. Other skills this course fosters are teamwork, analysing, and self-management.

Assessment
Assessment will be linked to the New Zealand Curriculum and each of the four strands: Developing Practical Knowledge in Drama, Developing Ideas in Drama, Communicating and Interpreting in Drama, and Understanding Drama in Context.

The Year 10 English course is the second year of the two year Phase Four programme, building on their literacy and communication skills. Students will write across a variety of genres and text types, analyse novels, short stories and poetry, and improve competency in communication.

The course focuses on developing students' reading, writing, responding and listening skills, preparing them for the CAA assessment and Phase Five English. Students work towards self-selected goals to help maintain focus and self-motivation throughout the year.

What skills will I learn?
Reading, writing, speaking, listening, viewing and presenting.

Assessment

CAA assessment, learning unit testing and end of year examination.

This course includes food technology, food hygiene and safety, nutrition and methods of cooking.

Skills included in this course include:
• The Technology Process
• Investigation of safe food practices.
• Designing and production of a variety of healthy, nutritious recipes.
• The investigation and use of modern kitchen appliances.

Assessment
Assessment is done from the New Zealand Technology curriculum, formative assessment and practical work.

Working from a design brief the course promotes solving problems through a selection of design and practical activities. Students will study Technology related to tools, materials and processes used in their designs and practical work.

The course includes research, design and manufacture. It aims to:
•Enable students to develop life skills, ingenuity and resourcefulness through practical activities based on real situations.
•Provide problem solving experiences which are challenging, creative, useful, enjoyable and draw upon students’ interests and cultural backgrounds.

What skills will I learn?
Students will develop design and problem solving skills as well as a wide range of machine and hand skills. Students will also develop knowledge relating to a wide range of materials and processing methods used while using this knowledge and skills to manufacture student generated projects.

Assessment
Students are assessed against aspects of the NZ Technology curriculum.

The Year 10 Mathematics Programme utilises the Achievement Objectives set at Levels 4 to 6 of The New Zealand Curriculum, building on work already achieved in Year 9. 

Testing is done in Years 8 (Orientation Day), 9 and 10 to identify what curriculum levels students are at, and then used to develop programmes that address learning gaps in each class.

The course develops students' Number, Measurement, Algebra and Graphs, Geometry, Trigonometry, Statistics and Probability skills.

Students will be encouraged to develop their numeracy skills by being introduced to, and engaging with a range of mathematical problems. 

Students will be assessed by end of topic assessments and an end of year examination.

Homework is done mostly using Education Perfect online.

This course is about creating future musicians who can perform, compose and appreciate a wide range of musical genres.

•Students will research, analyse and present knowledge of music. 

•There are four major Units of Work pursued during the year.

What skills will I learn?
•Songwriting and Composition.
•Performance and instrumental skills. Formal tuition on their musical instrument is compulsory for all students.
•Appreciate music in context. 

• Develop aural skills- playing music by ear.
•Develop an understanding for music theory and the elements of music.

Assessments
•Song Writing and Composition
•Research
•Performance – Solo and Group

Students will participate in a wide range of large and small ball sports and activities including; American Football, Softcross, Tennis, and Volleyball. Students will develop movement and spatial awareness skills within the context of Parkour. 

The theme for Health in Year 10 is 'Young men as risk takers'. Units taught include; Sexuality, Drug use and misuse, Surf survival.

What skills will I learn?
Striking, catching, kicking, throwing and spatial awareness. Interpersonal skills. Students will be challenged to create and develop attacking and defensive strategies.

Topics covered in Year 10 Religious Education include:
Journey Stories, the Church’s Story in the Middle Ages, Inspiring Men and Women, Saints and the Middle Ages, Vocations (What are we called to do?).

Students will design, build and program various types of robots, gaining a comprehensive understanding of their functions and applications in an increasingly automated world. Emphasis will be placed on both drag-and-drop programming and hand-coding, providing students with a robust foundation in robotics, coding skills and engineering concepts.

NOTE: The main focus of this course is on coding, rather than design and build

Through the course, students will have the opportunity to participate in competitions, allowing them to apply their knowledge, and showcase their innovative solutions in real-world scenarios.

Whether they are beginners or have some prior experience, students will develop critical thinking, problem-solving, and teamwork skills essential for future technological endeavours.

What Students Will Learn

Term 1: Biological Science (Biology)

• Ecosystems & Human Impact: Students examine how ecosystems function and explore the environmental impacts of human activity on delicate natural balances.
• Body Systems & Regulation: A detailed look into how the human body maintains balance and responds to external changes, focusing on hormonal and nervous system control.

Term 2: Physical Science (Physics)

• Energy: Understanding different forms of energy, energy transfer, and how energy powers our world.
• Waves: Investigating wave behavior, properties, and applications in light and sound technology.

Term 3: Physical Science (Chemistry)

• Atomic Theory: Exploring the fundamental building blocks of matter, subatomic particles, and atomic structure.
• Chemical Reactions: Studying key reaction types including acids and bases, combustion, and displacement, as well as understanding the factors that influence rates of reaction.

Term 4: Physical Science (Earth & Space)

• Earth Systems: Exploring the global Carbon Cycle and how carbon moves between the atmosphere, oceans, land, and living organisms.
• Earth & Space: Venturing beyond our planet to explore modern concepts in cosmology and the expanding universe.

What skills will students learn?
Science develops a student’s ability to investigate the natural world by making observations, gathering evidence to test ideas, modelling phenomena and communicating and debating with others.

Assessment
End of Unit tests and internal assignments combined with an end-of-year exam.

Social Studies enables students to participate in a changing society as confident, informed and responsible citizens. Students will investigate and explore important social issues, make decisions, work cooperatively and build their knowledge of their history, their land, and their society. 

Year 10 Social Sciences Learning Areas

• Civics and Society (International Cooperation and Global Citizenship): Explores how people and countries cooperate internationally through democratic processes to resolve disagreements, influence political decisions, and build peaceful, sustainable futures.
• History (Causes, Consequences, and Perspectives): Examines historical encounters and conflicts, focusing on different perspectives regarding belonging, authority, identity, and independence. Specific focus areas include:
  • WW1, WW2, and New Zealand's participation.
  • Nazi Germany ideology, control, and the Holocaust.
  • Pacific histories.
  • Gandhi and the Campaign for Indian Independence or The Easter Rising and Irish Independence.
• Geography (Interaction and Sustainability): Investigates how global inequalities impact community and country sustainability, and how country-to-country interactions can increase or reduce these inequalities.
• Financial Economic Activity (A Complex and Changing World): Focuses on how government policy, long-term financial planning, market knowledge, and economic systems shape financial decision-making and influence personal financial well-being.

What skills will I learn?
Social Studies emphasises the skills and processes involved in social participation. Students are challenged to think clearly and critically about human behaviour, to explore different values and viewpoints, collect and research information from a variety of sources, and process that information. They will need to communicate effectively and apply ideas to solve problems.

Assessment
It will be assessed with a series of concept and skills assessments. There is a final exam in Term 4.

In Year 10 Te Reo Māori, you will be building your skills in this subject in order for your successful progression to NCEA Level 1. The following list are a sample of topics you will be covering. 

You will be able to:
- Talk about money, know days of the week, saying something has happened, use negative action sentences
- Talk about sport in Te Reo Māori
- Understand the significance of a marae by learning some common protocols and procedures when entering for a powhiri
- Talk about kai in Te Reo Māori by being able to follow a recipe while making the kai. There will be a field trip to a local cafe where you will be able to order a kai in Maori
- Study unit on Māori art by producing your own sample of a given art piece eg: carving, taonga pūoro

What skills will I learn?
Literacy and numeracy skills will be enhanced through writing, reading, counting and speaking in Te Reo Māori. Words and sentence structures are analysed and examined in depth to understand how these are able to form a sentence in Te Reo Māori. You will be able to converse in a short conversation in Te Reo Māori.

Assessment
Throughout the year students will be assessed on their listening, reading, speaking, and writing skills to check for retention of learning. At the end of every unit students again will be tested to assess how students are tracking in that unit.

This is an academic course and requires a good level of literacy.  Students will learn about biophysical factors such as Functional Anatomy, Exercise Physiology and Biomechanics within the context of Basketball. They will also learn about sociocultural influences on participation in sport such as; socio-economic status, family/ friends, access to equipment and facilities.  Students will learn how Te o Māori concepts such as tuakana-teina, manakitanga and whanaungatanaga affect how we participate in a range of physical activities. Students will devise offensive and/or defensive strategies and demonstrate them in a variety of sporting contexts.  Students will also learn about a range of health models, including whare tapa wha, and describe how their participation in physical activities affects their physical, social, spiritual and mental/emotional wellbeing.  Some of the sporting contexts expected to be used include; basketball, pickleball, badminton, disc golf, golf, skateboarding, and Flag Football.

This is a broad-based theoretical and practical course, which involves students in drawing, painting, design,printmaking and/or three-dimensional work.
Students will gain an understanding of contemporary artists and their working methods. The aim of the course is to develop perceptual, imaginative, technical and critical skills through the making and analysing of art works.

Three assessments will be offered throughout the year with the option of the remaining assessment offered as further credits and development.

This is an internally assessed practical based workshop course using Building, Construction and Allied Trades Skills Standards. Students will work through a number of set standards and practical projects to gain NCEA level 1 credits.
There are no exams associated with this subject.

Why Choose Commerce?

Commerce is about understanding how the economic world works and how you can make smart decisions within it. This subject combines elements of accounting, economics, and business to help you make sense of society, solve real-world problems, and prepare for life beyond school.

You’ll learn why people and businesses make the choices they do, and how those choices impact communities, sustainability, and future opportunities. You’ll also explore different cultural perspectives, including Māori and Pacific models of commerce, so you can see how business and economic ideas work in diverse contexts.

What Will I Learn?

Students of Commerce will:
✅ Explore financial and non-financial decisions using real business information and models.
✅ Apply problem-solving skills to real-life situations in your school and local community.
✅ Understand cultural perspectives – including Māori, Pacific, and other worldviews on business and wellbeing.
✅ Learn why decision-making matters in a world of limited resources (scarcity).
✅ Develop practical skills for managing money and planning for your future.
✅ Discover your role in the economy, both now and in your future career.

By the end of this course, you’ll have a toolkit for making smart financial and business decisions – skills that will benefit you for life.

Why is This Subject Valuable?

Commerce isn’t just a school subject – it’s a life skill. The knowledge you gain will help you:
✔ Plan your finances wisely
✔ Understand business and entrepreneurship
✔ Think critically and solve problems
✔ Prepare for future studies in business, accounting, law, and economics

Design and Visual Communication is about the interrelated strands of design thinking, visual communication, and design influences. 

Design thinking encompasses the ideation, exploration, progression, and communication of design ideas into potential outcomes that serve a specific purpose, provide innovative possibilities.

Within Design and Visual Communication, design consists of product design and spatial design.

Product design focuses on the development of tangible items that have a specific function within people’s everyday lives. 

Spatial design is about the designing of three-dimensional spaces in terms of how they are experienced, occupied, or used by people.

The aim is to stimulate self-confidence, self-esteem and a pride of achievement through enabling all students to achieve a high level of personal success in this subject.

The primary objective is to build upon the key competencies acquired in Years 9 and 10 while following the technological process model. Through programming, students will enhance their problem-solving and coding skills.

In the domain of digital media, students will develop a website by identifying a need, creating a proposal, designing, and producing a solution that meets the identified purpose. Additionally, students have the option to use various media tools to create an outcome of their choice, such as Blender for 3D modeling, Adobe Animate for animation, or Adobe XD for app interface design.

Students will use text-based programming languages, including Python, to develop their projects. The digital media outcome will be crafted using HTML and CSS. These components will be compiled into a portfolio that encompasses two internal assessments and one external assessment.

Students will explore Human-Computer Interface (HCI) design. They will examine how users interact with interfaces, considering factors such as icons, color and shape, placement, and language, and how these elements influence the usability of an interface.

Anyone doing Robotics or Digital Technology in Year 10 ill be well prepared for this course.

Drama is a learning mode that challenges students to make meaning of their world. It explores who we are, where we have come from, and where we could go. 

This course aims to provide knowledge and skills that are transferable to a variety of artistic, social, and work-related contexts. This course encourages critical and creative thinking and innovation. It generates new ideas and reflects on trends in society. The work done in this course grows the learner's ability to comment on, challenge, and ultimately transform society. 

Drama students demonstrate high engagement, empathy, and courage in their learning because it allows them to have fun while taking creative risks within a safe environment.

The world is increasingly "electronic", as fast-evolving technology and its application continue to remodel our future society. Imagine what it will be like in 10 years! “Science citizen” will play an active role in modern society, so you must be prepared for it. The Year 11 Electronics course provides a pathway of higher-level learning related to Electronics and Mechatronics Engineering. It also caters to the interests of building electronic circuits and programming an integrated circuit. The course offers four Unit Standards (three are Level 2) and one Level 2 Achievement Standard, which combine both theoretical and practical learning targets. All standards are internally assessed. Sixteen credits gained in the course are Level 2. The wide range of learning targets allows students to develop an understanding of the basic electrical principles and concepts used in Electronics and will involve a large amount of prototyping on a breadboard and soldering. Other topics covered include a knowledge of the various components used and the interaction between components in several electronic projects. Past students find the course interesting and challenging. Students who are equipped with a strong work ethic and keen to learn hands-on skills will enjoy the practical projects which reinforce the theory in Physics. The topics covered will prepare students for Electronics in Year 12 and enhance their learning in related subjects.

This is an internally assessed practical based workshop course using Engineering Unit Standards. Students will work through 3 Unit Standards and a practical project to gain NCEA level 1 credits.

Skills involved will include problem solving, creativity, research, product reading, outcome development, project evaluation and practical engineering procedures.

There are no exams associated with this subject.

Level 1 English is the study, use, and enjoyment of the English language. The Level 1 English course provides a gateway for students to experience the study of written texts (novels, short stories, non-fiction, poetry, song lyrics, opinions), visual and oral texts (speeches, feature films, short films, advertisements, music videos, podcasts).

Students will study the structure and context of texts and the overall use of language. There will also be an observation of issues within texts and they will also produce their own work which focuses ideas and relevant themes to themselves.

This is an interesting and academically rigorous course composed of both externally assessed and internally assessed English Achievement Standards. 

This course offers all four Internally and Externally assessed standards. 

Level 1 English Language
This course aims to improve the listening, speaking, reading and writing skills of students whose first language is not English. It DOES NOT offer NCEA Level 1. English Language (EL) will help you lift the standard of your English in the hope that you will be better able to cope with your other subjects. This supports EAL students to achieve the Common Assessment Actiivities for Literacy and Numeracy for NCEA.

Level 1 Geography: Discover Your World

Ever wondered why natural disasters happen where they do, how humans shape the planet, or why people fight over natural resources? Level 1 Geography is all about making sense of the world around you, examining how natural environments work and how humans interact with them.

You’ll pick up real-world mapping skills, get out of the classroom for hands-on research, and investigate some of the biggest global issues facing our planet today.

What You’ll Explore

• Global Processes & Tech: The Indian Ocean Tsunami Investigate how massive natural forces trigger real-world events. You’ll use ArcGIS software, the same digital mapping technology professionals use, to build an interactive Story Map showcasing the causes and impacts of the tsunami.
• Field Trip & Research: Raglan Beach Head to Raglan Beach for a day of hands-on field research examining coastal dune stability. You'll learn to gather real scientific data, analyze patterns, and draw conclusions in the field for your internal assessment.
• Extreme Natural Hazards Dive deep into the violent earth and atmosphere. From earthquakes and volcanoes to tropical cyclones and severe flooding, you'll examine historical and recent case studies to learn why these events happen, how communities survive them, and how we recover.
• Real-World Conflict & Decision-Making Explore how different communities across New Zealand and the Pacific view resource use and environmental planning. Why do people disagree on environmental issues, and how do leaders balance economic growth with protecting nature?

Why Choose Geography?

• Hands-on & Digital Skills: Learn data analysis, mapping tech (GIS), and critical thinking skills that stand out on any resume.
• Real Outdoor Experience: Get outside and apply what you learn in the classroom to real landscapes.
• Future-Focused: Builds a strong foundation for senior social sciences, environmental studies, urban planning, and becoming a globally conscious citizen.

To see what our Level 1 geographers have been working on, follow us on Instagram: @sjcgeography

The course is designed for students wanting to go to university and will be useful in whichever subjects at university students may be interested in. It develops students’ skills in interpreting a variety of sources and literacy skills such as report and essay writing, which are key components of any tertiary course. You will learn how to undertake a research investigation, communicate information in a variety of ways and the causes and consequences of events. You will also learn how to use a wide range of sources and how to view an event from different perspectives.

These skills can be used in other subjects as well and are therefore extremely useful. The topics studied look at some of the major events of the 20th century. They include a Achieving Social Justice unit looking at groups such as the Civil Rights Movement, research assignments on a battle from World War Two and the 1981 Springbok Tour.
This subject is useful for boys looking to go to university in any capacity and those with career interests in education, policing, advertising marketing, publicity, libraries/archive, publishing, law, journalism, broadcasting and all areas of research.

This course utilises Service IQ unit standard resources.
Students will:
Gain food preparation skills and knowledge of food service in the Hospitality industry.
Learn to practice a high standard of food safety and hygiene.
Gain an understanding of various methods of cookery in the industry.

There is a combination of Internally and Externally Assessed standards. Internal Assessments will take place in Term 1 and Term 2. External Assessment will take  during the November examination period.

This course is composed of internal and external Music Achievement Standards. Students will pursue performance, song writing, composition, theory and develop their aural skills. There will be 15 coreAchievement Standard credits available with the opportunity to gain a further 5 credits upon discussion with the teacher. The core credits will be in performance, composition and music theory and contexts. 5 more credits will be possible in aural recall.
The entry criteria are based on a student’s Year 10 Music results and teacher recommendations. If a student has not taken Year 10 Music but would like to join Year 11 then it is recommended they are playing an instrument if you have any questions email Mrs McHugh. To have received formal tuition for a full year is an advantage. Formal tuition on a chosen instrument is a requirement and must continue throughout the year.
End of course assessment criteria:
•Performance is assessed at three year’s formal tuition.
•Music writing is assessed at two years in classroom Music (Year 10 and 11).
Year 11 Music pathway:
•Provides opportunity for developing music skills including performance and writing
•Is the foundation of music education through the NCEA journey,
•Provides a deeper understanding and appreciation of music for life beyond school and into the community, and
•Prepares students for prerequisites into further and tertiary education.

Students choosing this course will take part in a wide range of outdoor pursuits including; Tramping, Camping, Mountain Biking, Canyoning, High Ropes, Kayaking, Caving, Rock Climbing and Abseiling.  Students will be introduced to basic concepts like the environmental care code and sustainability. They will be shown how to use a range of different types of outdoor equipment and its purpose. They will get to hear from speakers from within the outdoors industry in relation to potential career pathways. Students will be out of school for approximately ten days.

Outdoor Education offers highly useful skills in real contexts. Skills which are both practical and also easily transferable into any workplace.

These skills, such as decision making, planning, risk management, team work, organisation, time management, communication, perseverance and resilience, just to name a few, are all learnt and practiced under pressure, often outside of their comfort zones, in real time, practical situations, much like todays work environments, making them invaluable to all students regardless of their career pathway.

This course also allows students to become more aware of how much they are really capable of by consistently working on the edge of or outside their comfort zones in order to complete challenges they may have initially thought they were not capable of. This allows for huge growth in self-confidence, self-worth and resilience.  It aims to grow a connection with the outdoors and our role as kaitiaki (guardians) of the environment, to ensure it remains pristine for future generations to enjoy.

Students will participate in a variety of physical activities including racquet sports and large and small ball sports. Students will devise offensive and/ or defensive strategies and then demonstrate them across a variety of sporting contexts.  Sporting contexts are likely to include a combination of; Pickleball, Badminton, Football/ Futsal, Ultimate Frisbee, Volleyball, Flag Football and Basketball.

Level 1 Religious Education
Our RE curriculum is written by NCRS who provide the topics and work for this subject. It is assessed using NCEA Achievement Standards. Two standards are assessed internally, the third is assessed by an external exam at the end of the year.

Students study:

-The ideas contained in a book of the Bible

-The story of how our church and our school developed from its origins

-Characteristics of Religions and how they are seen in Catholicism plus one other world religion. 

Science is an optional subject in Year 11 but it is strongly advised for students to choose Science as it provides many senior subject options from Level 2 upwards as well as keeping many career opportunities open.

Science is an essential subject for many careers such as engineering, dentistry, veterinary science, medical professions, health and physical education careers, horticulture, farming, teaching, biotechnology, surveying and the food industry. As well as gaining scientific knowledge and understanding, there is a strong practical component in all Science subjects which appeals to many students. 

The Science course will encompass learning for all 3 science strands and will be assessed with internal and external assessments with the following standards:

• CB1.3 Demonstrate understanding of genetic variation in relation to an identified characteristic (5 credits External Exam)
• PESS 1.4 Demonstrate understanding of a physical system using energy concepts (5 credits External Exam)
• CB 1.2 Demonstrate understanding of chemical reactions in context  (6 Credits Internal assessment)

The intent for this course is provide strong knowledge for students to take into Level 2 Science courses. 

Any students who are wanting to take Biology, Chemistry or Physics at Level 2 must take this course.

Science is not compulsory in Year 11 but students are strongly encouraged to consider this subject as one of their options due to the opportunities it opens in terms of Level 2/3 courses, as well as potential future careers. It is a subject that gives breadth to their curriculum.

Science promotes questioning and wondering. Many students have interest in Science as it helps explain their world. In this course students learn from the core Science areas of Biology, Chemistry and Physics in a contextual manner which can be relatable for them.  As well as gaining scientific knowledge and understanding, there is a strong practical component in this course which appeals to many students. In Science (Internal), all achievement standards are assessed internally, which means that there are no external assessments in Term 4.  

Tēnā koe e te akonga,Nau mai hoki mai ki te Kura o Hato Hoani. Ko te whakaaro tuatahi, ka riro ngā mihi, ngā roimata i runga i a rātou kua hūhua ki te pō, pō nui, te pō roa, te pō e kore e oti atu. Hēoi anō e ngä hunga wairua, kati. Koia rā e ngā hunga kitea, tātou mā e kawea nei i te ia ō nga tūpuna, Tïhei mauri ora.

After students have successfully completed Te Reo Māori at Year 10, students would have developed a strong foundation to study Te Reo Māori at NCEA Level One. 

This course allows students to further develop their understanding of Te Reo Māori through contexts which students are familiar with. Students will be assessed throughout the year which will enhance the students listening, reading, writing and speaking skills in Te Reo Māori. 

Like most Level One courses, Te Reo Māori offers three Achievement Standards. Two of the standards are assessed internally (10) and one of the standards are assessed externally (5).

Although Year 10 Māori would be an advantage to you in selecting this course, you may be able to enter at the discretion of the TIC of Te Reo Māori.

Course content includes:

• communicate about past activities and events
• communicate about present and past states, feelings and opinions
• communicate about past habits and routines
• describe, compare, and contrast people, places and things
• give and follow instructions
• communicate about problems and solutions
• communicate about immediate plans, hopes, wishes and intentions
• communicate in formal situations

These are covered through classroom teaching, guest speakers, field trips and mahi kainga.  The most important resource needed is an open mind.

Kia kaha taane maa.

This course involves 4 standards and is worth 17credits in total.

This course introduces students to basic horticultural skills. Major topics covered are: Preparing outdoor seedbeds to sow different varieties of seed – soil cultivation, recognising and applying soil amendments, regular maintenance and record keeping; Grow and maintain plants in containers from seed – identify parts of seeds and different growing containers, grow and maintain plants in a greenhouse, and a diary record of plants from seed to the growing on stage; Undertake general garden maintenance - maintain gardens and lawns, and identify and care for horticultural hand tools; Identify containers, materials, plants and tools used in plant propagation - an ability to recognise and name commonly used items and plants in horticulture.

This is a Unit Standard course with a large practical focus.  Health and safety in the workplace is an important requirement of each standard.   As such, entry into Level 1 Horticulture will be at the T.I.C of Horticulture discretion.

Level 2 Accounting gives students the tools to make sound financial decisions in a constantly changing business environment. By learning to process, report, and interpret financial information, students develop strong financial literacy and understand how organizations remain accountable to their owners, banks, and stakeholders.

This course builds foundational skills for tertiary business study while teaching practical software and management skills used across all industries.

Course Content Focus:

• Cloud Accounting: Processing simple and complex transaction data using industry-standard software (Xero)
• Subsystems & Internal Controls: Managing inventory and accounts receivable securely and accurately
• Financial Reporting: Preparing and interpreting reports that fulfill legal requirements and user needs
• Business Analysis: Interpreting financial data to support management decision-making and problem-solving

In Level 2 Advanced Physical Education we look at the current issues in physical activity at St John's College and compare them at a national level. Students will study Biophysical Principles such as: functional anatomy, biomechanics, skill learning principles and sport psychology through the context of a chosen sporting skill (Volleyball, Basketball or Badminton).  Students will complete a six week training programme using the school weights area. This programme will focus on principles and methods of training, energy systems, and exercise physiology. Students will learn both interpersonal skills and leadership skills, which are vital for life. This will be done by coaching students from one of our contributing schools.

Level 2 Art
Students will study Design and Painting in two separate Achievement Standards. Work will also consist of drawing and painting studies, visual and written research, artist research and critical analysis of art and artworks.

Biology is the Science of Life and is a useful subject for many career pathways such as medicine, dentistry, veterinary science, health and physical education, horticulture, agriculture, farming, teaching and in the food industry. It is also a subject of general interest for many people in areas such as conservation, wildlife, stem cell research, genetic engineering and general health & well-being.

Year 12 Biology is a fundamental course for Biology. It covers key biological concepts and theories that can be taken to Level 3 Biology and beyond.

We will be studying Cell Biology, Ecology and a Community Pattern in an ecosystem, Animal Adaptations of a single life process over different taxonomic groups, Biological Investigations (collecting, analysing and reporting) and Genetics and Evolution. There is a practical components of learning across all topics.

This is an internally assessed practical skills based workshop course using Building, Construction and Allied Trades Skills Standards. Students will work through a number of set assignments and practical projects towards NCEA level two.
There are no exams associated with this course.

Why Study NCEA Level Two Chemistry?

Chemistry is often referred to as the "central science" because it connects to numerous other scientific disciplines, including Biology, Medicine, Physics, Engineering, and Environmental Science. NCEA Level Two Chemistry offers a journey into the fundamental building blocks of our world and how they interact. By understanding Chemistry, students gain a deeper appreciation for everything around them – from the food they eat and the clothes they wear, to the medicines that heal and the technologies that power our lives.

Taking this course will develop students’ critical thinking, problem-solving, and analytical skills. Students will learn to observe, hypothesise, experiment, and interpret data, all of which are invaluable skills not just in science, but in any future endeavour. Chemistry is a dynamic and ever-evolving field, and this course will cover the foundational knowledge to understand its current advancements and contribute to its future.

What to Expect from the Course

NCEA Level Two Chemistry is a challenging yet incredibly rewarding subject. It builds significantly on the concepts introduced in Level One Science, delving deeper into atomic structure, chemical reactions, and introducing organic chemistry and quantitative analysis.

Key Expectations:

• Rigour and Depth: Be prepared to engage with complex ideas and abstract concepts. Students will explore the "why" and "how" behind chemical phenomena.
• Hard Work and Dedication: Success in Level Two Chemistry requires consistent effort, regular revision, and a willingness to grapple with difficult problems. It's not a subject where last-minute cramming is effective. Active class participation, completing homework diligently, and seeking clarification when needed are crucial.
• Practical Work: The course will involve hands-on practical investigations, allowing students to apply theoretical knowledge and develop their laboratory skills. Safety in the lab is paramount and will be a key focus.
• Achievable Goals: While challenging, this course is designed to be achievable for students who are committed and willing to put in the necessary effort. Support will be available through the teacher, classmates, and resources. Embrace the challenge, and students will find immense satisfaction in mastering these concepts.
  
  
  

The course is structured to enable students to extend their understanding and skills in designing to specific needs and requirements in Graphics Communication from research, conceptual ideas to final solution and presentation.
There are no exams associated with this subject. All work for NCEA is either internally assessed, (teacher) or externally moderated.

Year 12 Digital Technologies: Advanced Programming and Web Design

The Year 12 curriculum in Digital Technologies emphasizes programming and web design, with opportunities for personalization in Digital Media upon consultation with the Head of Department. This course is designed to cultivate essential skills outlined in the New Zealand curriculum, including problem-solving, project management, critical thinking, and interpersonal communication.

Students will select from the available standards and undertake a course of study that best suits their interests and abilities, while completing the learning and assessment that goes alongside that. Most students will complete the same standards, but those that have a specific interest can negotiate to work towards the standards that best suit their outcomes.

Core Components:

1. Programming:
   • Focus on text-based languages such as Python and JavaScript
   • Development of a functional prototype using industry-standard project management tools
   • Creation of purpose-built programs to address specific challenges
   • Compilation of a comprehensive portfolio throughout Terms 2 and 3
2. Web Design:
   • Mastery of HTML, CSS, and JavaScript
   • Creation of responsive websites adaptable to various screen sizes
   • Implementation of the design process: from prototyping to hand-coding
   • Emphasis on meeting stakeholder requirements and user needs
3. External Assessment:
   • Digital Common Assessment Task conducted at the commencement of Term Four
   • Evaluation of students' ability to articulate their solution development process
   • Flexibility for students pursuing creative pathways to report on their chosen topic

This curriculum is strategically designed to prepare students for advanced studies, particularly the COMP 101 course at the University of Waikato in Year 13. By engaging with real-world programming challenges and web design projects, students will develop a robust skill set applicable to future academic and professional endeavors in the digital technology sector.

Level 2 Drama

The Level Two course comprises both external and internal Drama Achievement Standards. The course offers writing, researching, and performance-based standards in a supportive, fun, and rewarding environment. 

Drama challenges students to make meaning of their world and provides knowledge and skills that are transferable to various work-related contexts. This course encourages students to take on new challenges and aims to get students out of the classroom and into new environments. Level Two drama students will be exposed to a range of aspects within creative industries; television filming, lighting workshops, and attending live theatre. 

There are some opportunities to work individually but a core element of this course is working with others, so the willingness to be part of a team is essential. 

Why Choose Economics?

Economics is all about people, choices, and the world we live in. It’s the study of how individuals, businesses, and governments make decisions about what to produce, how to share resources, and how to deal with major issues that affect our lives every day.

In this subject, you’ll discover how economies work by exploring big questions like:

• Why do prices rise?
• What causes unemployment?
• How do governments manage the economy?
• Why is trade so important for New Zealand?

You’ll also look at real-world issues such as inflation, economic growth, budget deficits, international trade, and government policies.

Skills You Will Gain

Studying Economics develops skills that are highly valued in every career path:
✅ Analytical thinking – Understand complex problems and make informed decisions.
✅ Critical thinking – Evaluate different perspectives and solutions.
✅ Real-world awareness – Stay up-to-date with global and local economic trends.
✅ Problem-solving – Learn how policies impact employment, trade, and growth.

As you advance through Economics at St John’s College, you’ll also have opportunities to explore specialised areas such as:

• Financial Markets
• Game Theory
• Labour Economics
• Environmental Economics

What Will I Learn in Level 2?

The Level 2 course is a full-year introduction to Macro-Economics and the New Zealand economy. You’ll investigate key topics including:

1. Price Stability – Why stable prices matter.
2. Trade and Balance of Payments – How international trade shapes our economy.
3. Economic Growth – What drives growth and why it matters.
4. Unemployment – The causes and effects on society.
5. Government Policies – How decisions in Wellington impact everyday life.

You’ll also track real economic events in New Zealand and around the world, applying what you learn to real-life situations.

✅ Assessment: Includes internal and external assessments, practical analysis, and research tasks.

The world is increasingly "electronic", as fast-evolving technology and its application continue to remodel our future society. Imagine what it will be like in 10 years! “Science citizen” will play an active role in modern society, so you must be prepared for it. The Year 12 Electronics course provides a more detailed learning of electronic systems, circuit concepts and measurements for electronics. The course combines three Unit Standards and one Achievement Standard, covering both theoretical and practical learning targets. All standards are internally assessed.  The wide range of learning targets allows the students to develop an understanding of the basic electronics theory and projects. Past students find the course interesting and challenging. Students who are equipped with a strong work ethic and keen to pursue Electronics and Mechatronics Engineering as a career path will enjoy projects that reinforce Electronics theory. The topics covered will prepare students to learn Electronics at a higher level and enhance their learning in science and technology for the future. This is a great course for all students who are interested in making circuits, programming IC's, and more.  

Year 12 Engineering leads directly into Year 13 Engineering. 

Students will develop knowledge of machines and machining, cutting tools, and the application of good work practice while carrying out fabrication processes in an engineering environment.

Students will work on at least two projects. Mild steel funnel and a multi material gearknob.

Further tertiary opportunities include a wide selection of trade based careers, diploma and degree qualifications in mechanical, electrical, civil engineering. 

This is an academic course that builds on skills taught at Level 1. Focusing on written and visual literary texts, students will learn to critically analyse aspects such as author’s purpose, and the effectiveness of techniques used to communicate with the audience. The development of effective and engaging communication skills through writing and speech will help students navigate tertiary study and the challenges of the modern workplace. The course is comprised of both internally and externally assessed achievement standards.

Any student considering The University of Auckland should be aware of their entry requirement of at least 17 English credits at Level 2/3.

This course is composed of Level Two English Achievement Standards, and the option of one externally assessed standard. Students will build on the skills developed at Level One, with a focus on developing written, oral, and visual literacy. Some students may opt to attempt the Unfamiliar Text standard in the external examination. Whilst the focus of this course is internally assessed standards, this is still an academically rigorous course requiring an excellent attitude and work ethic.

Any student considering The University of Auckland should be aware of their entry requirement of at least 17 English credits at Level 2/3.

Level 2 English Language
This course aims to improve the listening, speaking, reading and writing skills of students whose first language is not English. It DOES NOT include NCEA Level 2 assessments. English Language will help you lift the standard of your English in the hope that you will be better able to cope with your other subjects.  This supports EAL students to achieve the Common Assessment Actiivities for Literacy and Numeracy for NCEA. 

This is an internally assessed course, using a combination of Generic and Industry Related Unit Standards as appropriate to each student’s preferred future career. Students are required to complete a 10 week work placement (one day per week) - arranged in conjunction with the Gateway Coordinator - with the opportunity to achieve at least 20 industry related NCEA credits in class, which will be done via unit standard workbooks and courses, such as First Aid and Health and Safety. Motivation, maturity, and a 'work ready' attitude are vital to ensure success on the Gateway transition programme. The programme of unit standards for each Gateway student may be adjusted from what is shown depending on each student's pathway.

Year 12 Geography: Uncover the Power of Place

Why are some city neighborhoods hotspot zones for crime? How do volcanic landscapes shape human culture and natural ecosystems? Level 2 Geography takes you beyond the textbook to examine how people, environments, and spatial patterns interact on both local and global scales.

You’ll build high-demand tech skills in digital mapping, head into the mountains for hands-on research, and investigate real-world urban and natural environments.

What You’ll Study

Term 1 | Urban Planning & Crime in Chicago

• The Big Question: How does the way a city is designed influence human behavior and crime rates?
• What You’ll Do: Trace the history of urban planning in Chicago to understand how city layouts created spatial patterns of crime.
• Tech Skill: Master ArcGIS, the professional Geographic Information Systems (GIS) software used by urban planners and intelligence analysts worldwide, to map crime patterns and propose real solutions for the city.

Terms 2 & 3 | Tongariro Volcanic Environment & Alpine Fieldwork

• The Big Question: How do extreme volcanic processes shape landscapes, and how do humans interact with dynamic environments?
• What You’ll Do: Investigate the natural forces (tectonics, erosion, vegetation zones) and human impacts operating across Tongariro National Park.
• The 3-Day Field Trip: Experience the landscape firsthand. Stay in the park, collect field data in the snow for your research internal assessment, and go sledding (weather permitting).

Why Choose Year 12 Geography?

• In-Demand Industry Skills: ArcGIS and GIS mapping skills give you a massive head start in fields like urban planning, environmental science, data analysis, and logistics.
• Unforgettable Experiential Learning: The 3-day Tongariro trip combines real-world scientific data collection with an epic alpine experience.
• Dual NCEA Support: Your hands-on field research directly powers your internal assessment and prepares you for the external exam topic.

To see what our Geography students get up to—both in and out of the classroom—follow us on Instagram: @sjcgeography

This course is designed for students wanting to go to university and will be useful in whichever subjects at university students may be interested in. It has a lot of literacy reading and writing credits and so is a viable choice for those looking for alternative literacy credits.
The skills developed include, critical source interpretation, persuasive argument and evaluation. Critical source interpretation involves interpreting a range of sources, what are they saying? How useful is the source and how reliable or useful is it? This develops your ability to understand the world as it is rather than how others say it is. Persuasive argument. This is the ability to convince others with well articulated ideas explained well and backed up with comprehensive evidence. Evaluation. History also gives you the skills to analyse perspectives and ideas to evaluate their comparative validity and usefulness, which has a number of real-world applications.
Topics include the Nuclear Free New Zealand, perspectives on the Vietnam War, Cuban Missile crisis and a research task that will include trips to the University of Waikato Library.

This course continues on from the horticultural skills developed at level one. It is heavily weighted towards practical horticultural work. Included in this is planting and maintaining both summer and winter bedding plants throughout the year.  The second major practical component is maintaining a documented work record throughout the year as students care for established tree and shrub plantings adjacent to the Horticulture block. Maintaining their bedding plants and surroundings is also a major part of this work record.  The third and final major practical component is planting trees and shrubs in a new native restoration zone in the gulley adjacent to the Horticulture block.

Students will:
Complete a level 2 unit standards professional cookery course.
Gain food hygiene and safety qualifications and learn various methods of commercial cookery.

This is a vocational course that may lead to tertiary study and a career in the Hospitality industry.

Level 2 Mathematics (External) is an academic course which requires a high level of algebraic manipulation. It is designed for students who have successfully completed Level 1 Mathematics (External) including success in Algebra and Tables, Equations & Graphs. There is a combination of Internally and Externally Assessed standards. 

The Internal Standards are assessed immediately after the class work is completed for that standard. The other External Standards are assessed in the NZQA administered exams at the end of the year (3 hour examination).

*Students who select this course may be placed into Level 2 Mathematics (Internal) instead at the discretion of the Head of Faculty Mathematics.

Level 2 Mathematics (Internal) is designed for students who would find it difficult to work at the speed and level of difficulty required to achieve in the Level 2 Mathematics (External) course. 

This course contains a minimal amount of algebra content; however, it does provide students with the opportunity to get Level 2 credits in a highly valued subject. It consists of 7 achievement standards worth a total of 17 credits. The majority of standards are internally assessed, with one external standard – ‘Apply probability methods’, worth 4 credits, which will be assessed externally in an end of year examination. All other standards will be assessed in class immediately on completion of the unit of work.

*Students who plan to take Level 3 Statistics or Calculus in Year 13 should not take this course.

*Students who select this course may be placed into Level 2 Mathematics (External) instead at the discretion of the Head of Faculty Mathematics.

This course is composed of internal and external Music Achievement Standards. Students will pursue performance, song writing, composition and research. Formal tuition on a chosen instrument is required throughout the year.  Students must be at grade 4 performance level or above to be successful in the course.  They should have been learning their chosen instrument for at least 3 years. There are 24 core credits in this course in composition, solo performance, group performance, music research and the external standard in music theory. There is also an opportunity to achieve extra 3 credits for performing on a second musical instrument that is at the same level as the first instrument.
End of course assessment criteria:
•Performance is assessed at four year’s formal tuition.
•Song writing and composition is assessed at three years in classroom Music (Years 10 to 12).
Year 12 Music pathway:
•Provides opportunity for developing music skills including performance and music writing
•Is a significant phase of music education through the NCEA journey,
•Provides a deeper understanding and appreciation of music for life beyond school and into the community, and
•Prepares students for prerequisites into further and tertiary education.

Students will participate in a range of outdoor pursuits including; 3-day overnight tramp, mountain biking, Rock Climbing, High and Low rope courses, Canyoning and a Caving expedition through the Lost World. They will learn safety management procedures and skills associated with the planning, implementing and evaluating of these activities. Students considering this course should have an interest in outdoor pursuits. Students selecting this course should expect to miss approximately 6 days out of school.

Outdoor Education offers highly useful skills in real contexts. Skills which are both practical and also easily transferable into any workplace.

These skills, such as decision making, planning, risk management, team work, organisation, time management, communication, perseverance and resilience, just to name a few, are all learnt and practiced under pressure, often outside of their comfort zones, in real time, practical situations, much like todays work environments, making them invaluable to all students regardless of their career pathway.

This course also allows students to become more aware of how much they are really capable of by consistently working of the edge of or outside their comfort zones in order to complete challenges they may have initially thought they were not capable of. This allows for huge growth in self-confidence, self-worth and resilience.  It aims to grow a connection with the outdoors and our role as kaitiaki (guardians) of the environment, to ensure it remains pristine for future generations to enjoy.

Year 12 Photography is an introduction to the art of using light. Students will learn to use the manual components of a DSLR camera, and edit images, considering their after effects. They will learn to analyse established photography practitioners and use them to inform the technical, formal and conceptual ideas that are important when considering the making of a photograph. There is an analytical written component to this course. This course will prepare students for Year 13 Photography.

Physics – Year 12 (NCEA Level 2)

Physics is the study of the physical world around us — from the motion of objects and the forces acting on them, to the nature of gravity, electricity, and magnetism. It helps us understand how the universe works and underpins many areas of modern science and technology.

Physics is vital for anyone interested in careers in Engineering (Mechanical, Civil, Electrical, Chemical, or Structural), Architecture, Aviation, and the physical sciences. It is also a valuable subject for students pursuing pathways in Health Science, particularly those considering Medicine, Physiotherapy, or first-year Health Science at university. Physics is especially important for careers in Radiation Therapy, Optometry, Neurology, Nuclear Medicine, and Medical Imaging.

Course Description:

• Experimental Methods – Develop skills in measurement, data analysis, and scientific investigation of physical systems.
• Mechanics – Explore the principles of motion, forces, energy, and momentum, and apply them to real-world contexts.
• Electricity and Electromagnetism – Investigate the behaviour of electrical circuits, and understand electric and magnetic fields and their interactions.
• Waves – Examine the properties of waves, including light and sound, and how they behave in different media.
• Atomic Physics – Study atomic models, ionising radiation, and nuclear reactions such as fission and fusion, and explore their applications in energy and medicine.

Students will take part in a wide range of physical activities designed to keep them active and healthy with a view to promote ongoing wellbeing through movement after they have left school.  Students may get a chance to perform a physical activity against the National Standards. 

Level 2 Religious Education
The focus in Year 12 is assisting students to widen their horizons in regards to their personal journey of faith as well as understanding different religious traditions in the world.
Students study a theme in the bible, how the Catholic church responds to social justice needs in our society and they also compare two world religions in their approach to a significant question for humanity.

This course offers 18 NCEA credits.

Year 12 Science is an Achievement Standards, based on Level 7 of the Science Curriculum document.   This Course encourages students to relate what they have learnt in class to the world they live in, supporting report and writing skills.  Applying content knowledge from research skills, relating this to Biology, Physics and Earth & Space Science, provides students with a wide range of experiences in senior sciences and to the world around them.  Completing this course will allow students to select Year 13 Senior Sciences the following year.  This is an internally assessed course, providing students with a range of opportunities within the different branches of science.

Consideration will be given to students interested in enrolling on this Year 13 Senior Sciences university entrance approved course by a follow-up discussion or interview with the Teacher in Charge Mrs Fairweather and HOF Mrs Hay. 

To support your developing knowledge of Science, there will be a cost of $30 for enrolling in Education Perfect.

This course is designed for those with an interest in sport provision but who struggle with the academic nature of the Advanced Physical Education classes. It has a high practical component. The course is made up of both Unit and Achievement Standards.  Students will learn how to break skills into their key components for the purpose of coaching, apply basic functional anatomy while designing a weight programme and how to improve their communication skills so their teams can perform better.  Students will also participate in five activities while demonstrating 'social responsibility'.  Sporting contexts include; Touch Rugby, Ultimate frisbee, Volleyball, and Basketball.

Tēnā koe tauira mā, nau mai hoki mai ki te Kura o Hato Hoani. Ko te whakaaro tuatahi, ka riro ngā mihi, ngā roimata i runga i a rātou kua hūhua ki te pō, pō nui, te pō roa, te pō e kore e oti atu. Hēoi anō e ngā hunga wairua, kati. Koia rā e ngā hunga kitea, tātou mā e kawea nei i te ia o ngā tūpuna, tīhei mauri ora.

After students have successfully completed Te Reo Māori at Level 1, students will have developed a strong foundation to advance their study of Te Reo Māori at NCEA Level 2.

This course allows tauira to expand their understanding and fluency, exploring more complex language contexts and deeper cultural concepts. Tauira will be assessed throughout the year, further strengthening their listening, reading, writing, and speaking skills in Te Reo Māori.

Like most Level 2 courses, Te Reo Māori offers a total of 6 Achievement Standards. 4 of these standards are assessed internally (22) there is an option to gain further Achievement Standards through external examination. 

Although Level 1 Te Reo Māori is recommended prior to selecting this course, entry may also be granted at the discretion of the TIC of Te Reo Māori.

Course content includes learning to:

• Whakarongo (Listening): Understand spoken te reo Māori from a variety of speakers, including formal speeches, interviews, discussions, and media.
• Kōrero (Speaking): Speak fluently and spontaneously, express and justify opinions, debate issues, tell stories, and adapt language for different audiences.
• Pānui (Reading): Read and interpret authentic Māori texts such as articles, speeches, poetry, whakataukī, historical accounts, and literature.
• Tuhituhi (Writing): Write well-structured texts for different purposes, including persuasive writing, reports, speeches, essays, letters, and creative writing.
• Tikanga and Ao Māori: Demonstrate a deeper understanding of Māori values, perspectives, language features, and how language reflects culture and identity.

These are covered through classroom teaching, guest speakers, field trips, and mahi kāinga. The most important resource needed is an open mind and a commitment to growing your reo.

Kia kaha Tāne Mā.

Once students have completed two years of the JC/Gateway transition programme - gaining a variety of Core Skills and Industry related NCEA credits - and having also completed a 10 week work placement, students should now be ready to move onto industry related tertiary study, an apprenticeship or full-time employment.

The Level 2 Job Creation Course consists of 5 compulsory subjects; English, Maths, Religious Education, Physical Education & Health and Gateway. Students choose an additional 2 options.

English
The focus is on the development of careers and work related literacy skills within an English context. Students will sit Unit Standards that focus on a variety of skills in reading, writing, speaking and listening.

Mathematics
The 12JC mathematics course provides students with the opportunity to get Level 2 credits in a highly valued subject. All standards are internally assessed.

Gateway & Lifeskills
Students will gain a variety of Core Skills and Industry related credits. A compulsory part of the course is a work experience placement (1 day per week for 10 weeks). By the end of the course students should be ready to move onto industry related tertiary study, an apprenticeship of full-time employment

Accounting gives students the tools to make sound financial decisions in a constantly changing business environment. By learning to prepare, analyse, and communicate financial information, students develop strong financial literacy and understand how modern organisations remain accountable to their stakeholders.

In addition to being a vital foundation for university commerce degrees, accounting expertise is valued in virtually every career path and industry.

Course Content Focus:

• Critical evaluation of financial and non-financial information for partnerships and companies
• Strategic management decision-making based on practical business scenarios
• Analysis of real New Zealand company annual reports to provide formal investment advice
• Advanced financial record processing and report preparation

This course of study follows on from the Advanced Physical Education courses offered at Levels 1 and 2, using and examining in greater depth the skills acquired previously. There is a strong emphasis on students critically examining topics. Advanced Physical Education is an academic subject and students will need good literacy skills and an ability to critically evaluate.

In term 1 students will then run a Sports Tournament for our Year 9 classes at the end of Term 1.  They will be looking at Leadership strategies and critically evaluating their effectiveness.

In term 2, students will be involved in a performance improvement programme based around a physical activity.  Students will also assessed for the Practical Assessment for 3.4.  

In term 3, students will participate in a series of physical activities from throughout their lifespan and critically evaluate the significance of these physical activities on their Hauora. They will investigate the importance of participation in physical activity as they get older. 

Course Overview

Level 3 Agribusiness is an interdisciplinary course designed to prepare students for leadership and tertiary pathways in New Zealand’s food, fibre, and primary production sectors. The course bridges science, technology, economics, and environmental stewardship (kaitiakitanga).

Students investigate how modern primary production businesses innovate along the value chain, navigate financial decision-making, manage environmental and market risks, and future-proof their operations in a changing global market.

What You Will Learn

• Value Chain Innovation: Analyze how agri-businesses transform raw agricultural products into high-value consumer goods that meet global market demands.
• Capital Expenditure & Finance: Evaluate financing options (e.g., equity, debt financing, venture capital) for major capital investments such as automated technology, land expansion, or processing facilities.
• Future-Proofing & Strategic Planning: Assess strategies used by primary sector businesses to mitigate impacts from climate change, biosecurity threats, regulatory shifts, and economic volatility.
• Strategic Marketing: Develop comprehensive marketing strategies for innovative primary sector products targetting specific export or domestic niches.

Level 3 Art Design
Painting, Design, Printmaking and Photography are offered as separate Level 3 subjects. Students are advised to select no more than two of these subjects. Methodical study during the year focusing on generating ideas, analysing and regenerating ideas, will lead to an in-depth exploration and extension into the making of original artworks. Students are expected to be able to work independently and with guidance from teaching staff.

Level 3 Art Painting
Painting, Design, Printmaking and Photography are offered as separate Level 3 subjects. Students are advised to select no more than two of these subjects. Methodical study during the year focusing on generating ideas, analysing and regenerating ideas, will lead to an in-depth exploration and extension into the making of original artworks. Students are expected to be able to work independently and with guidance from teaching staff.

Biology is the Science of Life and is a useful subject for many career pathways such as medicine, dentistry, veterinary science, health and physical education, horticulture, agriculture, farming, teaching and in the food industry. It is also a subject of general interest for many people, in areas such as conservation, wildlife, stem cell research, genetic engineering and general health & well-being.

The 13 Biology course consists of the study of evolution and speciation, human evolution, a biological investigation based around animal behaviour, research resulting in forming an opinion on a socio-scientific issue and how homeostasis is maintained in animals.

This is an internally assessed practical skills based workshop course using Building, Construction and Allied Trades Skills Standards.

 Students have the flexibility to choose their projects according to their interests and circumstances. A level 3 project is one undertaken in a workshop environment under limited supervision using a broad range of tools, equipment, machinery and materials involving a range of processes.

Students will need to apply safe workplace practices, document details and parameters for their project and produce a level 3 appropriate project.
There are no exams associated with this course.

Why Study NCEA Level Three Chemistry?

NCEA Level Three Chemistry is designed for students who have a genuine passion for understanding the intricate world at the molecular level. Building upon the strong foundations laid in Level Two, this course delves into more advanced theories and complex applications, preparing students for tertiary education and a wide range of scientific careers.

Studying Level Three Chemistry will deepen students' appreciation for how chemical principles work. Students will refine sophisticated analytical, critical thinking, and problem-solving skills, learning to approach complex scientific challenges with rigour and creativity. This course is not just about memorising facts; it's about developing a profound conceptual understanding and the ability to apply that knowledge to novel situations, making it an invaluable asset for any future scientific or technical pursuit.

What to Expect from the Course

NCEA Level Three Chemistry is a demanding yet immensely rewarding subject that requires a high level of commitment and intellectual curiosity. It significantly extends the concepts from Level Two, introducing new areas of study and requiring a more independent approach to learning.

Key Expectations:

• Advanced Concepts and Abstraction: Be prepared to engage with highly abstract and theoretical concepts, such as advanced equilibrium, organic reaction mechanisms, and spectroscopy. The course demands a strong ability to visualise and manipulate ideas at a molecular level.
• Increased Independence and Self-Directed Learning: While guidance will always be provided, success at this level requires students to take greater ownership of their learning. This includes proactive revision, independent research, and seeking out additional practice problems.
• Rigorous Mathematical Application: The quantitative aspects of chemistry become more pronounced at Level Three. Students will apply advanced mathematical concepts, including logarithms (for pH and equilibrium calculations), stoichiometry with greater complexity, and the manipulation of more intricate formulas. A very strong understanding of Level Two Mathematics is essential, and concurrent study of Level Three Mathematics is highly recommended.
• Sophisticated Literacy Skills: Students will be expected to articulate complex chemical ideas with precision and clarity, both orally and in written form. This includes interpreting advanced scientific literature, designing experiments, analysing data critically, and constructing well-reasoned arguments.
• In-depth Practical Investigations: Practical work will be more sophisticated, requiring meticulous technique, accurate data collection, and detailed analysis. Students will develop advanced laboratory skills and a deeper understanding of experimental design and error analysis. Safety protocols remain paramount.

Preparation for Tertiary Study: This course is specifically designed to bridge the gap between secondary school and university-level chemistry. It will equip students with the foundational knowledge, problem-solving strategies, and study habits necessary to succeed in science, engineering, and health science programmes.

The emphasis of this course is on the individual solution of product and system design problems covering such areas as Architectural and Environmental, Engineering and Technology, Media and Technical Illustrations.
There are no exams associated with this subject. All work for NCEA is either internally assessed (teacher) or externally moderated.

Year 13 Digital Technology

In Year 13, the emphasis in digital technology is on programming. Through programming, students will enhance their problem-solving skills, project management abilities, critical thinking, and interpersonal skills—all key competencies required by the New Zealand curriculum. Additionally, some students may have the opportunity to undertake COMP 101, a first-year paper from Waikato University.

Students will be working with text-based programming languages such as Python and JavaScript. They will develop a working prototype, using project management tools to ensure the project is delivered on time and meets its intended purpose. Students will create a program to solve a given problem, and a comprehensive portfolio of their work will be developed during Terms 2 and 3.

Databases

Using MySQL or SQLite, students will create a relational database that can be accessed through a website using PHP. This will help them understand the practical applications of databases and how they interact with web technologies.

Integrated Project

Students have the option to undertake a large practical project that incorporates programming, databases, and web development using Python, Flask, and SQL. This project will be created and completed by the end of Term 3. Alternatively, students can choose to undertake three standalone assessments, focusing individually on programming, databases, and web development.

Creative choices

Students that prefer the creative side of Digital Technology can do a project based on the software of their choice. Previously this has included animation, 3D modelling, video production and magazine design. This is undertaken in an independent fashion and is best suited to those who are well-organised and have the motivation to do a lot of individual learning.

External Exam

For the external exam, students will delve into a specific area of computer science, which will be determined by NZQA later in the year. This exam will test their understanding and application of advanced computer science concepts.

By the end of the year, students will have a solid foundation in programming, database management, and web development, preparing them for further studies or a career in digital technologies.

Level 3 Drama

The Level Three course is composed of both external and internal Drama Achievement Standards. Some Drama Standards contribute towards Level 2 UE Literacy.

Drama is a mode of learning that challenges students to make meaning of their world. The aims of the course are to provide pathways into the performing arts and provide knowledge and skills that are transferable to a variety of artistic, social, and work-related contexts.

Why Choose Level 3 Economics?

Economics is about understanding how people, businesses, and governments make decisions – and how those decisions shape the world. It looks at production, consumption, and exchange, and explores questions like:

• How do businesses decide what to produce?
• How does government policy affect inflation, employment, and growth?
• What happens when markets fail?

This subject gives you the tools to make sense of major issues like unemployment, inflation, trade, budget deficits, and government spending – real challenges that affect our everyday lives.

Skills You Will Gain

Studying Economics at Level 3 helps you develop highly valued skills, including:
✅ Analytical thinking – Understand complex economic problems.
✅ Critical evaluation – Compare solutions and assess trade-offs.
✅ Decision-making skills – Learn to interpret data and predict outcomes.
✅ Research and communication – Present ideas clearly and persuasively.

These are the same skills needed in business, finance, law, public policy, and leadership roles.

What Will I Learn in Level 3?

Level 3 Economics is designed to prepare you for university-level study. You’ll explore:

1. Behaviour of Firms – How businesses compete and maximise profit.
2. Allocative Efficiency & Market Responses – What happens when conditions change?
3. Government Intervention in Markets – Why and how governments regulate markets.
4. Aggregate Economic Activity – The big picture: growth, inflation, and employment.

You’ll also apply theory to real-world examples, making your learning relevant and practical.

Why Take This Subject?

Economics opens doors to exciting careers in:
✔ Business and Management
✔ Banking and Finance
✔ Government and Policy
✔ International Trade
✔ Law and Consulting

If you want to understand how the world really works – and make an impact on it – Economics is the subject for you.

The world is increasingly "electronic", as fast-evolving technology and its application continue to remodel our future society. Imagine what it will be like in 10 years! “Science citizen” will play an active role in modern society, so you must be prepared for it. The Year 13 Electronics course provides more advanced learning for electronic systems, the product manufacturing process, BASIC programming, and circuit concepts and measurements for electronics. The course offers a combination of five Unit Standards, which include both theoretical and practical learning targets. All standards are internally assessed.  The wide range of learning targets allows the students to develop an understanding of the basic electronics theory and projects. Students who are equipped with a strong work ethic and keen to pursue Electronics or Mechatronics Engineering as a career pathway will enjoy the projects, which reinforce the theory in Electronics. The topics covered will prepare the students for learning Electronics at a tertiary level and enhance their learning in science and technology.

Engineers are crucial because they apply scientific knowledge to develop efficient solutions to real-world problems, contributing towards societal development. Additionally, they design and construct infrastructure, advance technology, and implement strategies for sustainable and economic growth.

The students will work to gain three Level 3 Unit Standards. Engineering Practice, Drawing and design and Engineering Practice.

The students will compile a number of surface development drawings, fabricate a set project which includes an element of machining.

English at level 3 is an academic course that helps hone students’ analytical, thinking and communication skills. It is the keystone subject underpinning all tertiary study and communication in the professional workplace. In our interconnected world, effective communication has never been more valuable across a variety of platforms. English at this level not only approaches literary theory and analysis, but also helps students to become adept at understanding and expressing complex ideas so they can become effective communicators.

The course teaches two externally assessed standards. Achievement Standard 3.3 is not shown in the standards below to reflect an accurate course credit count.

This course is designed to strengthen students’ communication and analytical skills across a variety of written and visual forms, including an oral presentation. The skills taught and developed in this course will serve students in the workplace and in tertiary study. Students should note that this course is academically rigorous. Students may opt to sit the unfamiliar text (Achievement Standard 3.3) external examination papers at the end of the year.

Level 3 English Language
This course aims to improve the listening, speaking, reading and writing skills of students whose first language is not English. It DOES NOT include NCEA Level 3 assessments. English Language will help you lift the standard of your English in the hope that you will be better able to cope with your other subjects.  This supports EAL students to achieve the Common Assessment Actiivities for Literacy and Numeracy for NCEA. 

Level 3 Geography: Navigating Complex Futures

Level 3 Geography is about step-up analysis, looking beyond the basics to tackle complex, real-world issues happening right in our backyard. How do we protect eroding coastlines from rising seas? How does a world-famous tourist hub balance economic growth with social challenges like housing and homelessness?

This course equips you with advanced spatial analysis skills, real-world data collection experience, and the geographic tools used by urban planners, environmental consultants, and policy analysts globally.

Key Focus Areas & Field Trips

Term 1: Dynamic Coastlines: Port Waikato Erosion

• The Challenge: Port Waikato's coastline is rapidly shifting, directly threatening local infrastructure, homes, and ecosystems.
• Hands-on Research: A one-day fieldwork trip to Port Waikato to collect physical data on coastal processes, wave action, and dune erosion.
• What You’ll Do: Analyze the causes, community impacts, and potential engineering or environmental solutions for this vulnerable coastline.

Term 2and 3: Tourism, Social Issues & Perspectives: Rotorua Case Study

• The Challenge: Rotorua is a powerhouse for cultural and eco-tourism, but rapid growth and economic shifts have created complex social friction, including housing pressures and homelessness.
• The 2-Day Field Trip: Head to Rotorua for an immersive 2-day investigation into how major tourism operators run, while gathering firsthand insight into local urban issues.
• GIS Application: Use ArcGIS software to map social data, evaluate differing community perspectives, and design actionable, spatial solutions for homelessness and urban management.
• Exam Prep: Your Rotorua fieldwork directly fuels both your internal assessments and your external exam preparation for Cultural Process (Tourism Development).

Why Take Level 3 Geography?

• Professional Tech Stack: Advanced proficiency in ArcGIS, a highly sought-after skill in university degrees like Environmental Science, Urban Planning, GIS Analysis, and Commerce.
• Real Field Experience: Two distinct field trips (1-day coastal study + 2-day Rotorua trip) that bring classroom theory directly to life.
• Critical Thinking: Learn to analyze multi-million dollar economic decisions alongside complex social and environmental trade-offs.

To get a closer look at the learning, research, and fieldwork happening in Level 3 Geography, follow us on Instagram: @sjcgeography.

Level 3 Geography (Internal Focus)

Level 3 Internal Geography explores the dynamic interactions between people and the environment through physical, human, and environmental lenses.

This University Entrance (UE) approved course is tailored for students who thrive in internal assessments and benefit from extended timeframes to complete their work. While primarily internally assessed, students still have the opportunity to sit a skills-based external examination at the end of the year to achieve a Subject Endorsement.

Term 1: Coastal Processes & Field Research

• Focus: Investigate coastal erosion processes at Port Waikato and analyze their impacts on both the natural and built environments.
• Field Trip: A one-day research trip to Port Waikato to gather primary data and conduct hands-on field research for assessment.

Terms 2 & 3: Event Planning, Social Issues & GIS Mapping

• Field Trip: A two-day trip to Rotorua combining field studies with local tourist activities.
• Key Topics:
  • Event Planning: Examine the planning, logistics, and management behind large-scale events like Crankworx, featuring a guest speaker from the event's organizing team.
  • Geographic Issues & ArcGIS: Study homelessness as a contentious, complex issue tied to Rotorua’s tourism-driven economy.
  • Digital Skills: Learn to use ArcGIS, industry-standard digital mapping software, to map, analyze, and propose potential solutions to the homelessness issue in Rotorua.

Assessment & Course Pathway

Please Note: Course placements are reviewed to ensure student success. If the Teacher in Charge (TiC) feels the standard External Geography course better suits a student's academic goals, a discussion will be held with the student regarding a course transfer.

To see more of what we do in Level 3 Geography, follow us on Instagram: @sjcgeography

This course is designed for students wanting to go to university and will be useful in whichever subjects at university students may be interested in. It has a lot of literacy reading and writing credits and so is a viable choice for those looking for alternative literacy credits.

The skills developed include, critical source interpretation, persuasive argument and evaluation. Critical source interpretation involves interpreting a range of sources, what are they saying? How useful is the source and how reliable or useful is it? This develops your ability to understand the world as it is rather than how others say it is. Persuasive argument. This is the ability to convince others with well articulated ideas explained well and backed up with comprehensive evidence. Evaluation. History also gives you the skills to analyse perspectives and ideas to evaluate their comparative validity and usefulness, which has a number of real-world applications. Student feedback has helped choose and develop topics the boys enjoy, such as the invasion of the Waikato. The biggest battles in New Zealand took place in our backyard and we regularly visit the Waikato University Library (with whom we have developed a great relationship with over the years) and actually go to the battle sites to investigate.

This is a Unit Standard (open-book assessment) style course that continues on from the NCEA Level 2 Horticulture programme. It is a mix of predominantly theory work in the classroom and some practical work in the horticulture gardens.  The course is designed for those students considering a trade or Wintec course in Arboriculture, forestry, production and amenity (landscaping) horticulture.  Major topics covered include; Plant pest, weed and disease control  –  identify a range of plant pests, diseases, and disorders based on their symptoms prevention and control methods and precautions for their use. ; Plant Husbandry - plant cultivation and propagation, protection and maintenance of plant health, plant processes and plant life cycles; Soil Media – Properties that make up soil and their effect on plant growth. Soil improvement and conditioning.

Level 3 Mathematics is designed for students who are in Year 12 Mathematics Internal and wish to take Mathematics at Year 13. It is a University Approved subject. It has one External standard, the rest are all Internal. There is a reasonable step up in difficulty from 12MATI so students should have passed most of the Internal standards in 12MATI and must pass the Year 12 Probability External in order to do this course

Mathematics with Calculus centres on further development of calculus and its application. This is a highly academic and challenging course which is only appropriate for students who have already enjoyed success in 11MATE and 12MATE.

Mathematics with Statistics centres on the further development of statistics, with supporting material in algebra, computational mathematics and simple ideas of modelling. The emphasis is on practical and numerical work.

This course is composed of internal Music Achievement Standards. There are 18 core credits in research, music theory and either composition and/or performance. An additional 24 credits can be gained in group performance, second instrument performance and song writting.
The entry criteria are based on a student’s Year 12 Music results and teacher recommendations. Four years formal tuition on an instrument places students well to start Music at Year 13. Formal tuition on a chosen instrument is required throughout the year.
End of course assessment criteria:
•Performance is assessed at four years formal tuition.
•Music writing is assessed at four years in classroom Music (Years 10 to 13).
Year 13 Music pathway:
•Provides opportunity for developing music skills including performance and music writing,
•Is a significant phase of music education through the NCEA journey,
•Provides a deeper understanding and appreciation of music for life beyond school and into the community, and
•Prepares students for prerequisites into further and tertiary education.

Outdoor Education offers highly useful skills in real contexts. Skills which are both practical and also easily transferable into any workplace.

These skills, such as decision making, planning, risk management, team work, organisation, time management, communication, perseverance and resilience, just to name a few, are all learnt and practiced under pressure, often outside of their comfort zones, in real time, practical situations, much like todays work environments, making them invaluable to all students regardless of their career pathway.

This course also allows students to become more aware of how much they are really capable of by consistently working on the edge of or outside their comfort zones in order to complete challenges they may have initially thought they were not capable of. This allows for huge growth in self-confidence, self-worth and resilience.  It aims to grow a connection with the outdoors and our role as kaitiaki (guardians) of the environment, to ensure it remains pristine for future generations to enjoy.

 13OED has a strong practical component. Students will complete a two-night survival exercise, complete the Tongariro Crossing, learn single rope technique within the context of caving, go canyoning in the Sleeping Gods (Atua tu moe) canyon, learn about weather patterns and undertake a rock-climbing trip.  Students will also have the opportunity to meet and listen to outdoor education providers and learn about career pathways within the industry. 

This internally assessed course uses a combination of NCEA Level Three Generic and Industry Related Unit Standards.  We have a set programme for the first part of the year and then develop each student's assessments as appropriate to their preferred future career for the remainder of the time. Whilst these credits are not university approved, they do contribute to NCEA Level Three, and help develop students' knowledge of work roles and responsibilities, as well as the skills required in the workplace.

Level 3 Photography
Painting, Design and Photography are offered as separate Level 3 subjects. Students are advised to select no more than two of these subjects. Methodical study during the year focusing on generating ideas, analysing and regenerating ideas, will lead to an in-depth exploration and extension into the making of original artworks. Students are expected to be able to work independently and with guidance from teaching staff.

Physics is the study of the fundamental principles that govern the universe — from the motion of objects and forces acting on them to the behaviour of light, electricity, and matter at both macroscopic and microscopic levels. Building on concepts from Level 2, this course deepens students’ understanding of physical systems and prepares them for tertiary study and future careers in science, engineering, and health-related fields.

Physics is essential for students intending to pursue Engineering (Mechanical, Civil, Electrical, Chemical, or Structural), Architecture, Aviation, or the Physical Sciences. It is also highly recommended for those entering Health Science programmes, especially students aiming for Medicine, Physiotherapy, Radiation Therapy, Medical Imaging, Optometry, Neurology, or Nuclear Medicine.

Course Description:

• Experimental Methods – Develop accuracy in measurement, analyse data, and evaluate the reliability of physical investigations.
• Mechanical Systems – Study linear and rotational motion, energy conservation, momentum, and simple harmonic motion.
• Electrical Systems – Explore DC circuits, capacitors, electromagnetic induction, and AC power systems.
• Wave Systems – Investigate standing waves, diffraction, interference patterns, and the Doppler Effect.
• Atomic, Nuclear, and Quantum Physics – Examine the nature of light and matter, including the photoelectric effect, atomic structure, nuclear decay, and the principles of special relativity.

Students may also choose to sit the Physics Scholarship examination. Scholarship Physics challenges students to apply advanced conceptual understanding and problem-solving skills beyond the standard curriculum. Your teacher will provide guidance and support if you choose to take on this opportunity.

Level 3 Religious Education
The focus in Year 13 is understanding what it means to enter the world after College as a young Marist man. 

The topics covered include analysing a religious tradition in New Zealand, how the Catholic church responds to ethical issues in society and finally how religious and secular thinkers answer the Ultimate Questions of life.

Year 13 Senior Sciences is a Achievement Standard course and is also University Entrance Course.  It provides students a wide range of Science based skills, knowledge and understanding which relate to environmental and social issues.  With a variety of achievement standards on offer, this course supports students in developing their understanding of the issues affecting the world around them.  Aspects of astronomy and problem solving are a large part of this course.  Learning opportunities can be used in pursuing further education such as offered at university.  This is an internally assessed course, which provides students with a range of opportunities within the different branches of science: Earth and Space Science, Biology, Physics and Senior Sciences.  

To support your developing knowledge of Science, there will be an approximate cost of $30 for enrolling in Education Perfect.

This is a practical unit standard based course designed to give students coaching skills and the knowledge to provide sporting opportunities for others within our community. It provides an alternative to the academic Sport Science course. This course is for those who want to look after the physical health and well being of themselves and others. 

After students have successfully completed Te Reo Māori at Year 12, students would be confident in their speaking and writing of Te Reo Māori at NCEA level 2. 

This course allows students to further progress on from their understanding of Te Reo Māori through contexts which students are familiar with. Students will be assessed throughout the year which will enhance the students listening, reading, writing and speaking skills in Te Reo Māori. 

This course of Te Reo Māori offers six Achievement Standards. Four of these standards are assessed internally (21) there is an option to gain further Achievement Standards through externals.

You must have completed Year 12 Te Reo Maaori to advance to this course. 

Course content includes:

• Whakarongo (Listening): Understand spoken te reo Māori from a variety of speakers, including formal speeches, interviews, discussions, and media.
• Kōrero (Speaking): Speak fluently and spontaneously, express and justify opinions, debate issues, tell stories, and adapt language for different audiences.
• Pānui (Reading): Read and interpret authentic Māori texts such as articles, speeches, poetry, whakataukī, historical accounts, and literature.
• Tuhituhi (Writing): Write well-structured texts for different purposes, including persuasive writing, reports, speeches, essays, letters, and creative writing.
• Tikanga and Ao Māori: Demonstrate a deeper understanding of Māori values, perspectives, language features, and how language reflects culture and identity.

These are covered through classroom teaching, guest speakers, field trips and mahi kainga.  The most important resource needed is an open mind.

Kia kaha taane maa.