Our Year 8 Chinese course is for students new to learning a language. Through interactive lessons, games, and cultural activities, students develop confidence in speaking, listening, reading, and writing. They learn everyday, high frequency vocabulary and simple sentence structures for communication, while also exploring Chinese culture, and traditions. This course lays a strong foundation for further language learning in Year 9 and beyond.

Learning in Year 8 English is based on the whakataukī: "Ka puāwai te koru, ka puāwai te tangata." As the koru opens, so too does the person. 

Learning is carefully linked to Phase 3 of the New Zealand Curriuclum and involves reading, writing and oral language. 

In oral language learning, students will learn to communicate, express themselves, and interact effectively. Possible oral language contexts include:

• Debating
• Persuasive speeches
• Structured class discussions

Reading focuses on teaching students to decode, make meaning from, and think critically about texts. It develops students’ understanding of how to read fluently, comprehend a range of texts with attention to audience, purpose, and form, and engage with ideas and perspectives. Possible reading contexts include:

• Use of the online Reading Plus programme
• Reading strategies
• Independent reading programme
• Biographical texts
• Persuasive texts 
• Class novel study 

Writing focuses on teaching students to write for a variety of purposes, using the codes, conventions, and structures that enable others to understand what they have written. It develops students’ proficiency in transcription skills, composition, and writing processes. Possible writing contexts include:

• Short biographical text
• Persuasive essay
• Analytical report on a studied text
• Narrative story
• Literacy skills

Our Year 8 French course is for students new to learning a language. Through interactive lessons, games, and cultural activities, students develop confidence in speaking, listening, reading, and writing in French. They learn everyday, high frequency vocabulary and simple sentence structures for communication, while also exploring French culture, traditions, and life in the Francophone world. This course lays a strong foundation for further language learning in Year 9 and beyond.

Students will also have the opportunity to work with our French assistant to develop speaking skills and learn about francophone culture.

Our Year 8 Japanese course is for students new to learning a language. Through interactive lessons, games, and cultural activities, students develop confidence in speaking, listening, reading, and writing. They learn everyday, high frequency vocabulary and simple sentence structures for communication, while also exploring Japanese culture, and traditions. This course lays a strong foundation for further language learning in Year 9 and beyond.

This course provides targeted support in reading and writing to students who need it. The program focuses on foundational skills essential for academic success across all subjects. Its aim is to build students' confidence and competence in literacy, ensuring they are well-equipped to meet demands of secondary school. 

Where appropriate, students will be selected to take this course in place of a second language. Students who wish to take this course can also select it instead of a language.  

Note: This course will supplement English curriculum learning.

This course seeks to enable students to:

• Develop a belief in the value of mathematics and its usefulness
• Encourage a continuing and creative interest in the subject
• Develop the skills, concepts, understanding and attitudes to deal confidently with the mathematics of everyday life
• Develop a variety of approaches to solving problems involving mathematics, and to develop the ability to reason logically
• Achieve the mathematical and statistical literacy needed in a society which is technologically orientated and information rich
• Gain the mathematical tools, skills, understanding, and attitudes required in future careers
• Provide a foundation for continuing studies where mathematical concepts are central
• Develop mathematical talent

Topics studied include numeric reasoning, algebra, measurement, geometry, and statistics.

This is a full-year course. Students will be streamed depending on results form Year 7.

Our Year 8 Spanish course is for students new to learning a language. Through interactive lessons, games, and cultural activities, students develop confidence in speaking, listening, reading, and writing. They learn everyday, high frequency vocabulary and simple sentence structures for communication, while also exploring hispanic culture, and traditions. This course lays a strong foundation for further language learning in Year 9 and beyond.

Students will also have the opportunity to work with our Spanish language assistant to practise speaking and learn about hispanic culture.

Our Year 8 Te Reo Maaori course is for students new to learning a language. Through interactive lessons, games, and cultural activities, students develop confidence in speaking, listening, reading, and writing. They learn everyday, high frequency vocabulary and simple sentence structures for communication, while also exploring Maaori culture, and traditions. This course lays a strong foundation for further language learning in Year 9 and beyond.

This course provides students with two opportunities to explore and grow their creativity in visual art building upon skills and experiences in the Year 7 courses. New fields in visual art will be introduced including extension of drawing skills, printmaking, photographic collage and digital construction.

In the visual art  - fine art course students will extend and build their basic art skills in drawing. They will learn to draw for the development of a lino print and extend with collage and mixed media. Learning will include an introduction to artist models, skills in planning through drawing, critical reflection and decision making. There will be a focus on working with printmaking processes, experimenting, creating, and refining their skills in the print room to create a series of lino relief prints

In the visual art - media and digital course students will explore photography and design through the theme of time and place. In photography they will create artwork influenced by the photographic joiners of David Hockney exploring homelife and family. Images will be made both inside and outside the classroom with final imagery resolved and constructed in class. This will develop students’ understanding of conventions and experimental composition. In design students will explore digital construction techniques through cultural patterns and typography. Students will select and work with words or terms linked to their unique cultural identity to create and resolve their digital artwork.

In both courses students will enjoy artistic exploration, develop and appreciation for the arts in society and develop their ability to create and interpret art. Students will be supported to make intentional creative choices bringing imagination, and purpose to their artistic processes.

Year 9 Agriculture and Horticulture is full for 2026.  You may select this course as a backup only.

This course gives students the opportunity to gain an insight into the food and fibre industries within New Zealand. This course builds a foundation for further studies in agricultural and horticultural science and agribusiness in future years. 

Students will be actively involved in learning a variety of agriculture and horticulture concepts during this course. The school's agriculture and horticultural farm facilities (Owl Farm, vineyard, beehives, lavender rows, pine tree plantation and vegetable gardens) will be used extensively to support students' learning. 

Examples of units covered in this course include: 

• Growing plants from seeds
• Principles of beekeeping
• Understanding the importance of primary industries to the New Zealand economy 
• Livestock management

This is a half-year course and takes up 1 option line.

Students will develop skills and practical knowledge in a range of two-dimensional and three-dimensional mediums. They will investigate the purpose of objects and images, both past and present, exploring how meaning and ideas are communicated by artists. This course will introduce new processes and procedures, and grow art skills and prior knowledge, in drawing, painting, printmaking, sculpture, design and photography. 

Generation, development, and refinement of ideas will be encouraged from each student’s personal cultural context. This will include taking risks, and seeking options, understanding there is more than one creative solution. Students will be encouraged to explore multiple perspectives to see, interpret and communicate ideas, relating to their experiences in the world.

Students will grow their appreciation for the joy of creativity and value their own and others’ artworks. This course will inspire, challenge, and encourage students to move outside of their comfort zone to collaborate, communicate, create, and achieve personal growth in both visual art and a wider learning context.

The programme offers an introduction to the main communicative skills of listening, speaking, reading and writing, integrated with cultural knowledge. Students will be able to understand and construct simple phrases using Chinese characters. They will have an understanding of the cultural practices of the Chinese world. This course is for novice learners with little or no prior knowledge of Chinese language.

Course overview

The topics to be studied are:

• Greetings
• Family and home
• Hobbies and sports
• Food and drink
• Weather and seasons
• Customs, festivals, and cultural events

This course has two aims. The first is to produce entrepreneurial students who have a knowledge and understanding of what being enterprising is about. The development of the essential skills of self-confidence that will allow students to take an active and responsible role in their community and the New Zealand economy is a priority.  The second aim is to introduce students to essential financial literacy skills that are relevant to their age and skill level which will help them make sound financial decisions as their interaction with money begins to grow.

This course focuses on experiential learning which will involve the students in the planning and execution of their own enterprising projects as well as individual and group research on financial literacy topics. Essential 21st-century skills, such as communication, critical and creative thinking and collaboration, are developed alongside practical skills such as research, effective use of digital technology and presentations.

The enterprise aspect of the course first looks at New Zealand and global entrepreneurs. Students will learn to identify the key characteristics of these enterprising people and begin to ask the question: Can I be an entrepreneur? This initial learning culminates in a market day when students will present and sell their value-added products to the wider school community. 

Year 9 commerce also gives students a valuable opportunities to identify and learn about key financial literacy skills. Through Money Time, a computer-based financial literacy resource, and other parts of the course students will learn about the following financial literacy topics:

• Goal setting
• Money and banking
• Spending and impulse buying
• Debt, credit and credit cards
• Savings and investing
• Income and tax
• Budgeting
• Rights and responsibilities of consumers
• New Zealand's economy and trading partners

Students taking this course need to be fully prepared to work cooperatively with their peers.

This course is an excellent opportunity for students to engage with the world of dance. We welcome students of all dance skill levels where they will be introduced to performance, dance creation, and reflective activities. Students will develop their dance proficiencies by being exposed to various genres of dance, as well as gaining experience through practical activities. Students will have the opportunity to perform at annual school events such as the Aspire dance showcase. 

Throughout the course, students will:

• Develop interpersonal skills and social competencies
• Establish fundamental knowledge and skills in dance creation
• Gain an understanding of a variety of dance styles and genres
• Develop foundational dance technique and expression  

This course introduces students to communicating design ideas and information using design thinking and design visualisation skills. Students focus on learning the basics of design sketching in 2-dimensons and 3-dimensions, understanding basic instrumental drawings as well as computer-aided 3-dimensional modelling using SketchUp. 

Students develop effective presentation skills utilising design principles, and are expected to show effective use and organisation of equipment and materials.  The course will cover these skills in a spatial design project. They will have a focus on generating ideas, understanding the development of ideas, digital design production, and spatial floor planning and visualisation. 

Digital design and project management involves students following a brief to develop a digital media outcome. Students will also learn the difference between raster and vector graphics along with their use cases and how to apply design techniques effectively.

Computational thinking involves students exploring algorithmic logic through programming creating a final coding project involving programming fundamentals, extending into more advanced techniques such as arrays and recursion. Web development will be explored through HTML, CSS and Javascript coding languages to make purpose built web interfaces for a range of uses. The development process will also be used to document and refine the final products as they are made. Computational thinking involves hardware and networks will involve students learning the different components of a computer both taking apart and building a physical machine. Students will also investigate and learn about networks and how information is sent through the internet.

Course specific software: Inkscape, Processing, Visual Studio Code.

This course is an exciting opportunity for students to explore their creativity, imagination and develop essential skills through the art of theatre. Through this course, students will receive a comprehensive introduction to the skills and processes involved in creating and participating in theatre. They will build a strong foundation in ensemble, stage composition, and character work. 

Students will learn to read and use various types of scripts to develop a role for performance, culminating in the planning and devising of their own group performances where they will showcase their understanding of drama techniques, elements, and conventions. Students who take this course will gain a better understanding of the importance of theatre in society and develop lifelong skills that they can apply beyond the classroom. Students intending to take this course must be prepared to participate actively and positively. 

At St Peter's, we encourage our students to become involved in the cultural and performing arts scene, and this course provides a fantastic opportunity for them to do so. We believe that drama is an essential part of a well-rounded education and look forward to seeing our students thrive in this exciting course.

The course is designed for students to:

• Develop skills of voice, body, movement, devising, the performance of role, and technical craft
• Develop basic skills and terminology of drama
• Develop important life skills, such as communication, decision-making, self-discipline, and teamwork
• Build confidence through the drama process
• Participate in theatre activities with confidence
• Undertake improvisational scene work based on the principles of drama
• Critique their own, and other students' work, with appropriate terminology
• Analyse viewed performance with critical awareness

Learning in Year 9 English is based on the whakataukī: "Mā te kimi ka kite. Mā te kite ka mōhio. Mā te mōhio ka mārama." - Seek and discover. Discover and know. Know and become enlightened. 

Units of work are divided into text studies and language studies. Learning is carefully linked to Phase 4 of the New Zealand Curriuclum and involves textual and critical analysis, crafting texts, and oral communication. 

Text studies focus on teaching students to expand their knowledge of a broader range of literary text forms. Students’ understanding of textual features, literary techniques, and the impact of historical, cultural, and social contexts on texts is also developed. Possible text studies include:

• Short written text study
• Short visual text study
• Poetry study
• Independent reading

Language studies focus on teaching students how to craft written, visual, and oral texts for a variety of purposes and audiences. Possible language studies include:

• Oral presentation - TED talks
• Creative writing
• Literacy skills

This exciting and innovative course involves the basics of the design process and exploring new technological equipment while making quality garments and items.  Students are introduced to the basics of sewing through a range of practical projects. Students will gain confidence using the sewing machine and overlocker correctly to construct textile items and garments. Three projects will be completed.

Students will:

• Learn the design process, working through a brief to create a final product
• Learn important techniques to ensure accuracy and independence on the sewing machine and overlocker
• Use functional modelling to test different techniques and processes
• Create products that encourage problem-solving and forward-thinking
• Learn key stages and the important resources needed
• Use planning overviews to guide the completion of the outcome

An exciting, hands-on introduction to food technology and nutrition, building creative and transferable skills in the kitchen.

Students will:

• Develop foundational cooking skills and food preparation techniques
• Learn to select and prepare food safely for themselves and others
• Explore basic nutrition and healthy eating patterns
• Gain an introduction to the technological design process
• Build positive attitudes toward food and wellbeing

Students maintain a digital culinary portfolio throughout the year, documenting their practical work and learning.

This is a course for motivated students who want to improve and extend their knowledge and understanding of netball to develop their own performance, and to identify different pathways and opportunities within the sport.  An understanding of exercise physiology principles with an application of knowledge within their sport. 

Students will:

• Develop the fundamental skills of football through a games-based approach
• Be involved in a positive, dynamic, and engaging experience to hopefully develop a lifelong involvement in football
• Grow their understanding of the principles of attack and defence 
• Learn how to prepare themselves physically through structured strength and conditioning sessions and programming, introductory physiology and biomechanics utilising our inspiring physical spaces
• Develop mental Skills: SMART goal setting, visualization, and mindset training to build resilience, confidence, sports psychology, and focus to empower relationships, lead themselves and others
• Learn and apply skills and knowledge related to performance to improve and maximise their performance (nutrition, injury management, recovery, leadership, umpiring and coaching) and thrive in a well-balanced approach

This course allows students to develop the foundations of French language, explore elements of francophone culture and build confidence in understanding and using French. The course will enable students to interact in familiar contexts in French, using comprehensible language and to understand simple spoken and written French on familiar topics. Students will also learn about cultural aspects of the French speaking world.

This course is for students at novice level, who have no or limited exposure to French language. The emphasis is on using language to communicate, and using storytelling to build a system of French language. This course develops students' foundational structures and vocabulary using mixed media as a base for learning, including; short films, stories, books, songs and films across a range of topics including the Tour de France and La Course Camarguaise.

Students will also work with our French language assistant to develop their speaking skills and learn about French culture.

This is a course for motivated students who want to improve their knowledge and understanding of hockey to develop and extend their own performance and to identify different pathways and opportunities within the sport. An understanding of exercise physiology principles with an application of knowledge within their sport. 

Students will:

• Develop the fundamental skills of hockey through a games-based approach
• Be involved in a positive, dynamic, and engaging experience to hopefully develop a lifelong involvement in hockey  
• Grow their understanding of the principles of attack and defence 
• Learn how to prepare themselves physically through structured strength and conditioning sessions and programming, introductory physiology and biomechanics utilising our inspiring physical spaces
• Develop mental skills: SMART goal setting, visualization, and mindset training to build resilience, confidence, sports psychology, and focus to empower relationships, lead themselves and others
• Learn and apply skills and knowledge related to performance to improve and maximise their performance (nutrition, injury management, recovery, leadership, umpiring and coaching) and thrive in a well-balanced approach

This course is for students who are striving to enhance their knowledge of human performance across a number of sporting contexts.  Students will work individually and collaboratively, applying the knowledge to their own sporting codes. There will be a mixture of theoretical and practical elements in order to best contextualise the learning opportunities.  

It aims to provide students with a well-rounded course including;

• Functional movement
• Training methods and principles
• Sport psychology
• Introductory physiology
• Sports nutrition
• Sports psychology
• Performance tracking
• Leadership
• Critical thinking
• Future careers in sport science

By the end of the course students should be able to introduce themselves in Japanese and hold simple conversations about their interests and activities. They will also be able to read and write the first of the three writing systems: hiragana. Students will also learn approximately 20 kanji characters.

This is a course for students with no prior knowledge of Japanese language. As a beginner level course, it has a strong emphasis on the acquisition of the Japanese alphabet hiragana and being able to read and write using this alphabet. This requires students to commit to regular practice to allow for success.

The topics to be studied are:

• Introductions and greetings
• Personal information
• Numbers
• Residence and nationality
• School life
• The classroom
• Daily routine
• Places and activities
• Transport and leisure

All of these topics are taught using the communicative approach in which the focus lies in using the language of real, everyday situations.

This course provides targeted support in reading and writing to students who need it. The program focuses on foundational skills essential for academic success across all subjects. Its aim is to build students' confidence and competence in literacy, ensuring they are well-equipped to meet demands of secondary school. 

Where appropriate, students will be selected to take this course as one of their options subjects.  You may also indicate your interest in taking the course by selecting this subject.

Note: This course will supplement English curriculum learning.

This course seeks to enable students to:

• Develop a belief in the value of mathematics and its usefulness
• Encourage a continuing and creative interest in the subject
• Develop the skills, concepts, understanding and attitudes to deal confidently with the mathematics of everyday life
• Develop a variety of approaches to solving problems involving mathematics, and to develop the ability to reason logically
• Achieve the mathematical and statistical literacy needed in a society which is technologically orientated and information rich
• Gain the mathematical tools, skills, understanding, and attitudes required in future careers
• Provide a foundation for continuing studies where mathematical concepts are central
• Develop mathematical talent

Topics studied include numeric reasoning, algebra, measurement, geometry, and statistics.

This is a full-year course and takes up 2 option lines. Students will be streamed based on Year 8 results.

This is a comprehensive course that focuses on building skills through performance, listening, and practical activities. Throughout this course, students will be exposed to a wide range of musical styles and genres, from current popular music to classics from years gone by. They will have numerous opportunities to develop their practical knowledge and confidence in their chosen instrument through group and solo performance activities.

At the same time, students will also learn about the exciting world of music technology and how it can be used to arrange, compose, and record music within our top-of-the-line recording studio space. In addition, the course will help students to advance their theory and listening skills, providing a strong foundation for further study. Through songwriting and composition, students will develop their creativity and musical expression, setting them up for a lifetime of musical exploration and enjoyment.

But perhaps most importantly, this course fosters an atmosphere of collaborative learning and exploration. By studying music together, students will develop valuable teamwork and communication skills that will benefit them in all areas of life. It could very well be the start of a lifelong passion.

This course provides students the opportunity to engage in this exciting world combining the skills of theatre, dance, and music. Students will explore the stage from the perspective of the performer, taking on ensemble roles and finding areas of strength through a highly practical focus. The course will provide the background for students to discover and develop their capabilities through this experience. Students will learn about the audition process, have the opportunity to interact with industry professionals and use this knowledge to seek out further opportunities for themselves.

Course Objectives:

• Engaging in ensemble work through collaborative approaches
• Development of singing, movement and acting techniques
• Examining role and developing practical characterisation skills
• Building confidence and self-esteem within a positive and supportive environment
• Connecting to context and applying this practically in all three disciplines.
• Investigating an overview of the history of musical theatre as a theatre form.

Students intending to take this course must be prepared to positively participate. They will also have the opportunity to engage in the wider performing arts scene offered at St Peter’s.

This is a half-year course and takes up 1 option line.

This is a course for motivated students who want to improve their knowledge and understanding of netball to develop their own performance and to identify different pathways and opportunities within the sport.  An understanding of exercise physiology principles with an application of knowledge within their sport. 

Students will:

• Develop the fundamental skills of netball through a games-based approach
• Be involved in a positive, dynamic, and engaging experience to hopefully develop a lifelong involvement in netball
• Grow their understanding of the principles of attack and defence 
• Learn how to prepare themselves physically through structured strength and conditioning sessions and programming, introductory physiology and biomechanics utilising our inspiring physical spaces
• Develop mental skills: SMART goal setting, visualization, and mindset training to build resilience, confidence, sports psychology, and focus to empower relationships, lead themselves and others
• Learn and apply skills and knowledge related to performance to improve and maximise their performance (nutrition, injury management, recovery, leadership, umpiring and coaching) and thrive in a well-balanced approach

Our aims for this course are to promote student participation in a variety of practical and theory aspects. The programme works to develop interpersonal skills and an enjoyment for physical activity as well as provide relevant life skills.

Topics covered:

• Social responsibility
• Adventure based learning
• Parkour
• Orienteering
• Puberty
• Emotional intelligence
• Hauora - wellbeing
• Healthy relationships
• Conflict resolution
• Water safety

This course teaches the foundations of technology, problem solving, perseverance, time management and everyday measurements and calculations.  Students will be introduced to technological knowledge through the design process; equipping them with the skills to problem solve and meet the needs of a design brief through critical thinking, planning and manufacturing. Students will gain confidence in technological practice when working with a range of tools and machines and learn how to apply these in a practical environment.

 After completing this course, students will be able to:

• Apply basic design skills to practical outcomes and gain confidence in the workshop
• Use elements of CAD/CAM (computer aided design/ computer aided manufacture)
• Experiment and use materials and processes effectively in a given situation
• Mark, measure, and cut accurate and precise components by reading and understanding professional working drawings by the nature of technology

The Year 9 Religious Education course invites students to explore the life and teaching of Jesus, engage deeply with the four Gospels, and discover the meaning of the Kingdom of God. Students will examine the historical context and biblical account of Jesus’ ministry, compare how each Gospel writer presents their story of Jesus' life, and study key parables that reveal Jesus’ vision for the world. Students will finish the year by exploring what it means for Christians to live as people of God’s Kingdom today, focusing on themes such as justice, mercy, compassion, and reconciliation.

Throughout the year, students will deepen their understanding of Scripture, grow in their knowledge of Jesus and His teaching, and see how Christian faith shapes the way people live out love, justice, and compassion.

This is a course for motivated students who want to improve their knowledge, understanding and skills as a rugby player to develop their own performance and to identify different pathways and opportunities within the sport.  An understanding of exercise physiology principles and biomechanics with an application of knowledge within their sport. 

Students will:

• Develop the fundamental skills of rugby through a games-based approach
• Be involved in a positive, dynamic, and engaging experience to hopefully develop a lifelong involvement in rugby
• Grow their understanding of the principles of attack and defence 
• Learn how to prepare themselves physically through structured strength and conditioning sessions and programming, introductory physiology and biomechanics, utilising our inspiring physical spaces
• Learn and apply skills and knowledge related to performance to improve and maximise their performance (nutrition, sports psychology, injury management, recovery, leadership, rules, and coaching) and thrive in a well-balanced approach
• Develop in line with NZR pillars of player development: physical, technical, tactical, mental, and holistic.

In year 9 science, students build the knowledge and skills needed to understand, explain and investigate the physical and biological world. Students learn to use evidence, models, data and scientific vocabulary to explain patterns and processes in matter, forces, Earth systems, living organisms and ecosystems. The course builds towards more abstract scientific thinking and prepares students for year 10 science and future senior science pathways

Students learn about elements, molecules, compounds, the periodic table, chemical reactions, forces, motion, pressure in fluids, Earth’s spheres, genetics, transport systems in plants and humans, and ecosystems. They develop practical skills by observing chemical reactions, using word equations, measuring forces, interpreting motion graphs, modelling Earth systems, graphing variation in traits, investigating transport systems, and collecting ecological data

By the end of year 9 science, students will be able to:

• Identify elements, molecules, compounds, pure substances and mixtures
• Use chemical symbols and formulas to describe common substances
• Use the periodic table to classify elements and predict patterns in reactivity
• Describe evidence that a chemical reaction has taken place
• Use word equations to represent simple chemical reactions
• Explain motion using forces, Newton’s laws, free body diagrams and motion graphs
• Investigate how pressure changes in air and water
• Use models to explain how the atmosphere, hydrosphere, lithosphere and biosphere interact
• Describe how DNA, genes, chromosomes, proteins and the environment influence traits
• Investigate transport systems in plants and humans
• Explain diffusion, osmosis and active transport
• Use food webs, nutrient cycles and field data to explain ecosystem interactions
• Interpret ecological data to identify patterns and draw conclusions

Year 9 science helps students become more confident scientific thinkers. Students learn how to ask questions, test ideas, analyse evidence and explain real-world situations using scientific knowledge.

Social studies is about people — who they are, what they do, how they change, and what happens to them. The purpose is for ākonga (learners) to have the knowledge, skills and competencies to recognise their own agency and act out of concern for the well-being of whānau, hapū, iwi, and society. Students learn how they can take part in society as informed, responsible, critical, and active citizens. Social action and inquiry are integral to social studies.

Topics Studied:

• The whenua we stand on 
• Conflict 
• Government 
• Social Action

This is a full-year course and takes up 2 option lines.

The programme offers an introduction to the main communicative skills of listening, speaking, reading and writing, integrated with cultural knowledge. The course will enable students to interact in familiar contexts in Spanish, using comprehensible language and to understand simple spoken and written Spanish on familair topics. Students will also learn about cultural aspects of the Spanish speaking world.

The course is for students at novice level, who have completed the Year 8 course or those students who have no or limited exposure to Spanish language. The emphasis is on using Spanish to communicate and using storytelling to build a system of language. The course develops students' foundational structures and vocabulary using mixed media as a base for learning, including; short films, stories, books, songs and films across a range of topics.

Topics will be taught using the communicative approach where the focus lies in using language for real, everyday situations. Inter-cultural elements are woven through the course and presented as part of the language study.

This course is designed for students who have had little or no previous learning or formal study of Te Reo Maaori. The programme offers an opportunity to learn basic pronunciation, greetings, everyday words and simple sentence structures. Students develop an awareness of Maaori culture and concepts through the four skills of whakarongo (listening), kōrero (speaking), pānui (reading) and tuhituhi (writing).

The emphasis is on using language to communicate with extensive use of pair work and group activities to practice speaking skills.

Students are encouraged to participate in the St Peter’s Kapa Haka group of holistic learning of waiata (songs), waiata ā-ringa (action songs), poi (string ball dance), haka (aggressive dance) and mau rākau (defensive stick activity) to enhance the four skills of whakarongo (listening), kōrero (speaking), pānui (reading) and tuhituhi (writing).

The course includes other forms of learning through wānanga (university), noho marae (live in place to gather) local and NZ history, whakapapa, Maaori myths and legends.

This course gives students the opportunity to gain a sound knowledge of the food and fibre industries within New Zealand. This course builds a foundation for further studies in agricultural and horticultural science. Students will be actively involved in learning a variety of agriculture and horticulture concepts during this course. The course includes regular interaction with our agriculture and horticulture facilities (Owl Farm, vineyard, beehives, lavender rows, pine tree plantation, and vegetable gardens).

Students will define the importance of agriculture and horticulture to the local and national economy, and understand that agriculture and horticulture must be sustainable and profitable

Units of work include

• Animal breeds, husbandry, and welfare
• Principles of plant propagation, including growing plants from seeds and maintaining a vegetable garden
• Genetics, pests, and diseases in plants and animals
• Land use

Students will develop skills and practical knowledge in a range of two-dimensional and three-dimensional mediums. They will consider the relationship of objects and images to influences and context, both past and present.  Students will compare and contrast how meaning and ideas are communicated by artists.

This course will introduce new processes and procedures and grow art skills and prior knowledge in drawing, painting, printmaking, sculpture, design and photography. Generating, developing, and refining ideas will be encouraged from each student’s personal cultural context. This will include taking risks, and seeking options, understanding there is more than one creative solution. Students will be encouraged to explore multiple perspectives to see, interpret and communicate ideas, relating to their experiences in the world.

Students will grow their appreciation for the joy of creativity and value their own, and others’, artworks.  They will identify and develop a personal style in the context of knowledge of traditional art history, which will be introduced over the course. This course will inspire, challenge, and encourage students to move outside of their comfort zone to collaborate, communicate, create, and achieve personal growth in both visual art and a wider learning context.

The teaching of Chinese at this level is aimed at the development of the four communicative language skills: listening, speaking, reading and writing. Students will be able to understand and construct simple texts using Chinese characters. They will have an understanding of the cultural practices of the Chinese world.

This is a course for students with a basic knowledge of Chinese. The topics to be studies are:

• Describing themselves and others
• Holidays
• Clothes and colours
• Daily routine
• Travel
• Shopping
• Customs, festivals, and cultural events.

The course offers students an introduction to the key concepts of commerce including economics, accounting, enterprise, and agribusiness.

Students will be able to gain an understanding of how the economy works and the role of businesses within society. They will learn strategies to help them make informed decisions as a consumer and a producer. Throughout the course, students will be introduced to pathways for financial independence, looking at ways to earn an income and invest and save their wealth. The context taught will be based on student interest and will include agribusiness, access to our own farm or local, national and multi-national businesses.

The course provides students with practical demonstrations of the economy at work and how successful entrepreneurs have operated in this environment. There are plenty of case studies and use of ICT throughout the course. The second semester of the course is highlighted by the innovation business challenge where students will use knowledge and skills learnt through topics on economics and marketing plus resource use and sustainability to identify a current product that is in need of improvement.  This challenge asks students to pitch their unique innovation. The core attributes of critical thinking, risk-taking, and collaboration will be emphasised throughout this project, and the entire course itself. Students will also be asked to consider the relationship between public and private institutions as they seek to improve outcomes for those in need in the community. A social action will be proposed by students with the option of implementation. 

Course overview

Introduction to commerce:

• Students will understand how economic decisions impact on people, communities and nations
• Students will understand how a firm’s decisions impact resource use and profitability 

Business and enterprise:

• Students will understand how people seek and sought business growth through entrepreneurship and innovation
• Students will learn how to prepare and pitch a business innovation

Accounting and financial management:

• Students will learn to use financial and non-financial information to make informed decisions
• Students will learn key accounting statements for business financial management

Economics and social action:

• Students will understand how inequality and inequity in the community are addressed by public and private institutions
• Students will prepare a social action to help those in need in the community

Agribusiness

• Students will investigate the management of resources and how decisions impact the environment
• Students will decide on actions to improve the management of resources

This course builds on the foundational learning from the previous year and/or prior experience. The year-long program is designed to expose students to a range of dance genres and styles. Throughout the year, students will further develop their performance skills by taking part in performances such as our annual dance showcase. Performance and choreographic aspects of the course will be supported through reflection and analysis tasks. 

Students will learn to work collaboratively with their peers while simultaneously developing self-awareness and confidence. They are also exposed to a variety of dance techniques to equip and prepare them for success in this subject. Throughout the course, students will have opportunities to participate in various dance workshops with industry professionals. The course is tailored to students who enjoy learning in creative environments with a mixture of practical and theoretical tasks.

Students will learn the following:

• Choreographic tasking and movement creation for group choreography
• Choreographic devices, structures, and elements.
• Contemporary and musical theatre techniques. 
• Cultural dance forms exploration, such as Samoan Sasa
• Repertoire for performance opportunities at our annual 'Aspire Dance Showcase'.

This course develops students' visual communication skills, refining their design development, drawing and modelling skills. Students develop digital design practice alongside traditional modes using SketchUp, Fusion 360 and Adobe software, as well as engaging in discussions about design factors that will help them justify design choices as they go.

A final presentation of the year's work is produced using design principles and finishing skills. The skills will be covered across two projects, each one related to product and spatial design, and students will look into the transfer of ideas from sources of inspiration including cultural concepts, nature, and local kiwi design influences. Technical drawing skills will be taught throughout the development of the projects.

Throughout the year students will trial ideas, using digital design modelling, and may produce a physical model and prototype.

This course aims to introduce students to a range of digital media outcomes through a variety of units.

• 3D modelling - This unit involves students creating purpose-built digital models to be applied to a supplied brief. Students will also learn to follow the design process and prepare 3D models for printing.
• Game development - Students will investigate programming fundamentals through the creation of a 2D game. Students will learn the fundamentals of game development including triggers, scene changing, and user input variable manipulation.
• Robotics - Students will work collaboratively to create a robot and program the machine to perform in one of many manual or automated challenges.
• Programming - Students will learn the fundamentals of Python programming. Students will be challenged to create purpose built programs to meet a brief.

Course specific software: Blender, Visual Studio Code, Lego Mindstorm Ev3, and GDevelop.

This course offers a unique opportunity for students to explore their creativity while also developing important life skills. Students will gain a critical understanding of the art of acting and its relationship to dramatic art as a whole. They will build skills in ensemble, movement, stage composition, voice, and character work, all while developing an awareness of the historical and social contexts of theatre. Students will develop background knowledge and skills of drama to support their performance work, reflect on processes, and will look at theatre from the perspective of a designer, director, performer, and spectator.

Students will also have the opportunity to view live theatre performances, which will not only be enjoyable but will also inform their own decision-making through the purpose and experience of theatre in their lives. This course will provide your child with a unique and enriching experience that will not only benefit their education but also their personal growth and development.

The course will focus on: 

• Expanding skills in acting techniques and technical craft through collaborative formats
• Defining acting terminology and using it appropriately in class 
• Developing improvisational scene-work based on the principles of drama
• Developing awareness of the place of theatre within a historical and social context
• Critiquing their own and other students' work with appropriate terminology
• Analysing viewed performances with critical awareness
• Analyse the work of Drama theorists and theatre form styles 
• Exploring opportunities for the development of important life skills, such as communication, interpretation, and problem-solving

Learning in Year 10 English is based on the whakataukī: "E tio te tui, e ketekete te kaka, e korihi te kokako" - it takes many instruments to make a symphony. The fundamental concept students explore in this course is: "Our strength is in diversity."

Units of work are divided into text studies and language studies. Learning is carefully linked to Phase 4 of the New Zealand Curriuclum and involves textual and critical analysis, crafting texts, and oral communication. 

Text studies focus on teaching students to expand their knowledge of a broader range of literary and non-fiction text forms. It develops students’ understanding of textual features, literary techniques, and the impact of historical, cultural, and social contexts on texts. Possible text studies include:

• Novel study
• Director study
• Unfamiliar text 
• Independent reading

Language studies focus on teaching students how to craft written, visual, and oral texts for a variety of purposes and audiences. Possible language studies include:

• Fake news
• Formal writing
• Literacy skills
• Monologue and 'Night at the Museum' exhibition

Using innovative and creative learning opportunities in fashion design, students use real-life situations as a context to produce skillful and well-designed garments and items.  Through a range of different design briefs, students are given the opportunity to develop their practical skills further and gain the confidence required to work individually on practical outcomes. The design briefs given enable students to extend themselves depending on their ability, allowing students new to the course to succeed. There will be approximately three units in the year-long course, each including design work, related studies and practical work. Individual work on design briefs which include research, conceptual drawing and development, costing, evaluation, and fabric studies.

Students will:

• Develop their practical skills to improve accuracy on the sewing machine and overlocker
• Learn specific skills that incorporate specialist equipment in the classroom
• Use problem-solving skills when challenges arise to complete a product
• Follow the design process to ensure the outcome meets the brief
• Learn planning skills to improve time management and efficiency in the classroom
• Create products that incorporate individual styles and trends
• Use templates to create outfit illustrations

Building on Year 9 foundations, this course advances practical skills, deepens nutritional understanding, and introduces pathways into senior food studies.

Students will:

• Extend cooking techniques and food preparation skills
• Develop knowledge of nutrition and healthy food choices
• Explore food product development and technological practice
• Investigate industrial food practices and career pathways
• Prepare food safely and confidently for themselves and others

Students maintain a digital culinary portfolio throughout the year, documenting their practical work and learning.

This is a course for motivated students who want to improve and extend their knowledge and understanding of netball to develop their own performance, and to identify different pathways and opportunities within the sport.  An understanding of exercise physiology principles with an application of knowledge within their sport. 

Students will:

• Develop the fundamental skills of football through a games-based approach
• Be involved in a positive, dynamic, and engaging experience to hopefully develop a lifelong involvement in football
• Grow their understanding of the principles of attack and defence 
• Learn how to prepare themselves physically through structured strength and conditioning sessions and programming, introductory physiology and biomechanics utilising our inspiring physical spaces
• Develop mental Skills: SMART goal setting, visualization, and mindset training to build resilience, confidence, sports psychology, and focus to empower relationships, lead themselves and others
• Learn and apply skills and knowledge related to performance to improve and maximise their performance (nutrition, injury management, recovery, leadership, umpiring and coaching) and thrive in a well-balanced approach

This course builds on the foundational language developed in Year 9. Students develop their understanding and use of basic vocabulary and structures and increase their knowledge and awareness of aspects of French culture. The aim is to increase proficiency in reading, writing, speaking and listening to French and to build confidence and cultural awareness of the francophone world.

The courseis for students who already have some exposure to French. Students wishing to choose French in Year 10 with no prior language must request an exemption through HOF Languages.

A wide range of topics is covered including:

• Exploring Paris
• Francophone music
• Francophone culture and cuisine

Students will work with the French assistant in small groups to develop fluency and understanding of francophone culture.

This is a course for motivated students who want to improve and extend their knowledge and understanding of hockey to develop their own performance and to identify different pathways and opportunities within the sport.  An understanding of exercise physiology principles with an application of knowledge within their sport. 

Students will:

• Develop the fundamental skills of hockey through a games-based approach
• Be involved in a positive, dynamic, and engaging experience to hopefully develop a lifelong involvement in hockey  
• Grow their understanding of the principles of attack and defence 
• Learn how to prepare themselves physically through structured strength and conditioning sessions and programming, introductory physiology and biomechanics utilising our inspiring physical spaces
• Develop mental skills: SMART goal setting, visualization, and mindset training to build resilience, confidence, sports psychology, and focus to empower relationships, lead themselves and others
• Learn and apply skills and knowledge related to performance to improve and maximise their performance (nutrition, injury management, recovery, leadership, umpiring and coaching) and thrive in a well-balanced approach

This course offers students the opportunity to participate in a variety of physical contexts, demonstrating their skills. Students will develop knowledge of exercise physiology, anatomy and biomechanics, sports psychology, recovery, and rehabilitation and sports nutrition.

This course is for students who are striving to enhance their knowledge of human performance across a number of sporting contexts.  This course offers students the opportunity to participate in a variety of physical contexts, demonstrating their skills.  

It aims to provide students with a well-rounded course including; 

• Functional movement
• Training methods and principles
• Sport psychology
• Biomechanics
• Physiology
• Recovery
• Sports nutrition
• Performance tracking
• Critical thinking
• Future careers in sport science 

Students will work individually and collaboratively, applying the knowledge to their own sporting codes. There will be a mixture of theoretical and practical elements in order to best contextualise the learning opportunities. 

By the end of the course students will be able to hold simple conversations about their daily lives, activities and interests. They will also be able to read and write the second of the three writing systems: katakana. Students will also learn approximately 30 kanji characters.

The topics to be studied are:

• Family
• Working and studying
• Likes and dislikes
• Locations
• Describing animals and people
• Specific descriptions
• Weather and leisure
• Eating and drinking
• Shopping

All of these topics build on those studied in Year 9 and further extend the student’s base knowledge of the Japanese language.

This course provides targeted support in reading and writing to students who need it. The program focuses on foundational skills essential for academic success across all subjects. Its aim is to build students' confidence and competence in literacy, ensuring they are well-equipped to meet demands of secondary school. 

Where appropriate, students will be selected to take this course as one of their options subjects. You may also indicate your interest in taking the course by selecting this subject.

Note: This course will supplement English curriculum learning and preparation for the reading literacy co-requisite as appropriate. 

This course aims to develop the skills from the Year 9 core mathematics course, to prepare students for Year 11 mathematics.

This course seeks to enable students to:

• Develop a belief in the value of mathematics and its usefulness
• Encourage a continuing and creative interest in the subject
• Develop the skills, concepts, understanding and attitudes to deal confidently with the mathematics of everyday life
• Develop a variety of approaches to solving problems involving mathematics, and to develop the ability to reason logically
• Achieve the mathematical and statistical literacy needed in a society which is technologically orientated and information rich
• Gain the mathematical tools, skills, understanding, and attitudes required in future careers
• Provide a foundation for continuing studies where mathematical concepts are central
• Develop mathematical talent

Topics studied include numeric reasoning, algebra, measurement, geometry, statistics, and probability.

This course is the perfect opportunity for students to dive deeper into the world of music and take their skills to the next level. Our course provides frequent performance opportunities that challenge and inspire students to showcase their talents and collaborate with their peers in thrilling ways.

Students will explore a wide range of music, from the classics to the latest hits, and discover their unique strengths and creativity through composition and music-making. Our course also emphasises building collaborative skills and understanding the different roles within group music-making contexts, setting them up for success in their future musical endeavors.

We believe that a strong foundation in music theory is essential, which is why we offer students the chance to take an internationally recognized grade exam in music theory. We'll also teach them the basics of music technology, equipping them with the tools to better understand and capture music and performances.

Students will learn how music can impact our reactions and understanding of the world around us. This hands-on experience provides a contextual understanding of music that will deepen their appreciation for music and its place in society.

By completing this course, students will not only enhance their skills on their chosen instrument, but they'll also develop their creativity and collaboration skills, deepen their understanding of musical concepts, and gain a contextual understanding of how music has developed over time. This all sets them up for a bright future in the exciting and ever-changing world of music.

Whether your child dreams of becoming a professional musician, music producer, or just want to explore their love for music, this course provides the perfect foundation for success. 

This is a course for motivated students who want to improve and extend their knowledge and understanding of netball to develop their own performance, and to identify different pathways and opportunities within the sport.  An understanding of exercise physiology principles with an application of knowledge within their sport. 

Students will:

• Develop the fundamental skills of netball through a games-based approach
• Be involved in a positive, dynamic, and engaging experience to hopefully develop a lifelong involvement in netball 
• Grow their understanding of the principles of attack and defence 
• Learn how to prepare themselves physically through structured strength and conditioning sessions and programming, introductory physiology and biomechanics utilising our inspiring physical spaces
• Develop mental Skills: SMART goal setting, visualization, and mindset training to build resilience, confidence, sports psychology, and focus to empower relationships, lead themselves and others
• Learn and apply skills and knowledge related to performance to improve and maximise their performance (nutrition, injury management, recovery, leadership, umpiring and coaching) and thrive in a well-balanced approach

Our physical education and health program aims to expose our students to a variety of practical and theory contexts. Through these avenues our students develop interpersonal and decision-making skills.

Units covered:

• Healthy relationships and sexuality
• Communities count
• Alcohol and drugs
• Mental health
• Social media - impact on self and others
• Adventure-based learning
• Non-traditional games
• Basic biomechanics 
• Water safety day

This course builds on foundational skills learned across all areas of technology. Students will design, plan, test, and develop projects while building on the problem-solving and solutions-focused thinking needed to address real-world design briefs.

This course serves as an introduction to senior-level pathways, helping prepare students for future technology courses. 

Key Focus Areas
- Design-based learning: Each unit of learning centers around a practical design brief, supported by related studies to help understand the core fundamentals
- Advanced tools and technology: Students will gain hands-on experience with an array of workshop machines and tools, including industry-standard Computer-Aided Design (CAD) software and laser cutting technology
- Material exploration: Discover workshop manufacturing techniques using a diverse mix of mediums, including exotic timbers and modern polymers (such as Perspex, HDPE, and resin)

The skills learned here equip learners with the ability to investigate a context, trial solutions, and think like a modern designer - transferable skills highly valued in both trade and tertiary pathways.

The Year 10 Religious Education course guides students through a deeper understanding of faith, worldview, and the place of Christianity in a diverse world. Students will explore the unity and diversity of the Christian Church, investigate the beliefs of major world religions, and develop the skills for thinking about life’s biggest questions through the study of worldview. Concluding the year, students will engage in apologetics as they consider how Christians explain and defend their faith, and reflect personally on these claims.

This year helps aakonga see how Christian belief, practice, and worldview offer a meaningful and coherent way of understanding life that shapes how people see the world and live with purpose.

This is a course for motivated students who want to improve and extend their knowledge, understanding and skills as a rugby player to develop and extend their own performance and to identify different pathways and opportunities within the sport.  An understanding of exercise physiology principles with an application of knowledge within their sport. 

Students will:

• Develop the fundamental skills of rugby through a games-based approach
• Be involved in a positive, dynamic, and engaging experience to hopefully develop a lifelong involvement in rugby
• Grow their understanding of the principles of attack and defence 
• Learn how to prepare themselves physically through structured strength and conditioning sessions and programming, introductory physiology and biomechanics utilising our inspiring physical spaces
• Develop mental skills: SMART goal setting, visualization, and mindset training to build resilience, confidence, sports psychology, and focus to empower relationships, lead themselves and others
• Learn and apply skills and knowledge related to performance to improve and maximise their performance (nutrition, injury management, recovery, leadership, umpiring and coaching) and thrive in a well-balanced approach

In year 10 science, students develop the knowledge and skills needed to understand, explain and investigate the physical and biological world. Students use models, equations, data and evidence to explain increasingly complex ideas across physical science and biological science

Students learn about atomic theory, chemical reactions, energy, waves, the carbon cycle, expanding space, disease and immunity, homeostasis, hormonal control, nervous control, and environmental impacts of human activity. They develop their ability to plan investigations, interpret data, use scientific models, evaluate evidence and communicate scientific explanations clearly

By the end of year 10 science, students will be able to:

• Represent atoms using the Bohr model
• Explain how atoms bond to form ions, salts and molecules
• Write word equations and balanced chemical equations when formulas are provided
• Investigate reactions involving acids, bases, metals, carbonates, combustion and displacement
• Describe how temperature, concentration, surface area and catalysts affect reaction rate
• Use energy flow diagrams to show energy transfers and calculate efficiency
• Compare transverse and longitudinal waves, including sound and light
• Explain reflection, refraction, absorption, transmission and scattering of light
• Interpret data about the carbon cycle and the impact of human activity on climate
• Use scientific evidence to explain the expanding universe and the Big Bang theory
• Compare infectious and non-infectious diseases
• Explain how the body defends itself against pathogens
• Describe homeostasis, including temperature regulation and blood glucose control
• Explain how the nervous system coordinates responses to stimuli
• Evaluate the effects of human activity on ecosystems and biodiversity

Year 10 science prepares students for further learning in senior science subjects by helping them think scientifically, use evidence carefully, and apply knowledge to real-world contexts in Aotearoa New Zealand and beyond. 

Social studies is about people — who they are, what they do, how they change, and what happens to them. The purpose is for ākonga (learners) to have the knowledge, skills and competencies to recognise their own agency and act out of concern for the well-being of whānau, hapū, iwi, and society. Students learn how they can take part in society as informed, responsible, critical, and active citizens. Social action and inquiry are integral to social studies.

Topics Studied: 

• Migration
• The Shoah
• Extreme Natural Events 
• Environmental Justice

The programme builds on the foundational language from Year 9. Students develop their understanding and use of vocabulary and structures increase their awareness of Spanish culture. The aim is to increase proficiency in reading, writing, speaking and listening to Spanish and to build confidence and cultural awareness of the Spanish speaking world.

• Entertainment
• Personal interests
• Inti Raymi - a Peruvian tradition
• Spanish culture and cuisine

Students will work with the Spanish assistant in small groups to develop fluency and understanding of Hispanic culture.

This course is designed for students who have had some previous learning or formal study of Te Reo Maaori. The programme offers an opportunity to learn pronunciation, greetings, everyday words and simple sentence structures. Students develop an awareness of Maaori culture and concepts through the four skills of whakarongo (listening), kōrero (speaking), pānui (reading) and tuhituhi (writing). The emphasis is on using language to communicate with extensive use of pair-work and group activities to practice speaking skills.

These students are encouraged to participate in the St Peter’s kapa haka group of holistic learning of waiata (songs), waiata ā-ringa (action songs), poi (string ball dance), haka (aggressive dance) and mau rākau (defensive stick activity) to enhance the four skills of whakarongo (listening), kōrero (speaking), pānui (reading) and tuhituhi (writing).

The course includes other forms of learning through wānanga (university), noho marae (live in place to gather) local and NZ history, whakapapa, Maaori myths and legends.

This course will be more relevant to learners who want to keep pathways open upon leaving school that may require a foundation in both mathematical and statistical topics. This course is assessed entirely internally throughout the school year, with no examination. 

This course seeks to enable students to:

• Further develop their understanding of the statistical enquiry cycle
• Plan investigations in forming and answering statistical questions
• Analyse data, communicating evidence from displays to reach a statistical conclusion
• Develop skills in structuring and organising by carrying out methodology accurately
• Develop a variety of approaches to solving problems involving mathematics
• Enhance the tools, skills, understanding, and attitudes required in future careers

This course is most suitable for students who enjoy the challenge of applying algebraic and trigonometric techniques across all mathematical topics. This course seeks to enable students to:

• Think abstractly, creatively, critically, strategically and logically
• Develop a variety of approaches for problem-solving using algebraic equations, graphical modelling and trigonometric techniques
• Interpret, analyse and communicate statistical information and simulations in a society that is technologically orientated
• Enjoy the intellectual challenge that leads to further inquiry
• Enhance the mathematical tools, skills, understanding, and attitudes required in future careers

This course  is designed to equip students with essential financial skills for both personal and business contexts, preparing them for informed decision-making in the future.

Students will study: 

• Personal financial decision-making – Students apply budgeting skills to real-life scenarios such as planning a holiday, saving for university, or making major purchases. They present their research using digital tools like Google Slides or Canva.
• Business financial analysis – Through a case study, students learn to interpret financial statements, calculate key profitability, liquidity, and stability ratios, and use spreadsheets to create and analyse graphs, identifying patterns and trends.
• Processing financial information – Students record transactions, post to the general ledger, prepare trial balances, and complete bank reconciliations. They can also use excel in this processing skill.
• Preparing financial statements – Students prepare income statements, statements of financial position, and cash budgets, incorporating balance-day adjustments such as accrued expenses, depreciation, and prepayments.
• Community-focused projects – Students apply their skills to a real organisation, such as acting as a treasurer for a community group or marae, preparing financial reports, and presenting them to stakeholders.

 By completing this accounting course, students will:

• Develop practical money management skills for everyday life
• Gain analytical and problem-solving abilities useful for business and personal finance
• Learn to use accounting software and spreadsheet tools
• Build confidence in public speaking and presenting financial information
• Apply their knowledge in meaningful, real-world community projects.

 This course is intended to not only prepare students for further study in business and accounting but also gives them lifelong skills to make informed financial decisions.

The New Zealand economy relies heavily on the primary industries. Many of our country's primary products are exported. Our reputation for producing sustainable products, leading the way in low carbon footprints and awareness of conscientious consumers has meant the demand for our products often outweighs our supply. 

This course will expose students to both the advantages and disadvantages of food and fibre production to the economy, environment, and community. 

The extensive agriculture and horticulture facilities available at school (Owl Farm, vineyards, beehives, lavender rows, pine tree plantation, and vegetable gardens) are widely used to support the theory through practical experience.

This course will include the following units of work:

• Sustainable environmental management practices
• Land use - soil/climate/geographic distribution
• NZ livestock

This course is designed to provide students with a comprehensive understanding of fundamental biological concepts, encompassing genetics, cell processes, immunity and nervous and hormonal control. Students will delve into the intricacies of these concepts learning to apply this knowledge to real-world scenarios. 

The course places a strong emphasis on developing practical skills, including proficiency in biological drawing as well as the interpretation and effective communication of biological data, equipping students with the skills to analyse and present findings through written reports, presentations and visual representations. Moreover, students will engage in independent research honing their abilities in scientific methods, critical thinking and ethical considerations. Through this integrated approach, students will emerge with a solid foundation in biological knowledge and essential skills.

The aim of this course is to support the students’ passion for Biology by providing content in greater depth and breadth, helping students to be better analytical and critical thinkers, and preparing them for success at the highest level in either the IB Diploma or NCEA Level 2 Biology. This course is highly recommended for students who are considering the IB pathway.

This course aims to cultivate a strong foundation in chemical principles, covering a wide range of key topics. A particular focus will be hands-on laboratory experiences using a wide range of chemistry and laboratory equipment - students will develop practical skills in experimental design, data analysis, and scientific observation. 

The curriculum delves into the applications of chemistry, including the study of chemical reactions, stoichiometry, and the relationship between molecular structures. Environmental consciousness is fostered by considering the impact of chemical processes on the environment, instilling a sense of responsibility for sustainable practices. 

As students progress, they are prepared for advanced studies in chemistry, equipped with both theoretical knowledge and practical applications. The integration of technology and critical thinking skills is emphasised, with opportunities for independent research projects and investigations, ensuring a well-rounded preparation for assessments and future scientific endeavours.

The aim of this course is to support the students’ passion for Chemistry and prepare them for success at the highest level in either the IB Diploma or NCEA Level 2 Chemistry. This course is highly recommended for students who are considering the IB pathway.

This is a comprehensive program that introduces students to the fundamental principles that govern the physical universe. From mechanics, energy, waves, nuclear physics, electricity, and magnetism, students will delve into the core concepts that underpin the laws that govern the interactions between matter and energy.

Through a combination of theoretical exploration and hands-on experiments, students will develop a deep understanding of key physics principles. Students will apply mathematical concepts to solve contextual problems, fostering critical thinking and analytical skills.

The analytical course aims to support  students’ passion for physics by providing content in greater depth and breadth, and will ask students to discuss, analyse and think critically in each topic. The course work will also include extra skills in ICT applications for investigations, modelling, video analysis, report writing and evaluation of investigations, preparing them for success at the highest level in either the IB Diploma or NCEA Level 2 physics. This course is highly recommended for students who are considering the IB pathway. 

Through various digital art-making methods students are encouraged to creatively explore and experiment with a combination of hand and digital processes to create digital artworks. This gives students a foundational understanding of different pathways in visual arts, design, and photography.

Students will be introduced to digital art and design software: Adobe Photoshop and Procreate. They will apply these tools to manipulate and enhance digital images and create digital illustrations, poster designs and photographic works. 

Students will learn how to engage with their own and others’ artworks on their creative journey. They will reflect, consider, and share verbal and non-verbal communication within artistic contexts.

A wide range of assessments will be offered including practical projects, engaging discussions and critiques, a presentation of artworks, research, and an exhibition showcasing skills and ideas. 

Students will build a comprehensive body of artworks that demonstrate their growth and understanding and will be equipped with the skills and knowledge to continue their artistic journey with confidence.

The universe is vast. It has billions of galaxies, countless planets, and stars. Our galaxy, the Milky Way, has over a trillion other worlds but in one small corner of this vast and lonely space, lies a precious and amazing world. It contains something that, in all of our searching, we have found nowhere else: life!

If you love learning about living things and how they relate to each other, studying biology might be the right fit for you. Biology helps us to understand the living world and the ways in which the species function, evolve and interact. What is life? How did Earth get so many species? When did life on Earth begin? How is all life on Earth related? Why are humans so special? What is DNA? How does it all work? What is the biochemistry of life? 

During this course, you will study genetics in order to discover why we look the way we do, how cells function to support life, how we fight microbes in immunity and disease and finally the way that the nervous and hormonal systems control processes within the human body.

Advancements in medicine, agriculture, biotechnology, and may other areas of biology have brought improvements in the quality of life and the exciting part is that there is still so much to discover. Our technologies have meant we have only just started to understand, so join us in the biology department at St Peter's to study the science of life. 

Course objectives:

• To develop an understanding of basic biological concepts
• To develop basic problem solving and experimental skills
• To apply biological concepts to simple everyday applications
• To prepare students for the study of biology at higher levels

Business studies intends to help build an enterprising culture in New Zealand through a focus on knowledge of business theory and on applying that knowledge in a range of business contexts. This course achieves this aim by putting students through a group enterprise activity, where they plan, design and run a business in a school context. By the end of this course, students will have acquired a solid foundation in business management principles, developed innovative thinking and problem-solving skills, honed effective communication and interpersonal skills, enhanced critical thinking and decision-making abilities, fostered teamwork and collaboration skills, embraced a culture of lifelong learning, and cultivated ethical and socially responsible business practices.

Students will develop skills that allow them to:

• Apply knowledge and critical understanding to current business issues and problems
• Distinguish facts from opinions and evaluate qualitative and quantitative data to support an argument and appreciate the different perspectives
• Understand major groups and organisations within and outside business and how the main types of businesses are organised, financed, and operated
• Recognise relationships between organisations, employees, government, owners and society
• Be aware of the nature and significance of innovation and change within business activities

Chemistry plays a crucial role in our understanding of the natural and physical world and enables us to make informed decisions about various aspects of our lives. Including:

• Understanding material properties: chemistry helps us comprehend the properties of different materials, including their structure, composition, and behaviour.
• Consumer product choices: chemistry provides the foundation for evaluating consumer products. By understanding the chemical composition and potential effects of substances, we can make informed choices about the products we use.
• Resource management: chemistry contributes to the efficient management of resources. Through chemical analysis and processes, we can identify and optimize the use of materials, reduce waste generation, and develop recycling techniques.
• Pharmaceuticals and healthcare: chemistry plays a pivotal role in the development and production of pharmaceuticals.
• Environmental protection: chemistry offers tools and knowledge to protect the environment. Chemists develop substances and technologies to mitigate pollution, remediate contaminated sites, and ensure the sustainable use of resources.
• Advanced materials and energy sources: chemistry enables the development of advanced materials with unique properties.

By providing both practical and theoretical techniques, the study of chemistry fosters curiosity and a deeper understanding of the material world. It equips individuals with the knowledge and skills to address challenges, make informed decisions, and contribute to scientific advancements and societal wellbeing.

This course focuses on acids and bases, rates of reactions, chemical reactions, organic chemistry, atomic structure and bonding, thermochemistry, reduction and oxidation, as well as a thorough programme of practical laboratory skills.

This course builds on the skills acquired over Years 9 and 10. Students widen their vocabulary and extend their understanding of structures in a systematic way. The essential aim is to increase students’ competence in reading, writing, speaking and listening to Chinese and to build their confidence in using the language to communicate in everyday situations.

The topics to be studied are:

• Weekend plans
• Shopping
• School life
• Cities in China

This course provides opportunities for creative-minded students to explore both practical and theoretical elements of dance. This course provides students with skills and understanding of a range of dance styles through integrating choreography, performance, and analysis of dance. Students will utilise knowledge gained through previous dance experience to apply to a wider range of opportunities. They will explore what it means to choreograph both solo and group sequences whilst also refining their dance technique and performance. 

Throughout the course, students may engage in various workshops from external professional dance companies and partake in the annual dance camp run by industry experts. Sequences from across the year will be performed at the annual dance showcase 'Aspire'. 

 Students will:

• Develop practical knowledge of various dance genres and styles.
• Explore and use choreographic processes to create their own choreographic work.
• View, interpret, and respond to dance performances.
• Learn and use dance vocabulary to perform a variety of dance sequences.
• Perform in choreographed group work, with an emphasis on ensemble skills which they will perform at the annual 'Aspire Dance Showcase'.

Students will extend and refine both digital design, freehand and instrumental drawing skills to effectively express and resolve design outcomes in some detail. They advance their CAD skills including  SketchUp, including AutoCAD and Adobe software and further their understanding of how a range of human factors should be observed to affect the development of good design.  Students explore simple design projects, of items that are familiar to them and have been inspired from around their community, in order to lend new insight. Students will need to utilise excellent time management and commitment throughout.  

Students will cover these skills across two core project portfolios, one each related to product and spatial design which provide students plenty of opportunity for practice for formal assessment. Students explore the generation of ideas, analysing existing work to make informed choices. They make annotated judgments as they go, considering function, aesthetics, ergonomics, site mapping and planning. Students present their portfolios and final design visualisation concepts as a well resolved graphic presentation, with possible embedded virtual reality, accompanied by a selection of models.

In this course, students will work with real world stakeholders to embark on a large year long project to create a purpose build website through a collaborative design and development cycle.

Students will complete the following tasks during this project:

• Project inquiry - students will investigate a variety of ways to complete the task including user experience methodologies, stakeholder interview and existing media investigation
• Design of the digital media outcome - students will create a range of conceptual designs and through a collaborative design process refine this down to one final design
• Development and documentation - these are two separate units which run side by side. They involve creating a digital media project and documenting the testing and trialing process.
• Programming and hardware modules - students will undertake smaller modules aligned with the IB course. Modules will cover coding, hardware, and networks.

Course specific software: Visual Studio Code, Figma.

Drama encompasses fundamental life skills which enable students to explore their own and others’ cultures, and interact, support, and encourage each other through practical processes. This course offers a unique opportunity for your child to develop fundamental life skills while also exploring different cultures and interacting with their peers through practical processes. 

Students who take this course will develop their ability to explore characterisation, sustain and develop a role through a variety of performances throughout the course. In this course, students will learn about drama elements, techniques, technologies, and conventions, as well as different New Zealand playwrights, theatre types, and performance styles. They will be involved in devising their own performances, studying a theatre form or genre, and performing in a play to a live audience. Plus, they will have the opportunity to see at least one live professional theatre performance and participate in practical workshops with industry professionals when possible. 

This course will provide your child with a unique and enriching experience that will benefit their personal growth and development.

The course will enable students to:

• Develop communication skills through drama practice
• Understand the historical, social, and cultural context of their work
• Use their imagination, thoughts, and emotions to create dramatic works
• Develop critical and reflective awareness in relation to their own and others' drama
• Attain and extend a range of skills, such as communication, empathy, interpretation, analysis, decision making, research, evaluation and self-discipline
• Foster self-confidence through drama processes and performance
• Analyse the work of drama theorists and theatre form styles 
• Extend practical skills
• Engage with drama as an expression of culture

How does the producer decide on what to produce, how to produce it and who for? How do households decide on what to buy? What is the role of the government, and do they help or hinder the market?

These are questions that this course will help you answer. Are you interested in markets? Do you want to be an entrepreneur and find the next big thing? Are you concerned about sustainability and politics? Then this is the right course for you.

The aim of the course is to enable students to develop an understanding of why and how people, as individuals and groups, choose to satisfy their wants by allocating and managing scarce resources. It does this in the context of the New Zealand economy; with students examining in detail an industry / market of their choice.  In so doing, it enables students to be aware of the changing nature of the economic environment and to take an effective part in economic activity and contribute to economic well-being.

This course is an introduction to household, business and government decision-making.  It tests how consumers respond to the economic problem of scarcity through choice and demand. It also examines the process behind the operational and strategic use of resources by producers. Finally, it evaluates the market outcomes of government intervention and the consequences of these interventions on interested stakeholders.

Learning in Year 11 English is based on the whakataukī: "Mā te huruhuru ka rere te manu" - adorn the bird with feathers so it may soar. The fundamental aim of this course is to prepare students for English studies in either Level 2 NCEA or for the IB Diploma. 

In this course, students will:

• Study both written and visual texts
• Consider the audience, purpose and messages within texts
• Explore how authors use language to create meaning in texts
• Develop arguments in response to studied texts
• Hone writing skills in terms of mechanics, use of vocabulary and structure  
• Produce original fiction and non-fiction pieces of writing
• Practice oral language skills

This course is most suitable for students who have a passion for reading, writing and thinking critically. The aim of this course is to foster a love of literature, help students to achieve highly in the subject, and prepare them for success in either the IB Diploma or NCEA Level 2 English. 

In this course, students will:

• Read a variety of challenging written and visual texts 
• Explore a variety of challenging non-literary texts
• Critically analyse aspects of texts and how authors use language to create
• Compare and contrast texts
• Critically analyse how authors use language to create meaning
• Examine a text's audience, purpose and messages
• Construct writing in a variety of text types, both fiction and non-fiction
• Critically consider the audience, purpose and messages within texts
• Explore how authors use language to create meaning in texts
• Develop arguments in response to studied texts
• Hone writing skills in terms of mechanics, use of vocabulary and structure
• Produce original fiction and non-fiction pieces of writing
• Practice oral language skills

This course explores specific techniques of a selected garment. 50 samples will be collated into a portfolio to gain a deeper understanding of construction, measurement and finishings. A garment is then constructed to demonstrate understanding. Students will learn about patterns, construction order and then make adaptions to their patterns to reflect a final design of an outfit following the design process.

Students will:

• Work from a design brief
• Formulate and use weekly plans to aid the construction of a garment
• Develop specifications to meet a brief
• Review and critique plans of action
• Use testing to justify design ideas
• Gain independence with practical techniques and equipment
• Use a range of stakeholders and feedback to develop design ideas
• Develop basic pattern making skills
• Use templates to create outfit illustrations
• Gain knowledge of specific skills and specialist equipment
  
  
  

A practical, project-based course exploring food production, nutrition, and consumer science—ideal preparation for hospitality, food technology, or health-related pathways.

Students will:

• Produce a variety of baked products using complex procedures
• Explore individual nutritional needs and healthy eating
• Investigate consumer science and its impact on food systems
• Apply food safety practices and handling strategies
• Develop cooking skills and techniques for personal use and industry standards

Assessment is split evenly between practical execution, a design portfolio, and a written exam. Students maintain a digital culinary portfolio throughout the year.

This course builds on the language acquired in Years 9 and 10. Students widen their vocabulary and extend their understanding of structures. The essential aim is to increase the student's fluency in reading, writing, speaking and listening to French and to build their confidence in using the language to communicate in everyday situations.

French culture, including music, film, books and cuisine, are an integral part of their study of French language.

The topics covered in this course include:

• Festivals, traditions, and culture
• Travel and tourism
• Education
• Healthy living
• Technology

Students will work with the French assistant in one to one speaking sessions to develop fluency and understanding of francophone culture.

Have you heard of The Line, a revolutionary city being built in the heart of the Saudi desert? Or sponge cities that absorb rainwater to reduce urban flooding? These are just two exciting examples of how humans are reshaping the world around them.

Geography is the study of people, places, and the environment—and the complex relationships that connect them. It helps us explore how natural systems like rivers, mountains, and climates interact with human systems such as cities, societies, and economies.

At the heart of geography is a powerful question: "What is where, why is it there, and why does it matter?"

In this course, you’ll develop a deeper understanding of the world as the shared home of humanity. You'll learn how geographic knowledge can help us solve real-world problems, from climate change and urban planning to global inequality and natural disasters. Geography isn't just about maps—it's about making sense of the world we live in.

Course objectives include:

• Developing a greater awareness of our world, diverse environments and people
• Understanding the relationship between people and the environment
• Examining and understanding local, national, and global current geographical issues and events
• Understanding how people use and manage resources
• Developing a wide range of useful skills - from academic thinking and problem solving to practical hands-on fieldwork

Topics studied include river systems (New Zealand), population (New Zealand and Global), and natural hazards.

This course will develop students’ understanding of the factors that influence the wellbeing of individuals, groups and societies while encouraging critical thinking around their own and others’ assumptions. Students will promote an understanding of varying perspectives and the connections within society and unpack a variety of relevant health related issues. 

Students will learn about:

• Decision-making skills
• Building resiliency and mental wellness
• Enhancing personal wellbeing – goal setting
• Understanding how to adapt to change
• Interpersonal skills – conflict resolution
• Promoting positive messages around gender and sexuality
• Issues around drug and alcohol abuse

This dynamic course takes students beyond the textbooks and into the heart of some of the most fascinating historical events and psychological concepts that have shaped New Zealand and the world. Throughout the year, students will dive into epic moments in history, like pandemics that changed society, wars that defined nations, and eerie events like the Salem Witch Trials. Students will also explore what makes people tick, with exciting psychology topics like emotions and decision-making, PTSD, and the power of conformity and culture. 

 As a grand finale, you’ll bring history to life by planning and hosting a themed dinner party from your favourite decade!

 What You'll Explore:

• New Zealand at War – Delve into New Zealand's history of warfare and conflict by examining the musket wars as a significant historical event. 
• Epidemics and Pandemics – Unpack the impact of the Black Death and the Spanish Influenza.
• Cults and Control – Step into the drama of the Salem Witch Trials and examine how fear and power influence behaviour.
• Through the Decades – Explore the evolution of pop culture, music, fashion, and more across time.

In 2026, students will embark on an overnight field trip to the Bay of Islands to explore Musket Wars sites and collect primary historical evidence. Cost TBC

This course is designed to enhance understanding of the scientific and sociological basis of sport and physical education. It will provide an opportunity for personal development through knowledge and understanding of:

• Body structure and function
• Examining attitudes towards sport and recreation
• Practical experiences in physical conditioning
• Participation in physical activities
• Investigating healthy lifestyle choices
• Exploring leadership and interpersonal skills.

Students will be given the opportunity to develop and demonstrate social responsibility traits within different contexts, allowing them to become an effective functioning member of the class and wider environment. They will also be able to improve and demonstrate quality of movement in water polo, volleyball and turbo touch across the year, striving for personal excellence in their own performance. 

Through both theoretical and practical contexts, students will develop their understanding of biophysical principles and how these can be applied to physical activities in order to improve performance.

This course builds on the skills acquired over Years 9 and 10. Students widen their vocabulary and extend their understanding of structures in a systematic way. The essential aim is to increase the student's competence in reading, writing, speaking and listening to Japanese and to build their confidence in using the language to communicate in everyday situations.

The topics to be studied are:

• Schedules
• Activities      
• Directions    
• Health            
• Clothing
• Counting
• Emotions
• Intentions

Students will also learn approximately 60 kanji characters.

This English programme is designed to strengthen students’ reading, writing, and critical thinking skills while preparing them for success in senior academic pathways and in real-world communication. Across the year, students will engage with a range of texts, develop essential academic writing capabilities, and complete practical tasks that support both literacy co-requisites and broader curriculum goals.

Learning is organised into four terms, each with a clear focus. The course is designed to reflect the core goals and learning objectives of the Year 11 English programme, whilst also building on students’ fundamental literacy skills to support their learning across their subjects. Teachers provide structured scaffolding, modelled examples, and opportunities for guided practice to support all students to achieve success.

Note: This course is instead of English or English literature in Year 11.

This course is most suitable for students who enjoy the challenge of applying algebraic and trigonometric techniques across all mathematical topics. This course seeks to enable students to:

• Think abstractly, creatively, critically, strategically and logically
• Develop a variety of approaches for problem-solving using algebraic equations, graphical modelling and trigonometric techniques
• Interpret, analyse and communicate statistical information and simulations in a society that is technologically orientated
• Enjoy the intellectual challenge that leads to further inquiry
• Enhance the mathematical tools, skills, understanding, and attitudes required in future careers

Students will be selected for this course. This course of mathematics is suggested for those students who wish to continue into calculus or IB math: analysis and approaches.

In 11MAC, students develop advanced algebraic and mathematical reasoning skills to analyse relationships, patterns, and change. They work with algebraic methods such as manipulating expressions, solving equations and inequalities, and using functions and graphs to model real-world situations. Students investigate trigonometric relationships, apply geometric reasoning, and explore concepts that underpin calculus, including rates of change and the behaviour of functions. The course emphasises problem-solving, mathematical communication, logical reasoning, and the use of multiple representations—symbolic, graphical, and numerical—to interpret and solve complex mathematical problems, providing a foundation for Level 3 Calculus, IB and further study in STEM-related fields.

This course seeks to enable students to:

• Think creatively, critically, strategically and logically
• Develop skills in structuring and organising, by carrying out methodology flexibly and accurately
• Analyse and communicate statistical information in a society that is technologically orientated 
• Develop a variety of approaches to solving problems involving mathematics, and to develop the ability to reason logically
• Enhance the mathematical tools, skills, understanding, and attitudes required in future careers
• Enjoy intellectual challenge

This course is recommended for those students who wish to continue with Mathematics can do 12MAT, 12MAS or IB math: applications and interpretations.

In this course students will examine the media that surrounds them. The course begins by exploring the Aotearoa New Zealand film industry, including its history and impact. Students will then develop skills in film analysis, focusing on elements such as editing and lighting, and will create a video commentary as part of their assessment. Later in the academic year, the curriculum includes the study of media genres and culminates in a media production component. 

This course involves practical application, critical thinking, and creative work related to media, and may include print, television and media. 

This course is an exceptional opportunity for students to develop their musical abilities and explore their creativity. We place a strong emphasis on building their performance skills on their chosen instrument/s, with a focus on appropriate practice habits and enhancing their strengths. We understand that performing in front of others can be nerve-wracking, which is why we provide regular opportunities for them to perform in live contexts, building their confidence and giving them experience with the rehearsal process.

In addition to performance, we'll expose students to a broad range of music, expanding their understanding and communication of key areas and vocabulary. The course also includes compositional activities, allowing them to produce original music in their chosen style, using digital technology to record and reproduce their ideas.

At the end of the course, students will have grown both musically and personally. They'll have developed valuable skills such as teamwork, communication, and self-discipline, and they'll have gained a deep appreciation for music that will stay with them for life.

This course includes number and measurement (including linear algebra), space (including non-linear algebra skills), statistics and probability skills and exploration.

This course develops the understanding of number, measurement, space, algebra, graphs, statistics and probability and seeks to enable students to:

• Access, use, interpret, and communicate mathematical and statistical information and ideas required in numeracy
• Select an appropriate operation, representation, variable and/or method to solve mathematical problems
• Apply mathematical and statistical procedures correctly in given situations
• Describe whether methods selected and calculations used are reasonable
• Analyse and communicate statistical information in a society that is technologically orientated
• Access the mathematical tools, skills, understanding, and attitudes required in further mathematical learning opportunities, employment and participate in communities in Aotearoa.

This course is to support students with numeracy and mathematics. Students will be selected to join this course. For course selection, please select 11MAT. You will be contacted if the numeracy course is more suitable for you.

Our programme aims to enhance the wellbeing of our students through the development of physical and mental awareness. Students will participate in a variety of contexts and unpacking what the body and mind is capable of. It also looks at developing interpersonal skills during both the practical and theory aspects of the course.

The health units:

• Healthy relationships
• Hauora
• Consent
• Adapting and managing changes - resilience
• Social awareness

The physical education units:

• Summer sports
• Ki-o-rahi / Māori games
• Recreation activities
• Active participation

The study of physics leads to an understating of the nature, behavior and properties of matter and energy. This course will give students a base understanding and curiosity in the following key areas of physics:

• Mechanics
• Electricity and magnetism
• Waves
• Heat
• Nuclear physics

Students will begin to develop mathematical and problem-solving skills, in order to understand and model the physical world around them. The course will also develop literacy skills, so that students can effectively describe and explain concepts in physics.

Practical experimental skills are developed throughout the topics, culminating in practical reports developed for a range of investigations.

Course objectives:

• To develop an understanding of physics concepts
• To develop problem solving and experimental skills
• To apply concepts of physics to everyday applications
• To prepare students for the study of physics at higher levels

Think outside the box, solve real-world problems, and bring your ideas to life. This course shifts the focus from just making an object to mastering the entire creative journey. You will tackle open-ended design challenges, learning to sketch, model, test, and prototype unique solutions. Whether your final project is a polished masterpiece or a justified work-in-progress, assessment is heavily based on your design process, not just the final outcome.

What student will learn and do:
- The design journey: Master the core elements of product creation—from initial sketching and concept modelling to testing and prototyping alternative solutions
- High-tech and traditional skills: Combine traditional workshop machinery with advanced digital tools such as computer-aided design (CAD via SketchUp) and computer-aided manufacture (CAM via laser cutting and 3D printing)
- Material exploration: Work with a diverse mix of timbers, polymers, metals, and electronic circuits to build outcomes
- Showcase portfolio: Compile an impressive portfolio of work, including sketches, digital designs, and experimental prototypes

Students will explore the Christian call to service through the themes of love, justice, and mercy. Grounded in biblical teaching and historical examples, the course challenges students to consider how these values can be applied to real-world issues and their own lives. 

As a co-requisite for earning the St. Peter’s Diploma, students will keep an individual service log (minimum of 20 hours) and develop a service project proposal. This course equips and prepares students with a servant heart as they explore leadership opportunities in their senior years and grow as compassionate, empathetic individuals grounded in the Christian faith.

This course focuses on a selection of the foundation skills that are required for the Level 3 Building Construction and Allied Trades Skills Certificate (BCATS). The unit standards gained may be used as the first stage of an apprenticeship or as the basis for pre-trade courses. 

Students will need to assess the plan/working drawings and job specifications of a project to calculate a cutting list and determine the scope of work including processes, mathematical calculations, and material quantities (also hardware and fastenings). Students will need to keep a journal for documenting all this evidence (calculations, sketching details, written reflections and photos of the process of making) throughout the stage 3 project. This course consists of theory and practical learning. 

Students will make three projects: a serving tray, a side table, and a personal project. 

This course builds on the skills acquired over Years 9 and 10. Students widen their vocabulary and extend their understanding of structures through both a systematic and comprehensive/story-telling approach. The essential aim is to increase the student's competence in reading, writing, speaking, and listening to Spanish and to build their confidence in using the language to communicate in everyday situations.

The topics covered include:

• Learning about Mexico - the country, culture, history, and cuisine
• Legends - focusing on Aztec legends
• Cultural celebrations - Day of the Dead

Students will work with the Spanish assistant in small groups to develop fluency and understanding of Hispanic culture.

This course builds on the skills acquired over Years 9 and 10. Students widen their vocabulary and extend their understanding of structures in a systematic way. The essential aim is to increase competence in reading, writing, speaking and listening to Maaori, and to build their confidence in using the language to communicate in everyday situations.

The topics covered include:

• At home — I te kaainga 
• Culture and sports — Take taiohi – Kapa haka/haakinakina
• Marae gathering — Hui marae
• At school — I te kura

How did we get here? Why are we here? Is there a God? Is there such a thing as truth? How can I know right and wrong? What happens after we die? Cabbages and puppies don't think about these things, but people do. Reflecting on questions like these is part of what makes us human.

This course invites you to explore these questions and more, as you engage with faith, reason, and a wide range of worldview perspectives. You'll learn to think critically about what you believe and why, as you delve into logical reasoning, wrestle with real ethical dilemmas, examine major world religions, and reflect on big ideas about existence, knowledge, and morality.

The skills you'll build here are the ones that last a lifetime – and the ones the world increasingly needs. You'll learn to reason clearly, argue well, and spot a weak claim from a strong one. You'll learn to understand views unlike your own and to engage people of other beliefs with both conviction and grace. As more of our work becomes automated, it's the distinctly human capacities – wisdom, judgement, the ability to ask what truly matters – that grow in value. Tellingly, even AI companies are now hiring philosophers. These are exactly the qualities that mark out thoughtful leaders, and that set you up for almost any path you take – at university and beyond.

If you enjoy going deep and want to understand yourself and the world more fully, this course is the perfect fit for you. This course isn't about having all the answers – it's about learning to ask better questions, explore different perspectives, and grow in empathy and understanding. Whether you come with strong or little beliefs, lots of questions, or just a curious mind, this subject is sure to challenge and inspire you. 

This course offers students the opportunity to investigate and develop artworks reflecting their experiences, culture, interests, and personal histories. Students will experience and extend skills in a wide range of wet and dry media, broadening their knowledge of photography, printmaking, painting, sculpture, drawing and art history.  

A thorough understanding of basic art elements including composition, shading, form, mark making, colour, space, line, and balance will be developed This will grow their understanding of the links between the generation, development, and clarification of ideas as they develop a body of artworks.  

Creative imagination and critical facility will be identified and extended as students communicate meaning through the development of ideas, techniques, artworks, and extensions across media.  Students will learn how to engage with their own and others’ artworks on their creative journey. They will reflect, consider, and share verbal and non-verbal communication within artistic contexts. Students will build a comprehensive body of artworks that demonstrate their growth and understanding and will be equipped with the skills and knowledge to continue their artistic journey with confidence.

A wide range of assessments will be offered including practical projects, engaging discussions and critiques, a presentation of artworks, research, and an exhibition showcasing skills and ideas.

By selecting this option, you are indicating you wish to study NCEA Level 2 in Year 12.  For more information about NCEA and the IB Diploma, please click this link.

Course Selection Next Steps

Once you have selected this course, please select the physical education course by clicking the button below:

Level 2 - Physical Education and Health

Higher or Standard Level

In this course we delve into the fascinating world of living organisms, exploring their structures, functions, and interactions at various levels of organization. Through the study of biology, students are empowered to make sense of living systems through unifying themes. By providing opportunities for students to explore conceptual frameworks, they are better able to develop understanding and awareness of the living world around them. This is carried further through a study of interactions at different levels of biological organization, from molecules and cells to ecosystems and the biosphere.

Integral to the student experience of the biology course is the learning that takes place through scientific inquiry. With an emphasis on experimental work, teachers provide students with opportunities to ask questions, design experiments, collect and analyze data, collaborate with peers, and reflect, evaluate, and communicate their findings. Biology enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills, and techniques which can be applied across their studies and beyond.

Higher or Standard Level

Business management is an exciting and dynamic discipline that goes beyond students’ current needs - developing them into tomorrow’s global citizens, prepared for a complex and evolving business environment. The aim of the business management course is to develop the confidence, creativity and compassion students require to become effective change agents and successful business leaders and entrepreneurs.

Through the exploration of four interdisciplinary concepts: creativity, change, ethics and sustainability, this course empowers students to explore these concepts from a business perspective. Through the units of human resources, finance, marketing and operations the key concepts will enhance understanding of the complex and dynamic business world. 

Some aspects the student will cover include:

• The structure and goals of organisations such as sole traders, partnerships, companies, clubs and non-profit organisations
• The principles of delegation, power and responsibility along with theories of leadership, motivation and communication
• Analytical techniques used by businesses to make decisions, including improving profitability, producing or out-sourcing production and expanding or relocating
• Marketing strategies to produce the right product, in the right place, at the right time

The business management course is designed to meet the current and future needs of students who want to develop their knowledge of business content, concepts and tools to assist with business decision making. Future employees, business leaders, entrepreneurs or social entrepreneurs need to be confident, creative and compassionate as change agents for business in an increasingly interconnected global marketplace. This course is designed to encourage the development of these attributes.

The aims of this course are to enable students to: 

• Develop as confident, creative and compassionate business leaders, entrepreneurs, social entrepreneurs and as change agents 
• Foster an informed understanding of ethical and sustainable business practices 
• Explore the connections between individuals, businesses and society 
• Engage with decision-making as a process and a skill

Higher or Standard Level

Chemistry plays a crucial role in our understanding of the natural and physical world and enables us to make informed decisions about various aspects of our lives. Including:

• Understanding material properties: chemistry helps us comprehend the properties of different materials, including their structure, composition, and behaviour.
• Consumer product choices: chemistry provides the foundation for evaluating consumer products. By understanding the chemical composition and potential effects of substances, we can make informed choices about the products we use.
• Resource management: chemistry contributes to the efficient management of resources. Through chemical analysis and processes, we can identify and optimize the use of materials, reduce waste generation, and develop recycling techniques.
• Pharmaceuticals and healthcare: chemistry plays a pivotal role in the development and production of pharmaceuticals.
• Environmental protection: chemistry offers tools and knowledge to protect the environment. Chemists develop substances and technologies to mitigate pollution, remediate contaminated sites, and ensure the sustainable use of resources.
• Advanced materials and energy sources: chemistry enables the development of advanced materials with unique properties.
  
  

By providing both practical and theoretical techniques, the study of chemistry fosters curiosity and a deeper understanding of the material world. It equips individuals with the knowledge and skills to address challenges, make informed decisions, and contribute to scientific advancements and societal well-being. Students study aspects of medicinal chemistry, biochemistry, and complete an extended investigation – where each student researches, designs, and carries out their own experiment and practical work which is a compulsory part of the work with numerous prescribed experiments. It is a challenging and rewarding two-year course that thoroughly prepares students for tertiary study.

Higher or Standard Level

The language B course focuses on language acquisition and development in the four language skills: listening, speaking, reading and writing. In this course, students further develop their ability to communicate in Chinese through the study of language, themes and texts. In addition to developing language skills, language acquisition courses place great emphasis on fostering intercultural understanding and global engagement through the study of Chinese culture, traditions and current affairs.

There are five broad prescribed themes in this course which provide a context for language acquisition. They are:      

• Identities  
• Experiences                            
• Human ingenuity                            
• Social organisation                            
• Sharing the planet    

Higher or Standard Level

Computer science focuses on the fundamental concepts of computational thinking. A full understanding of computational thinking approaches is required as well as a knowledge of how computers and other digital devices operate. Computer science will provide a highly relevant course that is engaging, accessible, inspiring and rigorous. Students of computer science will acquire the skills required to choose a course from a wide range of disciplines in higher education.

This course covers system fundamentals, computer organisation, networks, computational thinking, problem-solving and programming. The optional section is object oriented programming.

There are two core classes that make up the IB Diploma:

Theory of Knowledge (TOK)

This is a critical thinking class that encourages students to reflect on the nature of knowledge. As part of this course, students will study how knowledge is formed, how it is used, and have a greater appreciation for its application of this in real-life situations. Students will be required to evaluate and consider how different perspectives can provide implications in the use of knowledge and develop an awareness of the role this plays in their own lives.

The TOK course revolves around six themes (knowledge and the knower, technology, politics, indigenous societies, religion and language) through the lens of five areas of knowledge (mathematics, arts, natural science, human science and history).

Creativity, Activity and Service (CAS)

An individualised extra-curricular programme that covers experiences that are creative, physically active, and service orientated. This aspect of the IB diploma promotes personal growth through experiential learning.

The student's reflections are centered around seven specific learning outcomes:

1. Strength and growth

2. Challenge and skills

3. Initiative and planning

4. Working collaboratively with others

5. Showing perseverance and commitment

6. Global engagement

7. Recognize and consider the ethics of choices and actions

Higher or Standard Level

This course is designed to offer students the opportunity to build on prior experience in dance while encouraging a broad approach to the subject. It aims to foster an appreciation of world dance through various cultures’ lenses. It provides students with the appropriate foundation for further study in dance history, theory, and practice at the university level or in other dance career pathways. 

Examining dance from familiar and unfamiliar cultures or traditions will develop their comparative-thinking skills and deepen students understanding of their own culture. Students will study a variety of world dance forms through exposure to physical practice and observation, as well as written investigation.  Both standard level and higher level students are required to compose and/or arrange dances, and to analyse the process.  

Students will also demonstrate their ability to articulate dance movements physically and to perform for an audience at our annual dance showcase Aspire and choreography evening. This course lends itself to students who have a greater appreciation for the arts and are interested in developing their appreciation of dance as global discourse. Throughout the course, students will engage in various workshops from external professional dance companies, as well as partake in the annual dance camp led by industry experts. 

Higher or Standard Level

Economics is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world.

At the heart of economic theory is the problem of scarcity. While the world’s population has unlimited needs and wants, there are limited resources to satisfy these needs and wants. As a result of this scarcity, choices have to be made. The economics course, at both SL and HL, uses economic theories to examine the ways in which these choices are made:

• At the level of producers and consumers in individual markets (microeconomics)
• At the level of the government and the national economy (macroeconomics)
• At an international level where countries are becoming increasingly interdependent through international trade and the movement of labour and capital (the global economy).

As a social science, economics examines these choices through the use of models and theories. This economics course allows students to explore these models and theories, and apply them, using empirical data, through the examination of the following six real-world issues which are posed as economic questions:

• How do consumers and producers make choices in trying to meet their economic objectives?
• When are markets unable to satisfy important economic objectives - and does government intervention help?
• Why does economic activity vary over time and why does this matter?
• How do governments manage their economy and how effective are their policies?
• Who are the winners and losers of the integration of the world’s economies?
• Why is economic development uneven?

Given the rapidly changing world, economic activity and its outcomes are constantly in flux, therefore, students are encouraged, throughout the course, to research current real-world issues. Through their own inquiry, it is expected that students will be able to appreciate both the values and limitations of economic models in explaining real-world economic behaviour and outcomes.

By focusing on the six real-world issues through the nine key concepts (scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence and intervention), students of the economics course will develop the knowledge, skills, values and attitudes that will encourage them to act responsibly as global citizens.

Higher or Standard Level

This course introduces students to the critical study of written, visual and spoken texts from a wide range of literary and non-literary text types. Students learn how to deconstruct a text for meaning and purpose, respond to both written and verbal prompts, and evaluate texts. Throughout the two-year programme, students will study a wide range of both non-literary text forms (advertisements, films, cartoons, blogs, documentaries, photography, art, speeches) and literary text types (poems, short stories, graphic novels, plays and novels). The texts taught cover different components such as readers, writers and texts, time and space, and intertextuality. Students will keep a portfolio of their reflections, thoughts and written work over the two-year course.

At standard level, students will study at least four non-literary bodies of work, and at least four literary texts over two years (including at least one text originally written in a language other than English). 

At higher level, students will study at least six non-literary bodies of work, and at least six literary texts over two years (including at least two texts originally written in a language other than English).

If you are planning on taking IB School Supported, Self-Taught Literature, you cannot take this English option and must take IB English Literature.

Higher or Standard Level

This course teaches students about the analysis of written literary texts. Students learn how to de-construct a text for meaning and purpose, respond to both written and verbal prompts, and evaluate texts. Throughout the two-year programme, students will study a range of short texts (poetry and short stories) through to extended texts (non-fiction, graphic novels, plays, and novels). Texts taught cover different components such as readers, writers and texts, time and space, and intertextuality. Students will keep a portfolio of their reflections, thoughts and written work over the two-year course.

At standard level, students will study at least seven texts over two years, including at least two texts that were originally written in a language other than English. 

At higher level, students will study at least ten texts over two years, including at least three texts that were originally written in a language other than English. 

If you are planning on taking IB School Supported, Self Taught Literature, you must take this English option.

Higher or Standard Level

Environmental systems and societies (ESS) is an interdisciplinary subject. Prepare to dive into the complex tapestry of human societies and their connection to the environment. Engage in lively class debates about the ethics of resource use, environmental justice and the power of the individual and collection action to drive positive change. ESS is hands on, relevant and real. There are field trips to various locations throughout the Waikato and to the St Peter's school farm. 

ESS is firmly grounded in both a scientific exploration of environmental systems in their structure and function, and in the exploration of cultural, economic, ethical, political and social interactions of societies with the environment. It is a course that endeavours to understand environmental issues on a hard science basis, but with a humanities application. As a result of studying this course, students will become equipped with the ability to recognise and evaluate the impact of our complex system of societies on the natural world.

This course can fulfill either the individuals and societies (group 3) or the sciences (group 4) requirement of the IB. Alternatively, this course enables students to satisfy the requirements of both subject groups simultaneously while studying one course. This means that a student can take two arts subjects, or a third language and still meet the criteria of the IB Diploma if they choose ESS. Alternatively, students may like to choose this course alongside either geography and/or biology, to allow similar concepts to be explored from alternative perspectives. 

Standard Level Only

The language ab initio course is a language acquisition course for students with no prior experience of the target language, or for those students with very limited previous experience.

Students develop the ability to communicate in French through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course.

The language ab initio syllabus is organized into five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. The language ab initio syllabus prescribes four topics for each of the five prescribed themes for a total of 20 topics that must be addressed in the language ab initio course

Higher or Standard Level                                                                      

The language B course focuses on language acquisition and development in the four language skills: listening, speaking, reading and writing. In this course, students further develop their ability to communicate in French through the study of language, themes and texts. In addition to developing language skills, language acquisition courses place great emphasis on fostering intercultural understanding and global engagement through the study of francophone culture, traditions and current affairs.

There are five broad prescribed themes in this course which provide a context for language acquisition. They are:      

• Identities  
• Experiences                            
• Human ingenuity                            
• Social organisation                            
• Sharing the planet           

Students will work with the French assistant in one to one speaking sessions to develop fluency and understanding of francophone culture.                                

Higher or Standard Level

Geography is a beneficial choice for students considering careers in, for example, the environmental and resource legal sphere, health science, tourism industries, the technology industry, social informatics, urban planning or international engagement. Geography helps students understand the interconnectedness of environments, economies and societies in the contemporary world, and engage with similarity and diversity in human development.

Topics such as population studies, climate change, oceans and coastal margins and the geography of food are studied. 

The aims of the course are to enable students to:

• Develop an understanding of the dynamic interrelationships between people, places, spaces and the environment at different scales
• Develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues, including:
  • acquiring an in-depth understanding of how geographic issues, have been shaped by powerful human and physical processes
  • synthesising diverse geographic knowledge in order to form viewpoints about how these issues could be resolved
• Understand and evaluate the need for planning and sustainable development through the management of resources at varying scales

Higher or Standard Level

This course provides students with the opportunity to study individuals and societies in a range of historical contexts through exploring political, economic, and social issues and developments. During this course, students investigate a variety of sources, some of which may be contentious. Students gain an understanding of why the work of historians differs over time and in different parts of the world. Students also reflect on the role of the historian and the role of bias in the selection and interpretation of material. 

Topics Studied:

Global War: Uncover the causes of World War on and two—was it inevitable? Who was to blame? And what could have stopped it?

The Cold War: Spies, standoffs, and superpowers. Explore how ideology, paranoia, and politics divided the world for decades.

20th Century Dictators: Investigate how Hitler, Mao, and Castro exploited economic collapse, political failure, and wounded national pride to seize power — and what their brutal regimes reveal about how dictators are made, and how they're stopped.

IB History challenges you to think independently, argue persuasively, and understand the world more deeply.

Higher or Standard Level

The language B course focuses on language acquisition and development in the four language skills: listening, speaking, reading and writing. In this course, students further develop their ability to communicate in Japanese through the study of language, themes and texts. In addition to developing language skills, language acquisition courses place great emphasis on fostering intercultural understanding and global engagement through the study of Japanese culture, traditions and current affairs.

There are five broad prescribed themes in this course which provide a context for language acquisition. They are:      

• Identities  
• Experiences                            
• Human ingenuity                            
• Social organisation                            
• Sharing the planet    

Higher or Standard Level

This two year course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof. For instance, the study of sequences and series at both higher level (HL) and standard level (SL), and proof by induction at HL.

Students who choose this subject should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalisation of these patterns. 

Students who wish to take mathematics: analysis and approaches at HL will have strong algebraic skills and the ability to understand simple proofs. The speed of learning in HL is rapid, where students are required to draw from different mathematical concepts to solve complex problems using logical thought. They will be mathematical purist students who get pleasure and satisfaction from solving challenging problems and who are diligent, organised and resilient.

Standard Level Only

This course recognises the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasises the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course also includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics.

The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures.

Students who choose this subject should enjoy seeing mathematics used in real-world contexts and to solve real-world problems.

Standard Level 

This course is for students who would like to develop their musical skills through solo performance and composition, develop their perceptual skills in response to a wide variety of music (classical, jazz etc.), and to explore the diversity of music throughout the world. Students also undertake an investigation into a musical topic of their choice focused on expanding their understanding of music in context. This course assists students in developing and refining their potential as a musician, through engagement as a researcher, creator, and performer.

Higher Level 

This course extends on the standard level course with the added component of a collaborative project that allows the student to work with others to create a specific performance or musical event. This is the showpiece of the course, allowing potential collaboration with other musicians, dancers, and engaging in a wider connection with the performing arts. 

Higher or Standard Level

IB Physics offers a thorough exploration of the fundamental principles governing the physical universe, from matter and energy to forces and motion. Through hands-on experimentation, students develop crucial scientific skills and gain a deep understanding of how these principles shape the world around us. 

By emphasizing practical investigation and critical thinking, This course equips students with the knowledge and skills needed to excel in scientific fields and beyond. Whether pursuing further studies in physics or entering diverse careers, students emerge with a solid foundation in the principles of physics and the ability to apply them effectively in various contexts, ensuring they are well-prepared for future challenges and opportunities.

The course builds a body of knowledge across all the core areas of physics including: space, time and motion, The particulate nature of matter, wave behaviour, fields, and nuclear physics. Higher Level physics allows students to study these topics in more depth.

Students will learn key concepts from these topics and use these to solve problems, explain familiar and unfamiliar contexts and make predictions. Note that •  indicates Higher Level course content only.

Experimentation is a key aspect of the course. Students will spend a minimum of 40 hours over the two-year course developing practical and ICT skills to investigate physics phenomena, culminating in an individual practical investigation.  

The physics course relies heavily on both mathematical and literacy skills to enable students to problem solve and explain physics principles. 

Higher or Standard Level 

Psychology is a rapidly growing field that many people are choosing to study when looking at future plans at the conclusion of secondary education. 

The IB Psychology course will promote psychological literacy by helping students understand psychological concepts, content, and contexts, along with associated theories. Students will develop critical thinking, evidence assessment, research skills, and the ability to apply psychology to real-world problems with fostering ethical behavior, cultural competence, and self-awareness.

The course also emphasises

• Understanding core psychological concepts and principles
• Engage in critical thinking and ethical research practices
• Applying psychological insights to personal, social, and organisational challenges
• Promote cultural competence, diversity, and self-awareness 

In the IB course, students will engage in concept-based learning, practical class activitie,s and research methodologies to explore psychology through the four key contexts:

• Health and Well-being
• Human Development 
• Human Relationships
• Learning and Cognition 

Standard Level Only

This course is designed to recognise the importance of supporting a student's study of literature in their mother tongue. This course recognises the strengths in a student's strongest language, and provides them the opportunity of being awarded a bi-lingual IB Diploma. 

Students are able to enhance and develop their enjoyment of literature in their first language through studying a wide range of texts. The students are supported by an English literature teacher to learn how to de-construct a text for meaning, purpose, respond to written and verbal prompts and evaluate texts. They then apply these skills to a range of short texts (poetry and short stories) through to extended texts (non-fiction, graphic novels, plays and novels) in their mother tongue. Students will select their own texts with the guidance of a tutor who speaks in their chosen language. They will keep a portfolio of their reflections, thoughts and written work over the two-year course.

The language specific contexts of the course are ‘self-taught’ through the support of a mother tongue tutor. The school supports students through allocating a literature teacher to help monitor student progress and teach the technical components of literature analysis that are common to all language literature A courses. The skills learnt in English Literature lessons will also be able to be applied to the mother tongue literature course. The assessments in both courses are the same.

Note: Selection of this course requires the support of an external company and tutor MIH Educational Services LTD. This incurs an extra cost, that will vary depending on the level of support and engagement students decide they would like from the tutor.

If this course is chosen, you may only take IB English literature as your English option, not IB English language and literature

Standard Level Only

The language ab initio course is a language acquisition course for students with no prior experience of Spanish, or for those students with very limited previous experience.

Students develop the ability to communicate in Spanish through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works. Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course.

The language ab initio syllabus is organized into five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. The language ab initio syllabus prescribes four topics for each of the five prescribed themes for a total of 20 topics that must be addressed in the language ab initio course

Higher or Standard Level

The language B course focuses on language acquisition and development in the four language skills: listening, speaking, reading and writing. In this course, students further develop their ability to communicate in Spanisg through the study of language, themes and texts. In addition to developing language skills, language acquisition courses place great emphasis on fostering intercultural understanding and global engagement through the study of Hispanic culture, traditions and current affairs.

There are five broad prescribed themes in this course which provide a context for language acquisition. They are:      

• Identities  
• Experiences                            
• Human ingenuity                            
• Social organisation                            
• Sharing the planet    

Students will work with the Spanish assistant in one to one speaking sessions to develop fluency and understanding of hispanic culture.

Higher or Standard Level

Sports, exercise, and health science is a human science driven by curiosity about what makes humankind flourish, both physically and mentally. Spanning multiple disciplines, it is the formal study of the impacts of physiology, biomechanics and psychology on human health and athletic performance.

Like other sciences, this course is also an experimental science that combines academic study with the acquisition of practical and investigative skills. Students undertake practical experimental investigations in both laboratory and field settings. This helps them to acquire the knowledge and understanding necessary to apply scientific principles to the critical analysis of humankind and its sporting endeavours.

The course is divided into three themes, each explored through the dual lenses of health and performance:

• Exercise physiology and nutrition of the human body
• Anatomy
• Biomechanics
• Sports psychology and motor learning

Higher or Standard Level

This course supports students in becoming creators, designers, directors, and performers. This is done through a variety of approaches and provides an emphasis to build this knowledge into practical application and performance. This allows students to navigate through coursework that best supports their direction through the selection of appropriate and relevant topics for investigation. 

Theatre arts encourages students to focus on a worldwide view of theatre and look in-depth into practitioners and theorists who have contributed to theatre throughout history. This in turn supports students in experiencing theatre through a range of different perspectives. It enables students to discover and engage with different forms of theatre across time, place, and culture and promotes international mindedness.

Higher or Standard Level

Students who choose to study in visual arts will have the opportunity to work with a variety of different art-making techniques and media, which may include painting, drawing, printmaking, sculpture, photography, design, spatial, graphic media, or textile design. 

Students will experiment with a variety of creative strategies, investigating and connecting with past and contemporary artworks, engaging in the world and other people’s diverse perspectives. Through creative practice and processes they will learn artmaking as an inquiry. 

By curating sharing and exhibiting their work students will communicate their artistic intentions. Inquiry and choice are at the heart of this course allowing students to pursue an individual artistic journey with curiosity, empathy and resilience. 

In the first year of study students will be inquiring, experimenting and understanding their creativity as they generate work for the following components examined in their second year.

SL - Art-making inquiry portfolio, connections study, and coherent body of resolved artworks.

HL - Art-making inquiry portfolio, artist project, and coherent body of resolved artworks.

This course fosters creativity, communication, critical thinking, connection and collaboration, skills essential in a variety of rapidly evolving fields and professions. Through this journey students will be empowered to engage, transform and emerge both as individuals and as members of a community, enriching any of their further pursuits. 

Due to the requirements of NZQA submission, IB visual art students are not eligible for NCEA scholarship.

The health units covered:

• Gender, sexuality, and positive sexual health 
• Healthy relationships
• Conflict resolution
• Interpersonal skills
• Consent
• Mental health
• Social media

The physical education units covered:

• Striking and fielding games
• Social responsibility
• Traditional games
• Create a game

Course Selection Next Steps

Once you have selected this course, please select an English course from below:

English Literature

English Language and Literature

This course enables students to develop an extended knowledge of the essential concepts of accounting, its purpose, its function and understanding of business organisations, and the accounting processes and systems they use. Building on Year 11 knowledge, new systems are examined, including securing cash handling, receipts and payments, accounts receivable and inventory. 

Students will continue to work through processes that produce a set of financial statements that allow for informed financial advice and business decision-making. This course includes understanding XERO, an accounting software program. Understanding these processes are a critical guide to the proper functioning of business and set the student up for the transition into Level 3 accounting or tertiary study.

The objectives of this course are for students to develop a range of written and analytical skills and tools to make real life financial decisions in a constantly changing and uncertain world. The course covers the six strands of accounting – conceptual, processing, systems, reporting, interpretation and decision making.  Accounting enhances financial capability by giving students the following knowledge, skills, and experience to:

• Manage the financial affairs of individuals, whānau and local or regional small or medium entities, including community organisations that operate accounting sub-systems, while acting with integrity
• Make use of appropriate communication tools and skills to process, report and interpret information for individuals, whānau and local or regional small or medium entities, including community organisations that operate accounting sub-systems, while acting with integrity.

Students who have successfully completed this course will have a sound understanding of the full accounting process and control systems put in place by businesses. They will have experienced skills in using current accounting software.

Agribusiness is an academic programme that will expose students to the wide range of skills required and the opportunities available in the primary sector beyond the farm gate and is designed for students who excel in science and commerce courses.

It will be taught under four strands:

• Agri-innovation
• Agri-science
• Agri-marketing
• Agri-management and finance
• Underlying themes of growing value, future-proofing, sustainability

The course will have a strong emphasis on experiential learning, gaining understanding and applying examples of industry best practice to conceptual learning within the classroom. The course also includes a focus on careers and opportunities available in the wider primary sector so industry visits and work placements within the agricultural science and business sectors will be an integral part of this course.

This course continues to build on students' knowledge of farming practices including: reproductive technologies, agricultural and horticultural concepts that challenge sustainability plus how to mitigate these challenges. Students participate in an investigation looking at the percentage of germination of seeds and continue to gain an understanding of livestock growth and development as well as studying land use in New Zealand.

Course objectives:

• To prepare students for the study of agricultural and horticultural science at higher levels
• To develop practical and problem solving skills
• To develop an interest and appreciation for agricultural and horticultural science

This course offers students the opportunity to select and develop up to three chosen themes reflecting their experiences, culture, interests and personal histories. They will consider the contexts in which art is made, viewed and valued, investigating the artworks of both New Zealand and International artists. Creative imagination, skills, techniques, and critical facility will be identified and extended.

Students will grow their knowledge of art elements including composition, shading, form, mark making, colour, space, line, and balance. They will experience and extend skills in a wide range of wet and dry drawing media linked to investigations in painting, printmaking and sculpture.

Students will build their understanding of the links between the generation, development, and clarification of ideas as they problem solve, using a systematic approach to create a sequential body of work in each given field.

Students will explore ways to communicate meaning through the development of ideas, techniques, artworks and extensions across media.  This will include critical analysis to interpret and respond to their own and others’ artworks. 

Combining digital and hand design skills to create and produce artwork, this course builds skills across multi media and processes with a focus on visual communication. Students will build core skills in advertising media and illustration.

Students will explore creativity and innovation through experimenting with digital programs: Adobe Photoshop, Adobe Illustrator, Procreate, and visual art methods for making imagery, including printmaking and sculpture from a design perspective. 

Applying the design process, students will develop a body of work that consists of professionally crafted documents for print and/or the digital world. 

With a focus on individualized learning, art design projects may include:

• Advertising: logo, masthead, ticket, business card, website, and poster design
• Graphic novel: digital art, character design, storyboard, typographic compositions, and poster design
• Graphic printmaking poster
• Sculptural product packaging design

This course will introduce students to a range of creative learning opportunities in photography. The areas explored during the course include the history of photography, exploration of analogue and digital image production processes, introduction to basic DSLR skills, introductory Adobe Lightroom, and Photoshop skills, studio lighting techniques and procedures in producing quality inkjet prints for exhibition and presentation.

This course also provides students with the opportunity to explore the photographic image from a philosophical and conceptual perspective. This is enabled through periods of research into the work of photographers and by asking questions such as:

• What has the photographer intended to communicate through this image?
• What contexts influenced the making of this image?
• How have the techniques used in the image influenced the viewers’ interpretation?

By asking these questions, students will develop their critical and conceptual thinking skills. This also develops their understanding of subject specific vocabulary, both in written and verbal communication.

The universe is vast. It has billions of galaxies, countless planets, and stars. Our galaxy, the Milky Way, has over a trillion other worlds but in one small corner of this vast and lonely space, lies a precious and amazing world. It contains something that, in all of our searching, we have found nowhere else: life!

If you love learning about living things and how they relate to each other, studying biology might be the right fit for you. Biology helps us to understand the living world and the ways in which the species function, evolve and interact. What is life? How did Earth get so many species? When did life on Earth begin? How is all life on Earth related? Why are humans so special? What is DNA? How does it all work? What is the biochemistry of life? 

Advancements in medicine, agriculture, biotechnology, and may other areas of biology have brought improvements in the quality of life and the exciting part is that there is still so much to discover. Our technologies have meant we have only just started to understand, so join us in the biology department at St Peter's to study the science of life. 

This course focuses on genetic variation and how it changes populations over time, how genes are expressed, and the cellular processes that are essential for life. Students will also continue to build on their scientific investigative skills.

Course objectives:

• To develop an understanding of biological concepts
• To develop problem solving and experimental skills
• To apply biological concepts to everyday applications
• To prepare students for the study of biology at higher levels

Business studies enables students to develop their understanding of business theory and practices in a range of contexts.  The aims of this course are for students to understand the place of business as an integral part of the local and global society and economy.  Students will be encouraged to foster an experiential, as well as a theoretical approach to learning using a range of business contexts. To achieve these aims, students will:

• Understand and appreciate the factors and organisations that influence business objectives, decisions and activities
• Develop key competencies in managing self, participating and contributing, relating to others, thinking and using language, symbols and texts in a business context
• Develop knowledge and understanding of how business is organised, financed and operated
• Develop initiative and the skills of problem-solving and decision-making
• Select relevant sources of information and apply appropriate techniques to present and interpret data effectively

The course covers the internal and external factors that influence large New Zealand organisations including human resource issues and marketing. The core element of this course is the business activity within a community context. The success of this enterprise depends on effective group communication, shared responsibility, and a commitment to achieving common goals. A group grade is assigned to the project, although lower scores can be assigned if individual contributions are not proved.

This is an academic course and students need to be motivated, organised and independent learners. Students should have a willingness to take risks and to work collaboratively with their peers. 

Chemistry plays a crucial role in our understanding of the natural and physical world and enables us to make informed decisions about various aspects of our lives. Including:

• Understanding material properties: chemistry helps us comprehend the properties of different materials, including their structure, composition, and behaviour.
• Consumer product choices: chemistry provides the foundation for evaluating consumer products. By understanding the chemical composition and potential effects of substances, we can make informed choices about the products we use.
• Resource management: chemistry contributes to the efficient management of resources. Through chemical analysis and processes, we can identify and optimize the use of materials, reduce waste generation, and develop recycling techniques.
• Pharmaceuticals and healthcare: chemistry plays a pivotal role in the development and production of pharmaceuticals.
• Environmental protection: chemistry offers tools and knowledge to protect the environment. Chemists develop substances and technologies to mitigate pollution, remediate contaminated sites, and ensure the sustainable use of resources.
• Advanced materials and energy sources: chemistry enables the development of advanced materials with unique properties.

By providing both practical and theoretical techniques, the study of chemistry fosters curiosity and a deeper understanding of the material world. It equips individuals with the knowledge and skills to address challenges, make informed decisions, and contribute to scientific advancements and societal well-being.

This course focuses on atomic structure and bonding, thermochemistry, organic chemistry, chemical reactivity, reduction and oxidation.

This course continues on from Year 11 Chinese and builds on skills previously acquired. 

The range of grammar and vocabulary increases in its complexity, allowing not only for more in-depth and sophisticated communication but also for increased learner independence.

This course is based on Levels 6 and 7 of the New Zealand Curriculum. The topics covered include:

• Part-time work
• Continuing education
• Tourism in China
• Health and lifestyle
• Life abroad

This course is a mixture of both practical and theoretical work, including an end-of-year written exam. It provides a platform for students to start to build independence in relation to their choreographic ideas. Whilst still collaborating with others, students start to extend their own ideas for choreography taking a greater role in leading and teaching others. 

This course provides students with skills and understanding of a range of dance styles through integrating choreography, performance, and analysis of dance. Students will also study contemporary dance in depth by undertaking multiple sequences that explore this style and researching pioneer choreographers within it. They will also look to build upon their knowledge of ethnic and social dance styles to broaden their understanding of world dance. Students will analyse dance and start forming personal interpretations that they can connect to their own personal lives. 

Throughout the course, students will engage in various workshops from external professional dance companies and partake in the annual dance camp run by industry experts. Sequences from across the year will be performed at the annual dance showcase Aspire.

Students will:

• Develop practical knowledge of dance with a focus on contemporary.
• Explore and use choreographic processes to choreograph group and solo works.
• Explore and understand ethnic/social dance through external professional tutors
• Work to reproduce and remount sequences for performances such as the annual 'Aspire Dance Showcase'.

Students will extend their visual communication skills by developing products and/or spaces which engage with more complex combined geometry.  They must demonstrate flexibility in their approaches to generating ideas including quick hand sketching and drawing as well as using a range of detailed and immersive digital modelling. Students should already have a basic level of understanding of these concepts so that they can focus their enquiries on human centered design factors and relationships and use these to make design choices which reflect on familiar experiences.  Students are expected to inform designs based on external inspiration, typically analysing well established as well as emerging design precedents. They should exhibit excellent time management and commitment throughout. 

All skills will be covered across a core project portfolio.  Students engage further into understanding influences on design which make their ideas innovative and fresh. To achieve highly, students are expected to engage with ongoing research making reflective judgments as they go, giving insight into their many ideas as they allow them to evolve. Students present their portfolio and final design visualisation concepts as a well resolved graphic presentation, with possible embedded virtual reality and may be accompanied by a selection of models.

During a year-long project, students will collaborate with stakeholders to create a purpose-built 3D escape room game. The project will follow a collaborative design and development cycle, and students will undertake several tasks, including project inquiry. During this phase, students will investigate various approaches, such as user experience methodologies, stakeholder interviews, and existing media investigation to complete the task. For the design phase, students will create a range of conceptual designs and refine them down to one final design through a collaborative design process. In parallel, the development and documentation phases will run side by side, involving the use of industry-standard software to create the game while documenting the testing and trialing process.

Course specific software: Visual Studio Code, Unity Hub, and Figma.

This course builds on the knowledge and skills that have been developed previously. Students will continue to hone their performance skills by developing their ability to sustain and develop a role through a variety of performances. Students will also be challenged with new theatre forms and scripts. This course also looks to foster self-esteem and self-awareness within the student. It will also continue to develop and deepen the student’s understanding and appreciation of live performance. We will aim to see at least one live professional theatre performance as part of exam preparation for this course. Students will also be involved in practical workshops with industry professionals. 

Through the course, students will:

• Develop communication skills through drama practice
• Understand and develop a working knowledge of and skills in all areas of production within a historical, social, and cultural context
• Further develop skills in close analysis of text and independence in making decisions for interpretation and performance of role
• Develop critical and reflective awareness in relation to their own, and others’, drama
• Provide further opportunities for the development of important life skills such as teamwork, communication, self-discipline, problem-solving, decision-making, research, and evaluation
• Foster self-confidence and esteem through drama performance
• Analyse the work of drama theorists and theatre form styles 
• Extend their practical skills and craft of drama
• Engage with drama as an expression of culture.

Drama encompasses fundamental life skills which enable students to explore their own, and others’, cultures and interact, support, and encourage each other through practical processes.

Economics is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world.

At the heart of economic theory is the problem of scarcity. While the world’s population has unlimited needs and wants, there are limited resources to satisfy these needs and wants. As a result of this scarcity, choices have to be made. This course looks at these on a macro scale. Students will learn the causes and effects of the big issues; inflation, international trade, growth and unemployment. These are issues that test society and government actions. The concept of political economy will be examined when students investigate which government response (monetary, fiscal or supply-side policy) is best able to respond to changes in the domestic and international economy.

As a social science, economics examines these choices through the use of models and theories. This course introduces students to the concept of the aggregate, with new models and analytical tools. Students are encouraged to use empirical data, through the examination of real-world concerns. These concerns include:

• Why does economic activity vary over time and why does this matter?
• How do the objectives of inflation and unemployment complement or compete?
• How do governments manage their economy and how effective are their policies?
• Who are the winners and losers of the integration of the world’s economies?

Given the rapidly changing world, economic activity and its outcomes are constantly in flux. Therefore, students will be able to appreciate both the values and limitations of economic models in explaining real-world economic behaviour and outcomes. By examining the big macroeconomic concepts students will have the capacity to engage in debate about the current and past actions of our business and political leaders. The aim is that they develop the knowledge, skills, values and attitudes that will encourage them to act responsibly as global citizens.

This language and literature course is designed to help students earn the credits that are required for university entrance literacy. Students will be supported to develop and improve key skills in reading, written and oral communication, and critical thinking.   

Students will:

• Analyse how directors use language, structure and ideas to create meaning in studied films
• Analyse how authors use language, structure and ideas to create meaning in unfamiliar written texts
• Develop interpretations and judgements about texts  
• Use appropriate strategies for locating and processing information when researching
• Evaluate the reliability and usefulness of sources when researching  
• Communicate well-structured ideas accurately and effectively, both orally and in writing

Note: if you are intending on studying English at Level 3, you should select the English literature (ENL) course.

Option Selection Next Steps

Once you have selected an English course, please select five (5) more courses, and two (2) reserve options.

This course provides opportunities for students to study literature in a variety of forms, including film, poetry, prose and drama. Students will be supported to develop key skills in reading, writing, textual analysis, critical thinking and argument construction. They will also be encouraged to consider the relevance that literature has to our society, and the role it plays in helping us to understand our world.  

Students will:

• Read and study a wide range of literary texts, both written and visual
• Analyse and evaluate studied written and visual texts, and unfamiliar texts
• Analyse ideas and connections across texts  
• Construct arguments in response to texts, using textual evidence to make interpretations
• Analyse and evaluate how creators use language, structure and ideas in order to create meaning  
• Communicate ideas effectively and fluently in writing 

Note: This course is a pathway into Level 3 English, and should be taken by all students considering Level 3 English as a pathway.  

Option Selection Next Steps

Once you have selected an English course, please select five (5) more courses, and two (2) reserve options.

This course explores a specific design process to allow students to research and develop an outfit that will be constructed and entered into the Hokonui Fashion Awards. They will also advance their construction skills making a technical garment, and learn how to make pattern adaptations for special features.

Students will:

• Work from a design brief
• Formulate and use weekly plans to aid the construction of an advanced garment
• Develop critical analysis skills
• Produce relevant practical solutions to given issues
• Develop practical sewing skills to an advanced level 
• Learn to fit the human form and develop advanced pattern-making skills
• Analyse existing outcomes against the brief
• Develop and independently follow construction plans
• Develop a specific brief
• Review and justify plans of action
• Use testing and trialling to justify design ideas
• Create a report to show ways to minimise design risks
• Use a range of stakeholders and justify feedback gained
• Use advanced fabrics and techniques to aid technical development
• Design and create an outfit suitable for a fashion competition
• Use templates to create outfit illustrations
  
  

This course explores the future of food through sustainability, the impacts of food choices, and the relationship between nutrition and wellbeing—complemented by individual practical cooking.

Students will:

• Evaluate nutritional composition and the health impacts of food processing
• Analyse beliefs, attitudes, and relationships to food
• Explore sustainability and the environmental impacts of food choices
• Develop skills to create new food products considering taste, texture, sustainability, and market trends
• Prepare espresso beverages using commercial equipment (optional pathway)
  
  

This course offers students an opportunity to extend their knowledge and interest in French language and culture. The emphasis will be placed on using the language to communicate at a deeper level on the topics studied. The student's competence in the four language skills is developed and they acquire a rich and interesting vocabulary in a number of topic areas.

The Level 2 course will be based on themes chosen from topics including, but not limited to:

• Young people
• Technology and social media
• French cinema
• Future plans
• Healthy choices
• Customs and traditions in French-speaking countries 

Comprehension, writing and speaking skills are further developed and a greater emphasis is placed on independent reading in French.

Students will also work with our French language assistant to develop their speaking skills and learn about French culture.

Geography is a fast growing industry that develops an understanding of people and their relationship with the natural and cultural environment. It encourages the development of a wide range of both academic and practical skills. Through this course, students are better able to make sense of a complex and changing world and their place in it. In this course they will discover changes in a local, national and global society.

In this course, students have the opportunity to:

• Think spatially – explore the ways in which features are arranged on the earth’s surface
• Look at the processes that shape our world
• Develop an awareness of the connections between people and places

Geography inspires students to help shape a better future. By studying geography, students are able to recognise the responsibilities they have in relation to other people, the bi-cultural environment, and the long-term sustainability of the planet. Geography encourages students to think critically as they investigate contemporary geographic issues and consider possible solutions plus explore the various perspectives of different groups of people.

Geography equips students with skills for the 21st century and to interpret the world in which they live. They have the opportunity to:

• Apply geographic learning outside of the classroom
• Use maps, images, and emerging digital technologies to obtain, present, and analyse information
• Investigate at all scales, from the personal to the global.

Topics Studied

• Tongariro National Park - vegetation patterns
• Urban patterns in Chicago 
• Shark cage diving (Stewart Island)
• Coral reefs

Health is a subject that is becoming more and more relevant in our everyday society. The healthcare education industry is a fast-growing sector driven by factors such as a growing global population and increased awareness of health and wellness. 

We see real-life examples of the topics studied on a day to day basis in the media, communities, school, and in our families. This is a focus for our learning in the classroom. 

We learn how life issues affect us personally, and in our relationships with others in the wider community.

This course aims to:

• Explore and analyse issues that confront and challenge youth, and to inform them of real risks and appropriate health-enhancing choices
• Explain risk and protective factors that contribute to people’s ability to manage change situations and recommend a combination of personal, interpersonal and societal strategies to maintain the protective factors and/or minimise the risk factors
• Create a plan and take action that supports the well-being of students in the wider school
• Examine social construction of gender and sexuality and issues around social justice and non-discrimination 

This course requires a good level of literacy and ability to express ideas. The recurring theme is exploring the relationship between personal, interpersonal and societal influences on wellbeing. The focus is not just on physical wellbeing, but includes social, mental and emotional, and spiritual aspects. With deeper understandings of themselves, this strengthens a young person’s identity. The focus is also on advocacy and supporting others, and Level 2 Health provides opportunities to do so.

History allows us to understand the past and therefore events and people that have shaped the world in which we live. This then enables us to plan for the future.

This course will give students an insight into major events, people, and influences that have shaped contemporary society in New Zealand and the wider world. Students will develop further research, analytical, and writing skills. An emphasis is placed on significance and the key causes and consequences of events relevant to the modern-day learner. The focus is placed on the 20th century and the events, forces, and personalities that have dominated this time period.  Special emphasis is placed on encouraging students to understand their own past and for students to enjoy the study of history at school and beyond.  This course covers the specific topics of:

• The Mt. Tarawera Eruption
• The Springbok Tour
• Conspiracy theories

There is an field trip to Rotorua to gather research on the Mt. Tarawera eruption, one of New Zealand's worst natural disasters. 

A practical, skills-based course providing authentic experience and industry-recognised qualifications in one of New Zealand's largest and fastest-growing sectors.

Students will:

• Practise food safety methods in a commercial environment
• Learn cooking techniques including frying, baking, and steaming
• Prepare and present salads for service
• Gain entry-level barista training using commercial espresso equipment
• Develop confidence and foundational skills for hospitality careers or further training

Year 12 (Level 2) Japanese is made up of Levels 6 and 7 of the New Zealand curriculum.

The three topics to be studied are:

• Exchange students and school life
• Family life and celebrations, including housing and eating and drinking
• Leisure and fitness

The range of grammar and vocabulary increases in its complexity, allowing not only for more in-depth and sophisticated communication, but also for increased learner independence.

There are approximately 100 more kanji to be studied.

This course is recommended for students who wish to study calculus at Level 3. 

This course seeks to enable students to:

• Develop a sound understanding of concepts and strategies for solving problems involving algebraic, trigonometric and calculus techniques
• Think abstractly, creatively, critically, strategically and logically
• Enhance the mathematical tools, skills, understanding, and attitudes required in future careers
• Enjoy intellectual challenge and a confidence that leads to further inquiry

This course will be relevant to learners who wish to study statistics at Level 3 with a view to supporting studies at tertiary level.

This course seeks to enable students to:

• Further develop their understanding of the statistical enquiry cycle
• Plan investigations in forming and answering statistical questions
• Analyse data, communicate evidence from displays to reach a statistical conclusion
• Enhance the statistical tools, skills, understanding, and attitudes required in future careers
• Develop a variety of approaches to solving problems involving probability

This course will be more relevant to learners who want to keep pathways open upon leaving school that may require a foundation in both mathematical and statistical topics. This course is assessed entirely internally throughout the school year, with no examination. 

This course seeks to enable students to:

• Further develop their understanding of the statistical enquiry cycle
• Plan investigations in forming and answering statistical questions
• Analyse data, communicating evidence from displays to reach a statistical conclusion
• Develop skills in structuring and organising by carrying out methodology accurately
• Develop a variety of approaches to solving problems involving mathematics
• Enhance the tools, skills, understanding, and attitudes required in future careers

This course combines theoretical analysis and practical production to provide students with comprehensive skills and knowledge in media. Students will explore narrative techniques, develop media products using established conventions, and examine genre aspects to understand their significance and evolution. This course aims to build critical media literacy while enhancing creativity and production skills, culminating in well-crafted media products and informed evaluations.

Course objectives:

• Develop a deep understanding of media concepts, including narrative structure, design, and genre conventions
• Foster critical thinking and analytical skills through the study of media texts and their cultural contexts
• Equip students with practical skills in media production, from planning and designing to creating developed media products
• Encourage creativity and originality while adhering to academic honesty and ethical practices
• Prepare students for success in both internal and external assessments, with a focus on achieving excellence in written and production tasks.

This course builds on the platform for students to enhance their performance skills in both solo and ensemble arrangements. Students will continue to develop their strength on their chosen instrument(s) through a focused and disciplined practice leading to live performance opportunities. 

The course further develops students' understanding of a broad range of musical styles and the elements of music. The continued focus on building understanding and communication of key concepts will allow students to integrate ideas into original compositions as well as provide insight into substantial musical works. This course offers a more traditional musical learning experience and will provide a range of secure skills to lead to further music study and involvement.

Students who take this course will:

• Become more confident and secure in performance practice and execution
• Develop a secure understanding of musical knowledge including the study of music and musical theory
• Understand how to use compositional devices to create and structure substantial original composition
• Develop communication and literacy skills that enable students to clearly articulate ideas and understanding
• Develop collaborative skills and understand how to seek challenges in their musical progression

This course is designed to develop personal resilience, leadership, and effective teamwork through dynamic, real-world experiences. By navigating diverse and challenging environments, students learn to manage risk safely while building the self-confidence and self-reliance required for everyday life. This course provides a strong foundation for students considering future tertiary study or career pathways in the outdoor sector, ecotourism, or environmental management. 

This course integrates practical, hands-on learning with academic rigour. Assessments evaluate students on their technical skills, leadership capabilities, and understanding of safety management. 

There are a number of camps and trips included in this course. Students must attend the trips outlined below to achieve the credits on offer. The trips are a key component for the achievement standards taught.

• Three-Day White-Water Kayak Camp | Mohaka River / Rangitaiki River
  • Water safety, technical moving-water skills, and teamwork 
• Three-Day Bush Camp | National Park 
  • Focus: Navigation, campcraft, bush survival skills, and environmental appreciation  
• Two-Day Mountain Biking Trip | Redwoods Forest, Rotorua
  • Focus: Technical riding skills, bike maintenance, and trail navigation and risk management 

In this course you will develop a knowledge and understanding of the practice and theory of physical education. You will develop critical thinking in order to challenge assumptions around sport and physical movement through a mixture of both theory and practical lessons. There will be opportunities for personal and interpersonal growth, through participation in a variety of physical activities.

The course includes:

• Developing your leadership skills during a leadership expedition
• Applying knowledge of anatomy, biomechanics and motor skills learning to a physical activity, with the aim of improving a specific sporting skill set
• Using an understanding of exercise physiology and methods of training in a self-created and self-directed training programme
• Unpacking and analysing issues in modern sports
• Performing a chosen physical activity to a high standard
• Sports coaching
• Knowledge of functional anatomy

The study of physics leads to an understating of the nature, behavior and properties of matter and energy.

This course builds on the understanding and application in three key areas of physics:

• Mechanics
• Electricity and magnetism
• Particle physics

Students will continue to develop mathematical and problem-solving skills, including trigonometry and algebra to understand and model the physical world around them. The course will also develop literacy skills, so that students can effectively describe and explain concepts in physics.

Practical experimental skills are developed throughout the topics, culminating in an investigation into non-linear relationships.

Course objectives:

• To develop an understanding of physics concepts
• To develop problem solving and experimental skills
• To apply physics concepts to everyday applications
• To prepare students for the study of physics at higher levels

As part of the application process, you must fill in this form. Your place on the course will be confirmed at the start of 2024.

New Zealand primary industries are continually seeking youth that have experience and understanding in practical skills associated with agricultural and horticultural concepts. Employment shortages in these industries are a real issue and are often associated with why businesses are successful or not. Post-school pathways in these industries are always being critiqued, reviewed and improved to entice people into relevant industries of interest. Being such an integral part of our economy, the New Zealand primary industries offer many opportunities for the practical-based learner, offering hand- on approach to learning skills and supporting pathways into management and leadership. 

This course is designed for students who have a more practical based learning style and who intends to go into primary industries when leaving school. Extensive use is made of Owl Farm to support student learning. Units of work include fencing knots and tools used, checking and reporting on livestock including cattle breeding. Students will also be involved in the pruning and harvesting of grapes and pine trees. 

Course objectives:

• To learn practical skills associated with agriculture and other primary industries
• To provide a pathway for students who enjoy practical learning

Think outside the box, solve real-world problems, and bring unique ideas to life. This course shifts the focus from just making an object to mastering the entire creative journey. Instead of following a rigid set of instructions, you will be given a design concept or problem and challenged to solve it your own way. Whether your final project is a highly polished product or a well-justified work-in-progress, you are assessed on your understanding of the holistic design process, not just the final outcome.

Students will build a showcase portfolio that documents your design thinking—from initial sketching and concept modelling to testing and prototyping alternative solutions. They will blend traditional workshop machinery with advanced digital tools like Computer-Aided Design (CAD via SketchUp) and Computer-Aided Manufacture (CAM via laser cutting and 3D printing).  Students will also work with a diverse mix of timbers, polymers, metals, and electronic circuits to rapid-prototype your ideas, and dive into practical tasks backed by design theory, giving a deep understanding of how products are truly developed.

This is an exciting hands-on course designed to equip students with a wider scope of manufacturing methods and implement advanced skills needed when working with timber, metals and some plastics. Application and compliance with industrial unit standards, a high work ethic and clear expectations are required for further vocational education and training. 

This programme is a practical and multi-disciplinary programme for students, providing them with the skills and knowledge to springboard into any career in the construction industry and beyond. Students will be using a mixture of materials such as but not limited to: wood, plastic, metal, adhesives, screws, and bolts.

Possible projects include a cape cod chair and geometric shelving. Individual or group projects to meet a brief and other projects may be added. Like in industry, at times a working drawing will be provided and students will be expected to skillfully manufacture the given product to set tolerances, including during a production line setting.  

Students are expected to comply with all health and safety regulations and present their work to the best possible level of craftsmanship. 

This course offers students an opportunity to extend their knowledge and interest in Spanish language and culture. The emphasis will be placed on using the language to communicate at a deeper level on the topics studied. Competence in the four language skills is developed and students acquire a rich and interesting vocabulary in a number of topic areas.

It will be based on themes chosen from topics including, but not limited to:

• Healthy lifestyle
• New experiences
• Art as a way of life
• Community
• Our planet
• Identity

Students will also work with our Spanish language assistant to develop their speaking skills and learn about hispanic culture.

This course continued the learning from Year 11 Te Reo Maaori, building on skills learnt and extending vocabulary and structures to a higher level of fluency. The aim is to extend the student's competence in reading, writing, listening and speaking. 

NCEA Level 2 Maaori assesses achievement against Level 7 of the New Zealand curriculum. 

The topics covered include:

• Introduction
• My community
• Culture and sports
• A marae gathering
• At school
• Fundraising

Students will engage with worldview concepts such as morality and truth within the fields of ethics, law and religion. They will observe and discuss how how common these aspects are within everyday life. 

Students will cover the development of faith formation and religious thought since the age of the Enlightenment, tracing key changes in tradition, particularly in Christian tradition within the 20th century. With a focus on the philanthropic nature of religious institutions, students will consider examples of contemporary social actions and how they affect societies. Throughout the course, students will be trained in logic, as they consider and critique different perspectives, fostering a posture of self-reflection and empathy. 

 As part of this course, students will: 

• Develop skills in critical thinking, evaluation, and logical reasoning
• Consider and critique their own beliefs as well as other worldview perspectives
• Evaluate how religious and philosophical principles shape moral and ethical decision-making
• Critically analyse the influence of media, arts, and entertainment on moral and ethical choices

Embark on an exploration of the vibrant world of tourism with our specialised study program. Dive deep into the intricacies of the global travel industry. Gain a profound understanding of the economic, social, and environmental impacts of tourism while immersing yourself in diverse cultures and breathtaking destinations. 

This course aims to equip students with an understanding of practical skills essential for a career in tourism. This includes travel planning, customer service, communication, problem-solving, and critical thinking skills. Students will learn how to create seamless itineraries, effectively manage the needs and expectations of diverse travelers and evaluate the impacts of tourism at a national and global level. 

In 2027, there will be a field trip to Queenstown, subject to approval (cost TBC). 

By selecting this option, you are indicating you wish to study the International Baccalaureate (IB) Diploma in Years 12 and 13. 

This is a two-year course and both years of learning must be completed for a student to be eligible for the IBDP.

Course Selection Next Steps

Once you have selected this course, click on 'Complete'.

Then please complete the 'International Baccalaureate Selection' permission form by clicking on 'Trips and Forms' to the left hand side of the screen.

This course enables students to further reinforce knowledge of the essential concepts of accounting. This includes its purpose and function, understanding of business organisations, and the accounting processes and systems they use.  Building on the previous year's accounting skills, students should have a better understanding of the 'New Zealand Framework of Accounting' and an appreciation of the alignment to the 'International Financial Reporting Standards'. Students will be given the opportunity to work through the processes and systems of different business organisations such as partnerships, companies and manufacturing. Understanding these processes offers a critical guide to the proper functioning of business and set the student up for the transition into tertiary study.

The objectives of this course are for students to develop a range of written and analytical skills and tools to make real-life financial decisions in a constantly changing and uncertain world. The course covers the six strands of accounting – conceptual, processing, systems, reporting, interpretation and decision making.  

Accounting enhances financial capability by giving students the following:

• Knowledge, skills, and experience to manage the financial affairs of partnerships and companies, including community organisations. while acting with integrity
• Knowledge, skills, and experience to make use of appropriate communication tools and skills to process, report and interpret information for partnerships and companies, including community organisations. while acting with integrity.

Agribusiness is an academic programme that will expose students to the wide range of skills required and the opportunities available in the primary sector beyond the farm gate and is designed for students who excel in agriculture, science and commerce courses.

It will be taught under four strands:

• Agri-innovation
• Agri-science
• Agri-marketing
• Agri-management and finance

Underlying themes of:

• Growing value
• Future-proofing
• Sustainability

The course will have a strong emphasis on experiential learning, gaining understanding and applying examples of industry best practice to conceptual learning within the classroom. The course also includes a focus on careers and opportunities available in the wider primary sector so industry visits and work placements within the agricultural science and business sectors will be an integral part of this course.

The course objectives are based on the business studies theme of New Zealand businesses operating in a global marketplace:

• How do agribusinesses add value along the supply chain?
• What marketing strategies do they employ in different markets?
• What market forces affect the demand and supply of their products?
• What external influences may impact on them such as societal expectations?
• How do agribusinesses plan for this impact on their business?

This course is designed for students who are interested in continuing in the agricultural or/and horticultural industries either at a tertiary level or who want to continue building management skills involved in New Zealand primary industries. Students who enter this course will study many aspects involved in the production, processes and marketing of New Zealand products. 

Internal assessments include understanding on farm practices to meet consumer preferences both domestically and internationally. Researching major factors that contribute to the profitability of an industry is an important component of this course and students develop important analysis skills. Other topics externally examined include production processes to meet market requirements for a New Zealand primary product and analyzing environmental issues that may challenge the production of primary products. 

The course aims: 

• To prepare students for further study of agricultural and horticulture science at higher levels
• To develop research, critical thinking and analysis skills
• To continue to develop awareness of factors that challenge sustainable farming practices and how to mitigate these factors

This course offers students the opportunity to select and develop an in-depth investigation of a chosen theme in sculpture, painting, or printmaking reflecting their experiences, culture, interests and personal histories. In this course students will select to focus their learning and exploration on printmaking, painting, or sculpture. 

Students will consider the meaning, intention and influences on the creation of artworks, investigating the works of both New Zealand and international artists. Creative imagination, skills, techniques and critical facility will be explored as they seek to express ideas and meaning in their own work.

Students will deepen their knowledge of art elements including composition, shading, form, mark making, colour, space, line, and balance. They will experience and extend skills in a wide range of drawing media, including the investigation and production of artistic pieces, linked to their chosen investigation. Artworks will be recorded photographically or digitally for folio submission.

They will build their understanding of the links between the generation, development, and clarification of ideas as they problem solve, using a systematic approach to create a sequential body of work in their given field. This will be developed through the regeneration of ideas and links to their artist proposal. 

Students will explore ways to communicate meaning through the development of ideas, techniques, artworks and extensions across media. This will include critical reflection to interpret and respond to their own and others’ artworks. 

Students will complete achievement standards in their selected area/s: painting, printmaking, and/or sculpture.

Students will create a body of work through extending their digital and hand design skills with a focus on an individual design style. Through creativity and innovation, students identify, create, and discuss their own work and how artists have inspired or influenced them. 

Students engage critically with wider visual culture and visually communicate ideas through print and digital media, using Adobe Photoshop, Adobe Illustrator, Procreate, and visual art methods. 

With a focus on individualized learning, art design projects may include:

• Advertising: logo, masthead, ticket, business card, website, and poster design
• Illustration: digital art, character design, storyboard, typographic compositions, and poster design

Students are advised to discuss with their classroom teacher the opportunity to submit work for the scholarship design assessment.

This course will provide the opportunity for students to extend skills and practical knowledge through further exploration of photographic conventions and techniques. Students will also gain further knowledge of the DSLR camera, and post production software. This contributes to a more in-depth understanding of how to develop a body of work in such a way as to systematically clarify, generate and refine ideas towards the production of a portfolio of work communicating their personal proposition.

Through this course, students will also build on their understanding of subject specific vocabulary and terminology. They will explore photographic genres and established practice that is of personal interest. Through research methods, they will develop analytical skills and be able to identify the conceptual elements of the photographic image. This places the students in a position to not only produce photography of a high standard but also to be able to critique their work with insight and understanding.

Students are advised to discuss with their classroom teacher the opportunity to submit work for the Scholarship photography assessment.

Assessment information

To complete the external folio 3.4 (14 credits), students are required to complete internals 3.2 (4 credits) and 3.3 (4 credits).

Courses may be tailored for individual student learning programmes in consultation with the Head of Faculty: visual art, teachers, Head(s) of Year and parents.

The universe is vast. It has billions of galaxies, countless planets, and stars. Our galaxy, the Milky Way, has over a trillion other worlds but in one small corner of this vast and lonely space, lies a precious and amazing world. It contains something that, in all of our searching, we have found nowhere else: life!

If you love learning about living things and how they relate to each other, studying biology might be the right fit for you. Biology helps us to understand the living world and the ways in which the species function, evolve and interact. What is life? How did Earth get so many species? When did life on Earth begin? How is all life on Earth related? Why are humans so special? What is DNA? How does it all work? What is the biochemistry of life? 

Advancements in medicine, agriculture, biotechnology, and may other areas of biology have brought improvements in the quality of life and the exciting part is that there is still so much to discover. Our technologies have meant we have only just started to understand, so join us in the biology department at St Peter's to study the science of life. 

This course focuses on how plants and animals respond to their ever-changing environment, the evolution of humans, how humans maintain a constant physiological balance and integrate their knowledge to discuss current socio-scientific issues evaluating the various viewpoints. In addition to this, students continue to build on their scientific investigative skills. 

Course objectives:

• To develop an understanding of more complex biological concepts
• To develop the skills required to solve more complex problems and carry out more complex biology experiments
• To apply biological concepts to more complex applications
• To prepare students for study at tertiary levels

This course equips students with the confidence, creativity, and compassion needed to become effective change agents and future business leaders. 

Students explore key business concepts in marketing, human resources, operations, and finance, developing the knowledge and skills required to succeed in a dynamic business environment. Through participation in the Young Enterprise Scheme (YES), students complete YES challenges, create a comprehensive marketing plan, and carry out and run their own business venture. They will also examine and develop strategic responses to external factors that impact business performance. 

Designed for aspiring entrepreneurs and future leaders, this course fosters innovation, decision-making, and practical business experience in an interconnected global marketplace.

Chemistry plays a crucial role in our understanding of the natural and physical world and enables us to make informed decisions about various aspects of our lives. Including:

• Understanding material properties: chemistry helps us comprehend the properties of different materials, including their structure, composition, and behaviour.
• Consumer product choices: chemistry provides the foundation for evaluating consumer products. By understanding the chemical composition and potential effects of substances, we can make informed choices about the products we use.
• Resource management: chemistry contributes to the efficient management of resources. Through chemical analysis and processes, we can identify and optimize the use of materials, reduce waste generation, and develop recycling techniques.
• Pharmaceuticals and healthcare: chemistry plays a pivotal role in the development and production of pharmaceuticals.
• Environmental protection: chemistry offers tools and knowledge to protect the environment. Chemists develop substances and technologies to mitigate pollution, remediate contaminated sites, and ensure the sustainable use of resources.
• Advanced materials and energy sources: chemistry enables the development of advanced materials with unique properties.

By providing both practical and theoretical techniques, the study of chemistry fosters curiosity and a deeper understanding of the material world. It equips individuals with the knowledge and skills to address challenges, make informed decisions, and contribute to scientific advancements and societal well-being.

By providing both practical and theoretical techniques, the study of chemistry fosters curiosity and a deeper understanding of the material world. It equips individuals with the knowledge and skills to address challenges, make informed decisions, and contribute to scientific advancements and societal well-being.

The course focuses on furthering understanding in atomic structure and bonding, thermochemistry, organic chemistry, reduction and oxidation, as well as aqueous chemistry and spectrochemistry.

This course continues on from NCEA Level 2 Chinese. The range of grammar and vocabulary significantly increases in its complexity, which allows students to develop a deeper understanding of Chinese culture.

NCEA Level 3 Chinese is made up of Levels 7 and 8 of the New Zealand curriculum. The topics covered include:

• Food, health, and fitness
• Life in other countries
• Occupations
• Travel and tourism
• University life
• People, places, and customs 

This course aims to produce learners who are creative, confident, and critical thinkers within the context of dance. Students will develop skills and understanding in a wide range of dance genres through integrating choreography, performance, and analysis of dance.  

The course covers three areas: performance, choreography, and perspectives. Students will produce their own full-length piece of choreography. This choreography may also be suitable for those wishing to gain a dance scholarship. They will work to conceptualise an idea from a given stimulus and include their own production technology design. Students will build on their contemporary repertoire from Level 2, broadening their understanding of contrasting genres such as jazz, social dance, hip hop and musical theatre. Analysing dance will become commonplace when viewing and responding to both their peers and professional work. Throughout the course, students will engage in various workshops from external professional dance companies and partake in the annual dance camp run by industry experts. Sequences from across the year will be performed at the annual dance showcase Aspire.

Students will:

• Choreograph a dance to develop and resolve ideas
• Perform a solo, duet, or group dance work for an audience
• Critically analyse dance performance
• Learn a repertoire of contrasting genres to perform multiple times throughout the year, including at the annual 'Aspire Dance Showcase'.

Students should now be well-equipped with many of the associated design skills allowing for a broad contextual design investigation.  This shifts the focus from designing teacher directed objects or spaces, to students needing to define, identify and empathise with a wider design opportunity.  They will be guided to state intentions fitting their own brief and specifications from a context or theme, of which students themselves are familiar. They must design and justify solutions against their negotiated brief and practical specifications. Contexts for inquiry, for example, could be framed around themes such as designing for sustainable cities, fast transport delivery services, farm management tools, sports injury and recovery to name just a few. Students should exhibit excellent time management and commitment throughout. 

Students will develop a highly detailed project. Students are expected to engage with more independence and with ongoing research, making reflective judgments as they go, giving insight into their many ideas as they allow them to evolve.  They should support works with a range of interesting influences allowing for a lot of exploration of media and effective use of visual communication techniques, largely learned prior to this course. Students present their portfolio by designing an exhibition fitting the nature of one design outcome, with a well-resolved graphic presentation (with possible embedded virtual reality) accompanied by a selection of models.

In a year-long project, students will partner with stakeholders to develop a purpose-built digital media outcome of their choosing. To accomplish this, students will engage in a collaborative design and development cycle, which will involve a variety of tasks. During the project inquiry phase, students will explore multiple approaches to completing the task, including user experience methodologies, stakeholder interviews, and existing media investigation. The design phase will require students to create several conceptual designs, which they will refine collaboratively until they arrive at a final design. In parallel, the development and documentation phases will run simultaneously, requiring students to use industry-standard software to create the digital media outcome while documenting the testing and trialing process.

Course specific software: Visual Studio Code, Figma, and software connected to the student's project.

This course explores what it really means to perform with intent and refines the skills gained in Level 2. Students will devise their own original drama to realise a concept, perform individually and in groups, and will be involved in performing a significant play to a live audience. They will continue to expand their knowledge around a variety of theatre forms as well as discover more about New Zealand playwrights who have influenced the world of theatre. 

There may also be opportunities for students to explore the skills involved in writing scripts and directing performances. We will aim to see at least one live professional theatre performance as part of examination preparation for this course. Students will also be involved in practical workshops with industry professionals where possible.

The course will focus on:

• Developing communication skills through drama practice
• Understanding and developing a working knowledge of and skills in all areas of production within a historical, social, and cultural context
• Furthering to develop skills in close analysis of text and independence in making decisions for interpretation and performance of role
• Providing further opportunities for the development of important life skills such as leadership, teamwork, communication, self-discipline, problem-solving, decision making, research, and evaluation
• Fostering self-confidence and esteem through drama performance
• Analyse the work of drama theorists and theatre form styles 
• Extending their practical skills and craft of drama
• Engaging with drama as an expression of culture.

Drama encompasses fundamental life skills which enable students to explore their own and others' cultures, interact, support, and encourage each other through practical processes.

Economics is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world.

At the heart of economic theory is the problem of scarcity. While the world’s population has unlimited needs and wants, there are limited resources to satisfy these needs and wants. As a result of this scarcity, choices have to be made. This course will investigate consumer and producer choices via a microeconomic lens by integrating a significant analytical skill set, both written and mathematical. Through the use of models, empirical data and theory students will be able to answer the fundamental debates in economics:

• Does the market, through the forces of demand and supply provide a better allocation of scare resources than the government?
• Can the market fail, and does allocative efficiency and equity improve with government actions?
• Will marginal analysis enable the economist to understand the motivations for a perfectly competitive firm's output decisions as compared to a firm operating in an imperfect market?

Students will be able to appreciate both the values and limitations of economic models in explaining real-world economic behaviour and outcomes. Students will continue to be encouraged to use empirical data, through the examination of real-world concerns. The aim is for students to develop the knowledge, skills, values and attitudes that will encourage them to act responsibly as global citizens.

This course explores the specific techniques related to pattern making, applied design and construction. Students will learn how to draft a pattern block from measurement, add special features and fit the body. They will also look into applied design through fabric manipulation in order to enhance the look of an outfit. 

Students will:

• Use the design process to produce functional outcomes
• Create original products
• Work independently on the interpretation of a given design brief
• Apply technological practice to different situations
• Develop complex practical sewing skills
• Learn complex procedures to enhance the technical design of a garment
• Create a report that compares competing and contesting factors when developing a garment
• Be able to discuss how modelling enables informed decision making
• Use technological modelling to develop a design idea
• Use critical feedback from community stakeholders to develop an idea
• Have the opportunity to use complex fabrics and fibres
• Use applied design techniques to enhance fabric
• Using a specific issue or need to create a solution.

An advanced exploration of New Zealand nutritional issues through ethics, advertising, sustainability, and consumer awareness—with practical sessions to develop creative solutions.

Students will:

• Examine environmental challenges in food production, including waste, energy use, and resource management
• Explore sustainable practices within the food industry
• Interpret food labels, nutritional information, and allergen warnings
• Analyse the role of marketing in influencing consumer choices
• Develop and present individual creative food solutions

This course offers students an opportunity to extend their knowledge and interest in French language and culture. The emphasis will be placed on using the language to communicate at a deeper level on the topics studied. Students’ competence in the four language skills will be developed and they will acquire a rich and interesting vocabulary in a number of topic areas.

This course is based on Level 8 of the New Zealand curriculum. The language studied will be drawn from a number of topics including:

• Global environmental issues
• Technological innovation
• French literature and culture
• Immigration and racism
• Communication and Media
• Politics

Listening and reading comprehension, and writing and speaking skills will be further developed. The student's ability to present arguments, discuss problems and to express themselves imaginatively will be fostered. Greater emphasis is placed on independent reading in French.

Students will also work with our French language assistant to develop their speaking skills and learn about French culture.

Geography is the study of places and the relationships between people and their environments. Geographers explore both the physical properties of Earth’s surface and the human societies spread across it. They also examine how human culture interacts with the natural environment and the way that locations and places can have an impact on people. Geography seeks to understand where things are found, why they are there, and how they develop and change over time.

This course will develop:

• An understanding of the natural and cultural processes (forces) that interact to create our dynamic world
• An ability to think and write critically, creatively and independently
• A wide range of practical, problem-solving and academic skills necessary in tertiary study and employment
• An understanding of how people modify and use the environment (global and NZ bi-cultural) and develop an appreciation of the planning and decision making process in changing our natural and built environments

Topics Studied:

• Coastal processes - Whiritoa 
• Contemporary Geographic Issue 
• Global pattern of Sea level rise 
• Cultural processes in Rotorua
• Geographic Skills

Students will discover how hauora and attitudes, values and beliefs can be shaped by health issues, both domestically and internationally. Critical thinking skills will be developed to encourage open discussions and an open mindset, discussions about contemporary ethical matters, social justice and the determinants of health will help grow understanding of the links between generational attitudes and values that are influenced by technology, family and friends. 

Students will develop understanding of the impacts of the determinants of health have on self, others, and society, extend their ability to analyse and think critically about an ethical issue, and analyse the underlying concepts of health in relation to various health practices.

Course Overview

• Evaluation of global health issues, ethical issues, health practices and health promotion models
• Analysis of the implications on people and society of a New Zealand health issues 
• Strategic development to address the consequences of a New Zealand health issue 
• Compare and contrast the positives and negatives of New Zealand health practices
• Establish opposing perspectives and research to support knowledge 

History allows us to understand the past and therefore events and people that have shaped the world in which we live. This then enables us to plan for the future.

This course will give students an understanding of major forces, people, events and places that have shaped New Zealand and the wider world. Students will develop a range of research, thinking and analytical skills suitable for tertiary study. This course is designed to be relevant to the modern-day learner. Students examine events of significance and the key causes and consequences. The focus is placed on the 19th and 20th centuries and the events, forces and personalities that continue to have an influence today. Ultimately, this course is to encourage students to be curious of the world they live in and to enjoy the study of history at school and beyond.

Special emphasis is placed on encouraging students to understand the past, analyse different perspectives and to be people who are able to influence society beyond school. 

At NCEA Level 3 history the course focuses on:

• The New Zealand Wars 
• A contested event 
• The Cold War

Field Trips

In 2025 there is a field trip to visit the Waikato War battle sites.

Building on Year 12, this advanced course develops industry-level skills, management knowledge, and barista qualifications—ideal for students entering employment or further hospitality training.

Students will:

• Apply food contamination hazard knowledge and control methods
• Prepare complex sandwiches, pasta dishes, and baked goods for commercial service
• Achieve industry-standard barista certification
• Explore leadership, team dynamics, and financial management in hospitality contexts
• Investigate current trends including sustainability, technology integration, and global impacts on tourism

NCEA Level 3 Japanese is made up of Levels 7 and 8 of the New Zealand curriculum. The topics to be studied are:

• Travel and tourism
• Part-time jobs
• Last year at school
• Food

Students will build on learning in Level 2 and learn approximately 70 more kanji. 

This course seeks to continue the development of the algebraic branch of mathematics, with a particular focus on calculus. The emphasis is on advancing the student’s understanding of the nature of mathematical reasoning, and their ability to construct and set out a logical argument methodically. It should be the course chosen by students with a strong interest in the continued study of mathematics, the physical sciences, engineering, architecture and any field where analysis is an important tool.

This course seeks to enhance the ability to:

• Think creatively, critically, strategically and logically
• Develop skills in structuring and organising, by carrying out methodology flexibly and accurately
• Develop the algebraic tools, skills, understanding, and attitudes required in future careers
• Enjoy intellectual challenge

This course enhances the understanding of statistics with supporting material in computational mathematics and modelling idea. The emphasis is on practical and numerical work and should be the preferred course for students in support of courses in biology, social sciences, commerce and as preparation for various trade and professional courses.

This course seeks to enable students to:

• Further develop their understanding of the statistical enquiry cycle
• Plan investigations in forming and answering statistical questions
• Analyse data, communicating evidence from displays to reach a statistical conclusion
• Enhance the statistical tools, skills, understanding, and attitudes required in future careers
• Develop a variety of approaches to solving problems involving probability

This course will be relevant to learners who:

• Want to keep pathways open upon leaving school
• May require a foundation in both mathematical and statistical topics

This course seeks to enable students to:

• Further develop their understanding of the statistical enquiry cycle
• Plan investigations in forming and answering statistical questions
• Analyse data, communicating evidence from displays to reach a statistical conclusion
• Enhance the statistical tools, skills, understanding, and attitudes required in future careers
• Develop a variety of approaches to solving problems involving straight lines and critical paths

This course equips students with advanced skills in media analysis and production. Students will explore significant media developments, produce high-quality media products adhering to professional standards, and critically evaluate the societal impact of media genres. This course builds expertise in both theoretical and practical domains, preparing students for higher education and careers in media-related fields.

Course Objectives:

• Deepen students' understanding of the media's role in shaping and reflecting society, focusing on genre, narrative, and significant developments
• Enhance critical thinking and analytical skills through studying media texts and interpreting their meaning and impact
• Foster creativity and technical proficiency in media production, including design, planning, and execution
• Develop the ability to evaluate and apply diverse perspectives when exploring relationships between media genres and societal influences.

This course is, in many respects, an individualised programme of study. Students have the option of selecting optional achievement standards in addition to the set standards, allowing them to create a programme which best suits their needs. A year programme may include a combination of the following topics: composition, solo performance, group performance and research. This course also caters for students who are interested in music technology. The customisation of this course allows students to create depth in an area of interest or skill, seeking out opportunities that enhance their progression through music. Students are supported to develop independent research and practice methods, being able to evaluate and reflect to further their understanding in this area. 

Students who have completed this programme will:

• Demonstrate sound planning and rehearsal processes
• Have enhanced their playing ability on their chosen instrument, opting for live performances in both solo and group formats
• Have researched a music topic of interest, selecting an appropriate scope and enhancing their understanding of their chosen area
• Complete an internationally recognised grade theory exam to further secure their musical knowledge
• Created a portfolio of original compositions demonstrating structure and refinement in the process (optional).

This course is designed to challenge students physically and psychologically. Theoretical and practical learning contexts are used to develop outdoor skills, risk management and interpersonal skills.

This course builds on Year 12OED and challenges students to deepen their technical expertise, leadership capacity, and critical thinking. Blending theoretical study with demanding practical applications, students will analyse risk management and apply safety principles in dynamic, real-world environments. This course is ideal for students looking to develop high-level personal resilience or pursue pathways in adventure tourism, environmental science, and emergency services. 

The curriculum is centered around four significant experiences designed to push personal boundaries:

• Open Water Scuba Diving: A deep dive into risk management. Students will analyse the risks associated with diving, while earning their open water dive certificate 
• Leadership Through Tramping: Students will take the reins on an overnight tramping expedition, taking responsibility for route planning, group dynamics, and remote navigation 
• Rock Climbing Performance Program: A personalised development framework where students set goals, analyse movement, and improve their technical climbing and belaying proficiency
• Comprehensive First Aid Certificate: A vital, practical qualification embedded into the course to ensure students are certified to manage medical emergencies in both outdoor and everyday contexts 

This course is based on giving students the opportunity to participate in new and varied activities, with the aim of developing students’ understanding of 'real life skills'. 

Course overview

• Personal practical skills i.e., changing tyres
• Curriculum vitae writing
• Financial advice
• Good to great leadership
• Healthy relationships
• Mindfulness
• Relaxation
• Study skills
• University preparation, tenancy agreement, bonds, and budgeting

During the course students will develop physical skills through the contexts of ultimate frisbee, and the Tough Guy/Gal Challenge while also furthering their understanding of biophysical principles. This will require students to apply their knowledge of anatomy, biomechanics, skill learning and sports psychology to the learning of softball skills. Students will also have the opportunity to analyse a sporting festival or issue in sport and its impact on self, others and society.  

The course is designed to enhance understanding of the scientific and sociological basis of sport and physical education, including:

• Evaluating physical activity experiences to date and devise strategies for continued physical activity once students leave school
• Experiencing practical experiences in physical conditioning — training for individual sport
• Participating in Tough Guy/Gal event, ultimate frisbee and be graded against nationally developed standards
• Examining a current issue or trend and its impact on New Zealand society, e.g. concussion rates, F45 training, gender pay equity
• Evaluating the use of a health promotion process 
• Understanding recreation and physical activity in communities
• Learning exercise and coaching techniques
• Planning activities for self and others

The study of physics leads to an understating of the nature, behavior and properties of matter and energy.

This course explores in depth three key areas of physics:

• Mechanics
• Electricity and magnetism
• Waves

Students will continue to develop mathematical and problem-solving skills, including trigonometry and algebra to understand and model the physical world around them. The course will also develop literacy skills, so that students can effectively describe and explain concepts in physics.

Practical experimental skills are developed throughout the topics, culminating in an investigation into non-linear relationships.

Course objectives:

• To develop an understanding of more complex physics concepts

• To develop the skills required to solve more complex problems and carry out more complex physics experiments

• To apply physics concepts to more complex applications

• To prepare students for study at tertiary levels

As part of the application process, you must fill in this form.

New Zealand primary industries are continually seeking youth that have experience and understanding in the practical skills associated with agricultural and horticultural concepts. Employment shortages in these industries are a real issue and are often associated with why businesses are successful or not. Post-school pathways in these industries are always being critiqued, reviewed and improved to entice people into relevant industries of interest. Being such an integral part of our economy, the New Zealand primary industries offer many opportunities for the practical-based learner, offering hands-on approaches to learning skills and supporting pathways into management and leadership. 

This course is designed for students who intend to go into practical based primary industries when leaving school, not necessarily tertiary education. Extensive use is made of Owl Farm to support student learning.

Course Objectives:

• To learn practical skills associated with agriculture and other primary industries
• To provide a pathway for students who enjoy practical learning

Step into the shoes of an industry professional and bring unique design concepts to life. This practical and theory-based course challenges students to work independently and creatively to solve a real-world achievement standard brief. Rather than just crafting a one-off item, they will approach your project through the lens of mass production and global manufacturing, learning how to take a design from a raw concept to a commercially viable product.

They will build a robust portfolio that documents the entire process—designing, planning, testing, prototyping, and continuously re-evaluating ideas as they evolve with client/stakeholder feedback. Students will also identify and work directly with a real stakeholder to design and manufacture a product with a specific end-user in mind.
Students will also develop high-precision workshop skills using a mix of traditional techniques and cutting-edge machinery, including Computer Numerical Control (CNC), Computer-Aided Design (CAD), and Computer-Aided Manufacture (CAD/CAM). They will create one fully functional, scaled prototype finished to an exceptional industry standard, and gain firsthand insight into commercial practices with a visit to a local manufacturer.

The Level 3 NCEA Psychology course deepens students’ understanding of human behaviour through the study of psychological theories, approaches, and research. Students will explore key contemporary issues and debates in psychology, critically examine research and its real-world applications, and design and conduct their own investigations. A strong emphasis is placed on ethical and culturally responsive practice, ensuring students engage with psychological concepts in ways that reflect Aotearoa New Zealand’s diverse society. Students will also explore the field of criminology and examine how psychological theories are used to understand criminal behaviour. They will analyse in detail two or more psychological theories. The course also prepares students for the external examination, where they will apply psychological knowledge to analyse a significant issue such as gender bias.

This course focuses on a selection of the foundation skills that are required for the Level 3 Building Construction and Allied Trades Skills Certificate (BCATS). The unit standards gained may be used as the first stage of an apprenticeship or as the basis for pre-trade courses. 

Students will need to assess the plan/working drawings and job specifications to calculate a cutting list and determine the scope of work including processes, mathematical calculations, and material quantities (also hardware and fastenings). Students will need to keep a journal for documenting all this evidence (calculations, sketching details, written reflections and photos of the process of making) throughout the Stage 3 project. This course consists of theory and practical learning.  

BCITO the Industry Training Organisation (ITO) who manage the qualifications are currently reviewing their unit standards as part of a wider national review so the standards listed may change, but the course content will be very similar.

This course offers students an opportunity to extend their knowledge and interest in Spanish language and culture. The emphasis will be placed on using the language to communicate at a deeper level on the topics studied. Competence in the four language skills will be developed and they will acquire a rich and interesting vocabulary in a number of topic areas.

This course is based on Level 8 of the New Zealand Curriculum. The language studied will be drawn from a number of topics including:

• Global environmental issues
• Human rights
• Technological innovation
• Spanish literature and culture
• Cinema
• Immigration and racism
• Family and society
• Politics

Listening and reading comprehension, and writing and speaking skills will be further developed. The student's ability to present arguments, discuss problems and to express themselves imaginatively will be fostered. Greater emphasis is placed on independent reading in Spanish.

This course continues the learning from NCEA Level 2 Te Reo Maaori, building on skills learnt and extending vocabulary and structures to a higher level of fluency. The aim is to extend the student's competence in reading, writing, listening and speaking. 

NCEA Level 3 Maaori assesses achievement against Level 7 and 8 of the New Zealand curriculum. 

The topics covered include:

• Tooku Ao 
• Te Ao Tangata 
• Te Ao Whaanui 

Continuing our studies of religious beliefs and their application and influence in the world, students will examine ultimate questions around the search for meaning and beliefs in the afterlife. 

Students will also further explore the application of religious belief to ethical issues as well as trace the development and growth of specific religious traditions in Aotearoa New Zealand.

As part of this course, students will: 

• Develop skills in critical thinking, evaluation, and logical reasoning
• Consider and critique their own beliefs as well as other worldview perspectives
• Evaluate how religious and philosophical principles shape moral and ethical decision-making
• Critically analyse the influence of media, arts, and entertainment on moral and ethical choices

Embark on an exploration of the vibrant world of tourism with our specialised study program. Dive deep into the intricacies of the global travel industry. Gain a profound understanding of the economic, social, and environmental impacts of tourism while immersing yourself in diverse cultures and breathtaking destinations. 

This course aims to equip students with an understanding of practical skills essential for a career in tourism. This includes travel planning, customer service, communication, problem-solving, and critical thinking skills. Students will learn how to create seamless itineraries, effectively manage the needs and expectations of diverse travelers, and evaluate the impacts of tourism at a national and global level. 

In 2027, there will be a field trip to Queenstown, subject to approval (cost TBC).

This is a rigorous course that prepares students for tertiary education. Particular emphasis is placed on developing a student's critical analysis and evaluation skills, and on considering the relevance that literature has to our society. Students will study a range of literary texts, both written and visual, which may include: poetry, short stories, drama, novel, film and television. The course also focuses on writing and oral presentation skills, particularly in relation to argument construction. 

Students will:

• Read and study a wide range of literary texts, both written and visual 
• Critically analyse and evaluate studied written and visual texts
• Construct arguments in response to texts, using textual evidence to draw conclusions and make judgements
• Analyse and evaluate how creators use language, structure and ideas in order to create meaning
• Communicate ideas effectively and fluently, both orally and in writing