Taupo-nui-a-Tia College

Fashion and textiles technology is a course that will enable students to access state-of-the-art equipment including, embroidery machine, vinyl cutting machines, heat press and industrial/high quality sewing machines and overlockers.

The learning in Year 9 is focused on gaining and exploring textiles skills and techniques. Students will gain confidence in critical problem solving, prototyping, design evaluation whilst developing their resilience.  Students will be producing high quality outcomes with beautiful finishes.  

Why this subject? In textiles technology, students will be inspired by a project-based course that contains a practical component where students will learn to think critically and creatively.  Students will first learn basic sewing skills and develop confidence by sewing a basic drawstring bag before exploring more advanced creative techniques.  If you enjoy fashion and creating, then this is the course for you!

This course introduces students to the foundational skills of Technological Practice and Technological Knowledge aligning with the refreshed curriculum. Students will engage in brief development and prototyping to create outcomes. Year 9 wood and metal technology is for students who are interested in how things are made, like thinking creatively and enjoy the hands-on process of making and building out of wood, metal, acrylic and composite materials, to name but a few. 

Testing and trialling your ideas to see if they work, combined with problem-solving, is the key to this course. This course is primarily workshop based and along the way you will learn how to safely use a range of powered and unpowered tools in this environment. So if you enjoy being creative and using your hands while learning new skills, then this is the course for you.

The Year 9 option dance program is available to all Year 9 students regardless of ability or level of dance.
The course covers:

• Introduction to dance terminology
• Dance history
• Introduction to choreography
• A range of styles and genres

Students who take this course will spend the semester learning a range of dance styles including contemporary, jazz and hip hop. They will have a number of opportunities to work in groups to develop their own choreography and perform in front of their peers. Public performance is a key part of this course - in Semester 1 students will participate in our school dance showcase, Momentum, and Semester 2 students will perform at Huihui//Collide. This course promises to be a fun, practical class in which students can be creative and express themselves.

This semester course follows the technology curriculum and involves designing and creating physical products and prototypes using a mixture of manual and digital methods.  In addition to manual product design skills, students will begin to develop skills in 3D modelling and basic computer aided design (CAD) to enable them to produce physical models, prototypes and outcomes using 3D printing, laser cutting and computer numeric control (CNC) technologies. A course suited to creative individuals interested in developing solutions for the present day or future problems.

Get ready to shape the future with our Year 9 Digital Technology course! This is your chance to dive into the dynamic world of digital tech, where you'll develop the skills, knowledge, and adaptability to thrive in an ever-evolving global landscape.

By choosing this pathway, you'll master specialized skills that industries are clamoring for. You won't just use digital technology—you'll create it! 

Our curriculum focuses on four thrilling areas: programming, computational thinking and designing and developing digital outcomes. You'll learn to think like a programmer and bring your creative ideas to life through cutting-edge projects.

2026 year's theme is all about creating digital outcomes by and for people within our diverse cultural society. You’ll work on exciting projects that reflect the unique needs and values of our community, making your learning experience both meaningful and impactful.

Join us on this exciting journey and become a digital creator who shapes the world!

Students build confidence, teamwork and leadership skills within the framework of creative play. 

Learning and assessment activities are based around the four strands of the Arts Curriculum. 

Students explore the following while developing their knowledge of dramatic conventions, elements and techniques, in the context of storytelling using Pūrākau Māori and 19th Century NZ Settler society:

• Developing practical knowledge – using drama elements and conventions to create drama
• Developing ideas – improvisation, drama creation
• Communicating and interpreting – performing in role
• Understand drama in context – theatre styles

This is a full year course.

Year 9 students follow a course which integrates the English curriculum strands of Reading, Writing, Oral language and Visual language. Students will focus on developing their skills across these strands by completing a wide range of activities and assignments. The course will be adapted to meet the learning needs of students. There is a strong focus on student progression from their current curriculum level towards level 5.

In preparation for the new curriculum that will begin to be implemented in 2027, students in this program will explore exciting developments in the world of food. Our practical room provides a fantastic opportunity to design, develop, and cook a diverse range of foods, fostering a variety of valuable skills. These hands-on lessons are directly linked to the theory taught in the classroom, allowing students to build their knowledge, cultivate new ideas, and enhance their decision-making abilities within the culinary field.

An introduction to the French language and culture, where students will gain an appreciation of customs, festivals and lifestyles of the people of the French-speaking world. Topics covered in the course are:

• Basic introductions and greetings
• How to exchange basic information about yourself (name, age, feelings, birthdays, physical characteristics and personalities).
• Family, colours, animals, weather, school, telling time, free time, teenage life in France
• Connections between Tahiti, Polynesian culture and Māori 
• Cultural activities (cooking French food…)

Health & Physical Education contributes to personal and social development through classroom and practical learning. Students are involved in activities that require individual endeavour and interaction with others, while learning and developing life long skills and strategies for resilience, social interaction and physical activity.

The course involves participation in:

• athletics
• aquatics and water safety
• adventure based learning
• invasion games
• international games
• striking games
• a variety of modified games centered around participation, leadership, social responsibility confidence, cooperation, inclusion, and competence.

Health units in this course will be a combination of the following topics:

• Relationship & sexuality education
• Resilience and mental health
• Hauora and wellbeing

This course will cover the basic skills required for Māori Performing Arts and Kapa Haka.
Skills will cover a range of theory, skills and concepts behind Maori performance.
Students will be introduced to the use of patu and rākau as well as foot movements unique to Ngāti Tuwharetoa. Students will learn about the history of Kapa Haka and look at the variety of performing arts costumes and regalia that are worn during a performance.
It is preferable that students are members of the school kapa haka group so that they achieve a high standard of training and purpose. It also assists them with the development of te reo Maori, which is essential in this course. 

The course is based on Mathematics in the New Zealand Curriculum (Level 3-5). The strands of number and algebra, geometry and measurement, and statistics and probability are covered, as well as the mathematical processes of problem solving, developing logic and reasoning, and communicating mathematical ideas.

Emphasis will be given to the development of numeracy, measurement and algebraic skills.

Students will be given opportunities to:

• Gain confidence and competence in the use of numbers.
• Participate in real mathematical situations so as to see the use of mathematics in everyday life.
• Develop the skills of measurement.
• Develop geometrical knowledge and skills associated with shape and space.
• Generalise from patterns and relationships.
• Manipulate data.
• Using Digital Technologies for Problem Solving, Coding and Data Displays.
  
  

Teaching and learning in the classroom, and assessment, will reflect the needs and abilities of the students.  

This course introduces the language of music through modules which are made up of practical music and music technology. Module 1 starts with a practical musical project, which is done in groups or as individuals. This can take many forms, for example, a rock band, rewriting a song, or learning a particular instrument. Practical music underpins the course and students have practical lessons with a specialist teacher every week. There is also the opportunity to take bass guitar and orchestral instruments. Students are encouraged to be creative and expressive while learning the basics of reading through learning the Rock Band module and composing original music throughout the course using GarageBand & 'Soundtrap' software in the Mac Suite. Learning assessment activities are based around the four strands in the Arts Curriculum and feedback and guidance are provided throughout the course:

• Developing practical knowledge - practical and written activities to explore music
• Developing ideas - research and understand a composer’s music
• Communicating and interpreting - rehearse and perform tasks
• Understand music - listening and practical activities to understand musical genres

Science at Year 9 aims to develop science skills and capabilities. Units of work are based on the Nature of Science in the New Zealand Curriculum.

Science education covers a series of context-based topics offered throughout the course in suitably equipped laboratories.

By the end of this course students should be able to:
- Communicate in Science
- Investigate in Science
- Understand how scientists work
- Participate and contribute

The Social Studies programme is constantly evolving in order to develop the knowledge and skills that students will need in the 21st century. This will enable them to:

• Develop understanding of ideas about changing global societies as we enter a new technological age.
• Continue to develop understandings of Aotearoa New Zealand histories.
• Appropriately contribute in local, national and global communities.
• Evaluate the sustainability of alternative social, economic, political and environmental practices.
• Explore and analyse people’s values and perspectives.
• Engage critically with societal happenings through an ongoing current events programme.

An introduction to the Spanish language and culture, where students will gain an appreciation of customs, festivals and lifestyles of the people of the Spanish-speaking world.
Topics covered in the course are:

• Basic introductions and greetings.
• How to exchange basic information about yourself (name, age, feelings, birthdays, physical characteristics and personalities).
• Family, colours, animals, weather, telling time, free time, teenage life in Spain
• Cultural activities.
• Make connections between indigenous population in Latin America and Māori

This is a one semester course aims to introduce students to basic Te Reo and Tikanga Māori.
Some of the topics covered are:

• Mihimihi/Pepeha (basic introductions and greetings).
• Whānau (family).
• Kāinga (home)
• Tikanga me ngā kawa o te marae (marae customs and marae protocol).
• Haka & waiata.

This is a full year course which aims to expand students knowledge of basic Te Reo and Tikanga Māori in the second semester, to further develop their skills gained in semester one.
Some of the topics covered are:

• Mihimihi Pepeha (basic introductions and greetings)
• Whānau (family)
• Tikanga me ngā kawa o te marae (marae customs and marae protocol)
• Haka & waiata
• Tīnana (body)
• Kāinga (home)
• Pakiwaitara (legends)
• Kura (school)
• Whaikōrero (Māori oratory)
• Karanga
• Pōwhiri
• Manu Kōrero
• Marae Viists

During this course, students will work in a variety of areas and media. Observational drawings and developmental work leads to work in one or more of the following media:

• Paint
• Design
• Collage and mixed media
• Printmaking

Students will cover a range of design techniques, including drawing and painting skills, with a focus on the principles of design and the design process to develop their own techniques and ideas in the creation of design-based projects.

A range of the following activities are included: Research into creative ideas for original design concepts, developing the design concepts to produce and original skateboard design, the final production of an actual  skateboard design, and a lino print project that incorporates the design principles. There may be opportunities for some photoshop exposure

Students will cover a range of drawing and painting skills, with a focus on artist models (techniques) to develop their own techniques and ideas.

A range of the following activities are included: A wide variety of painting techniques painting, Landscape painting, coloured Lino printing using painting skills to enhance the image and a self-chosen painting project that incorporates all the skills and techniques learnt in the course.

The Year 10 option dance program is available to all Year 9 students regardless of ability or level of dance.

The course covers:

• Introduction to dance terminology
• Dance history
• Introduction to dance composition, working in groups to create and choreograph dance pieces
• A range of styles and genres

Through this course, students will be exposed to choreographers that have defied expectations and left an infallible mark on the dance world such as Neil Iremira, Parris Goebel, Bob Fosse, and Alvin Ailey. Students will learn new techniques, examine stimuli used by choreographers and investigate how choreographers communicate ideas through movement.  A range of dance styles will be explored through this class including contemporary, hip hop, and Samoan sasa.

This course will require students to be creative. They will have the opportunity to develop their own choreographic, performance and analytic skills. Public performance is a key part of this course - in Semester 1 students will participate in our school dance showcase, Momentum, and Semester 2 students will perform at Huihui//Collide. 

This course enables students to realise the importance and relevance of design and graphical communication in today’s technological society. The skills taught will promote student learning through a series of related tasks that will lead to a career pathway in a design related field. This course follows the New Zealand Curriculum and leads directly to NCEA Level 1.

Students will build on their knowledge and skills from Year 9 to cover a wider range of skills that include investigation, research, problem solving, and evaluation. Formal drawing skills are developed further, to enable more complex design tasks to be completed. Computer Aided Design (CAD) is introduced in greater depth with students being able to develop 3D models, physical prototypes and working drawing documentation for design tasks.

Digital Technologies helps prepare you for your future - developing the skills, knowledge and ability to adapt yourself to an ever changing global environment. 

Year 10 builds on skills introduced in Year 9 but also provides foundational knowledge that will prepare you for NCEA level 1 and beyond. 

Students choosing a digital technologies pathway will develop the more specialised skills that industry say are in high demand.  Students become the creator rather than a user of our digital world.  The curriculum covers four key areas, programming, computational thinking and designing and developing digital outcomes.

Computational thinking is about understanding how computers work and principles that underlie all digital technologies. Your skills in programming will also be enriched through learning the fundamentals of python, HTML and CSS.

Designing and developing digital outcomes enables you to develop knowledge and skills in using different software programs to create digital content such as websites, apps, video games, images, movies, sound and other applications. You will be learning about the design process which will provide you with the essential foundational skills to further your education in digital technologies and pursue a career in this exciting field.  

Digital technologies programme will:

This is a practical and theory-based course in both classroom and stage drama where students build confidence, teamwork and leadership skills within the framework of creative play. No experience is necessary, but courage to try something new is essential and full participation is obligatory.
Students explore the following while developing their knowledge of: The history of theatre, in-role improvisation, stage craft, Greek theatre form, New Zealand theatre form, scene devising, script work, movement, voice and role.

• Developing practical knowledge – using drama elements and conventions to create drama
• Developing ideas – improvisation, drama creation
• Communicating and interpreting – performing in role
• Understand drama in context – theatre styles

This is a full year course building on the students' prior learning in Year 9.

Year 10 students follow a course which integrates the English curriculum strands of Reading, Writing, Oral language and Visual language. Students will continue to develop their skills across these strands by completing a wide range of activities and assignments. The course will be adapted to meet the learning needs of the students. There is a strong on focus on student progression from their current curriculum level towards level 6. 

Students follow the technology process in product development to research, design and make a range of projects, using textile materials. Skills in this course will include: the use of sewing machines and overlockers, vinyl/screen printing, embroidery machines and developing practical sewing skills as well as applying the design thinking process. The different projects in Year 10 are; Storage Solution,  Hoodies and Upcycling. Although the year 10 course is mainly a hands-on practical course, it can also lead to university approved subjects in design and technology in Year 12 & Year 13. 

Further courses are available in Years 11, 12 and 13. There are career opportunities in all fields of clothing and related industries for example, Apparel and Textile design, Interior design or in the Technology Industry through product development and project management

Welcome to the World of Food Technology!

Step into the exciting realm of food product development, where your creativity meets culinary innovation! In food technology, you won't just learn about food – you'll become an active participant in its evolution.

In preparation for the new curriculum that will begin to be implemented in 2027, our theoretical studies will involve researching, designing, developing, and evaluating various food outcomes. You'll explore intriguing current issues in food development and gain insights into conducting consumer research.

The practical component of this course is where your skills truly come alive. You will design, trial, and develop food outcomes of your own selection, with opportunities to engage in experiments and consumer testing. The primary objective of our practical lessons is to cultivate a broad practical skill base and foster confidence in the kitchen. Throughout this hands-on process, you'll learn the critical importance of materials and process selection for performance, aesthetics, and sustainability.

Furthermore, you will learn about making informed food choices to enhance your health and well-being.

Join us to discover your potential as a food innovator!

Students are encouraged to increase their ability to communicate both in oral and written everyday French situations. Students learn the differences and similarities between their own language(s) and French. They learn to give and receive information in French in a variety of topics, for example:

• Shopping, asking and giving direction, talking about meals, buying drinks and food, talking about holiday, free time, home, clothes, music, TV
• The cultural emphasis at this level focuses on food, sports, celebrations and Paris.
• Students will make connections between the Polynesian culture in Tahiti and the Māori culture.
• Students will learn differences and similarities between their own culture and French-speaking cultures

Health & Physical Education contributes to personal and social development through classroom and practical learning. Students are involved in activities that require individual endeavour and interaction with others, while learning and developing life long skills and strategies for resilience, social interaction and physical activity.

The course involves participation in:

• Athletics
• Sport Education
• Net games
• Playground games
• How sport influences your Hauora
• Traditional Māori Games
• a variety of modified games centered around participation, leadership, social responsibility confidence, cooperation, inclusion, and competence.

Health units in this course will be a combination of the following topics:

• Relationship & sexuality education
• Hauora and wellbeing

This course is for students who are current or potential performers in kapa haka or have an interest in Maori Performing Arts (Te Ao Haka). 

To apply the skills taught, students must first learn the theory or ideas behind the action. So basically, students will learn to understand why before they do. To challenge students and to move them out of their comfort zones, they will be introduced to the use of patu and rākau as well as foot movements unique to Ngāti Tuwharetoa.
Students will learn about the history of Kapa Haka and look at the variety of performing arts costumes and regalia. They will also have the opportunity to gain a Toi Whakaari Māori Level 1 Unit Standards if they demonstrate a good level of learning.

The course is based on Mathematics in the New Zealand Curriculum Level (4-6). The strands of Number and Algebra, Geometry and Measurement and Statistics and Probability are covered as well as the mathematical processes of Problem Solving, Developing Logic and Reasoning, and Communicating Mathematical Ideas.

Emphasis will be given to the development of numeracy and algebraic skills.
Students will be given opportunities to:

• Gain confidence and competence in the use of numbers.
• Participate in real mathematical situations so as to see the use of mathematics in everyday life.
• Develop the skills of measurement and algebra.
• Develop geometrical knowledge and skills associated with shape and space.
• Generalise from patterns and relationships.
• Manipulate data.
• Using Digital Technologies for Problem Solving, Coding and Data Displays.
• Gain the Numeracy requirement for NCEA Level 1

Teaching and learning in the classroom, and assessment, will reflect the needs and abilities of the students.   

This is a practical course focusing on a mix of basic music theory and notation, composition, and practical music on a chosen instrument. The modules in Year 10 are streamlined to allow students to take music in Year 11 and look at the following:

1. Learning how to use music software: Sibelius, Flat.io, GarageBand, iMovie

2. How to analyse music in order to perform it. 

3. Performing in and out of class - there are performances at the end of each term where students perform as part of a group or solo. 

4. In the first term the students take one trip where we walk around town looking at the Graffiato. Students choose one painting and learn to write a piece of music about the painting. 

5. Tūrangawaewae: composing music in the place they stand. Student learn specific soundscaping techniques to write music about the environment where they belong. 

6. Songwriting forms a part of this course as well as understanding the emotions behind music. 

Practical music runs throughout the course and students have the opportunity to take part in instrumental workshops with specialist teachers. Students perform as part of a group and/or as an individual.

This is a practical course focusing on a mix of music technology, composition, practical music on a chosen instrument. This course is centred around different projects where students learn the basics of composing, recording and making music videos. The modules in Year 10 are streamlined to allow students to take music in Year 11 and look at the following:

Students compose original music through use of different software (Garageband, Soundtrap, Sibelius, Musescore) and instruments such as guitar and piano.

Practical music: this module runs throughout the semester and students have practical workshops with a specialist teacher. Students perform as part of a group, or as an individual. 

Music Technology: students learn about aspects of sound gear and technology and how to set it up, and record music - both live and in a studio. Music technology is utilised to create different kinds of music.

This course looks at students participating and assessing risk in a range of practical activities. This course is a chance for students to develop their skills, confidence and knowledge by experiencing managed risk through challenging activities and pursuits. These may include, but are not limited to:  lake activities, rock climbing, tramping, nature based activities, team building, camping and mountain biking (cost $90). To complete activities, class periods and lunch times will be used, plus an overnight experience of camping outdoors.

This course allows students to apply key concepts within a practical setting, in both individual and team sporting environments. 

Students will build a sound knowledge base, to allow them to move confidently into Level 1 Physical Education. This course involves participation in leadership, exercise physiology, fitness and water safety. Through these units we will we also link our learning to kotahitanga as this a key aspect of Level 1 Physical Education.

As a performance based subject, students will be assessed both in the classroom and within a practical setting through fitness testing, a project work and sports leadership. 

It is recommended that all students participate in the water safety unit. This will take place at a variety of locations - AC baths, Lake Taupo and Mount Maunganui Surf Life Saving Club.

Materials technology is an essential learning area in the New Zealand Curriculum and provides exciting opportunities for all students to develop and extend their ideas and to explore creative solutions to real-world practical problems. Technology is challenging, rewarding and open to everyone. This course follows the current New Zealand curriculum; however, we are shifting to align with the refreshed curriculum in 2027

Year 10 Resistant materials technology is intended for students interested in exploring different mediums of hard materials, including wood, metal, plastics and composites. Students are encouraged to problem solve within the technological process and to develop skills in design and evaluation. Primarily workshop-based, this course will teach you the correct use of powered and non-powered tools and workshop safety skills. 

Science at Year 10 is a one semester course that aims to extend the science skills and capabilities introduced in Year 9 and lead them into Year 11. Units of work are based on the Nature of Science in the New Zealand Curriculum.

Science education covers context based topics centered around the big ideas in science, which are offered throughout the year in suitably equipped laboratories.

Students continue to develop the science capabilities of: Gathering and interpreting information, Using evidence to support ideas, Critiquing evidence, Making meaning of scientific representations and Engaging with science. By developing these capabilities, students will become equipped to:

- Understand about Science and how scientists work

- Communicate in Science

- Investigate in Science

- Participate and contribute in Science

From the smallest atom to the outer reaches of the solar system, this course will explore a range of topics. Learn the knowledge and skills of scientists associated with contexts such as geophysics, biotechnology, electronics, human biology, farming, environmental science and many more topics connected to our community.

Learning will be based around project-based learning, including laboratory activities and fieldwork. Each project is student centered learning based on STEM (Science, Technology, Engineering & Mathematics) the nature of science strands and connected to our community.

The junior Social Science programme is constantly evolving in order to develop the knowledge and skills that students will need in the 21st century. The new, exciting and compulsory Aotearoa New Zealand History is incorporated into this programme. 

Social Sciences creates a curiosity about and a respect for places, people, cultures and systems.

The knowledge and skills students will embrace in year 10 will further enable them to:

• Develop understanding of ideas about changing global societies.
• Appropriately contribute in local, national and global communities.
• Evaluate the sustainability of alternative social, economic, political and environmental practices.
• Explore and analyse people’s values and perspectives.
• Engage critically with societal happenings through an ongoing current events programme.
• Build understandings of how people have shaped Aotearoa New Zealand’s past to help them make sense of the present and inform future decisions and actions.

This course aims to give greater breadth and depth to a student’s social science knowledge gained in the compulsory course, further developing the critical thinking skills required for the 21st century. 

What do you want your future to look like?

We live in a globalised world - what does that mean?

Contexts will be taken from current local or global events, and developed around student interest from within the class.

In the past these have included:

• The Antarctica Experience
• Civilisations
• Conflicts - past and present
• The significance of Tropical Rainforest exploitation

Students are encouraged to increase their ability to communicate both in oral and written everyday Spanish situations. Students learn the differences and similarities between their own language(s) and Spanish. They learn to give and receive information in Spanish in a variety of topics, for example:

• Shopping, asking and giving direction, talking about meals, buying drinks and food, talking about holiday, free time, home, clothes, music, TV,
• The cultural emphasis at this level focuses on food, sports and Spanish dances in Spain and Latin America.
• Students will make connections between the indigenous culture in Latin America and the Māori culture.
• Students will learn differences and similarities between their own culture and Spanish-speaking cultures

This full year course is for those students who aim to progress their knowledge/understanding of the Māori language and the wider aspects of Te Reo me ngā Tikanga Māori. This course covers Levels 2 to 5 of the New Zealand curriculum. 

Some topics covered are:

• Hākinakina (Sports)
• Whaikōrero (Oratory)
• Mihimihi
• Manu Kōrero Speeches
• Leisure Activities
• Kura (School)
• Kāinga (Home)
• Waiata & Haka
• Whakawhiti Kōrero (conversational Māori)

Materials and Processing provides a broad introduction and foundational knowledge of the technological process. This allows for specialisation into each area at level 2 & 3.  Each of the mediums (different areas of materials eg textiles, engineering, wood or food) will be theme based and offer the same assessments throughout the year.  Three out of the 4 Achievment standards will be offered. This will consist of 2 Internals and 1 external achievement standard.

Choose the medium/material you would most prefer to work with.  You have the choice between fashion textiles, food, wood and engineering.

Food technology - focuses on the technological process on developing food-based outcomes There will be one major project/outcome for each semester designed around a theme. This course leads to a University Enterance approved course in y13.

Optionly an extension opportunity may be offered for some unit standards.

Materials and Processing provides a broad introduction and foundational knowledge of the technological process. This allows for specialisation into each area at level 2 & 3.   Each of the mediums (different areas of materials eg textiles, engineering, wood or food) will be theme based and offer the same assessments throughout the year.  Three out of the 4 Achievment standards will be offered. This will consist of 2 Internals and 1 external achievement standard.

Choose the medium/material you would most prefer to work with.  You have the choice between fashion textiles, food, wood and engineering.

Wood

In this course, students will be given a brief, a scenario and or theme.  This will give them the opportunity to design and manufacture a project that interests them or fits the needs and opportunities of a potential client.  They will also get the opportunity to explore the many and varied materials that are on offer in today’s society and our Taupō community.  These could be native and or exotic timbers and or wood based products, the many and varied metals used nowadays, selecting suitable plastic's, leather, bone or other available materials. 

The course will provide opportunities for students to develop and improve many skills like their practical abilities, creative design, negotiation, research, testing & trialing techniques and other areas required for success in today’s technological society.

This course can lead the students onto pathways in a number of the trade based or design industries on offer, or into leading edge experimental industrial environments that have always been a part of Aotearoa's number eight wire mentality.

This subject can also assist the student on to their chosen pathway into tertiary institutions like: polytechnic, university or apprenticeship system.

It is worth knowing that the student may be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Agricultural and horticultural science - a selection from 

Primary production in Aotearoa - agricultural and horticultural industries that are carried out in New Zealand, including a local focus where possible.

Plant and animal production - life processes and management practices.

Management of the farm environment - looking after soils, and the impacts on the environment of agriculture and horticulture.

BIOCHEMISTRY

BIOLOGY: Exploring genetic variation relating to an identified characteristic. Evaluate findings when genetic variation has been identified and tracked.  Learn about what affects micro-organisms, and how this makes them useful for making food.

CHEMISTRY: Investigating reactions and what affects them in a wide range of contexts. Experimenting and linking observations to how chemistry is used in life, particularly around the home. Reactions could include combustion, neutralisation, and precipitation.

Commerce is all about understanding how the business world works. In this course, you'll explore economics, accounting, business studies, and finance through real-life case studies. You'll also develop critical thinking, problem-solving, and financial literacy skills that are useful in both everyday life and future careers by examining many different types of businesses.

As part of the course, students will take on an entrepreneurial journey. Working in teams, you'll plan and run a sustainable, financially viable business that makes a positive impact.

Level 1 NCEA Commerce provides a solid foundation in business and sets you up for success in future studies, and leads into Accounting and Economics and Enterprise Studies in Years 12 and 13.

With the 2024 Curriculum Refresh, some changes have been made to our traditional technology courses.  In 2026, there are 3 distinct areas of technology - Materials & Processing (traditionally these were textiles, engineering, wood and food), Digital Technologies and Design and Visual Communication.  You are able to choose two out of the three technologies.

Design and Visual Communication is a course that focuses on learners developing skills that support a pathway into either Product Design or Architectural design. The year will be will be split into two semesters enabling students to keep their options open in terms of future pathways.

Opportunities will exist to enable you to cover both of these areas over the course of two semesters.  

Three out of the 4 available achievement standards will be offered consisting of 2 Internals and 1 external achievement standard. (15 credits)

This course leads to Year 12 DVC and then Year 13 DVC which is a University Entrance approved course.

DVC is a course intended for students interested in design as a means to develop their own visual communication skills or as an intended career pathway. The course is a progression from Year 10 and extends student learning through the introduction of different media, design and communication skills. Students will further develop their skill in 3D modelling, computer aided design (CAD), image enhancement technologies and digital fabrication. 

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Welcome to Year 11 Digital Technologies! This year, you will dive deep into the fascinating world of computational thinking and digital design, where you will master the fundamentals of Python programming and create your own digital outcomes.

In this course, you will learn to apply computational thinking skills and basic programming structures to develop your own video game, app or website. You will make use of a wide range of tools and techniques, making smart development choices based on testing and feedback from your peers.

We will also explore the exciting design processes in digital technologies. You will research real-world issues, brainstorm innovative design ideas, and create solutions that meet the needs of end users. Throughout this journey, you will engage in talanoa (open dialogue), mahi tahi (collaboration), and whakawhiti kōrero (feedback) to refine your designs and make them even better.

Your final project will showcase a completed design that incorporates your best ideas, demonstrating a clear link from initial concepts to the finished product. You will also incorporate the values of manaakitanga (hospitality) and kaitiakitanga (guardianship) as you create your design, drawing on significant learning experiences.

Completing this course will aid you in developing the essential skills required in industry and if pursuing a career in digital technologies.

The Year 11 course enhances individual confidence, communication and organisational skills, time management and people management skills, through exploring aspects of drama including:

• The study of devised drama in a Taupō context, New Zealand theatre and the practical application of drama skills in live performance
• The study and application of dramatic techniques, elements and conventions
• Public performance in the Year 11 assessment evening
• Drama Camp (prior to the public performance)

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student, or there is no evidence of the student attempting the assessment.

Ko te reo te tuakiri, ko te reo tōku ahurei, ko te reo te ora

Language is my identity; language is my uniqueness; language is life

This course will build student’s awareness and appreciation of language and literature, as well as their ability to express their views and ideas with confidence. Rangatahi will have the opportunity to explore a wide range of stories and viewpoints through our unique Aotearoa lens. Students will understand that language is powerful.

Through career exploration and personal development ākonga will gain the insight, confidence and skills to get work, keep work and create careers. Together we will explore: 

• Personal strengths and values
• Communication
• Employability skills and employment opportunities
• Local industries
• Community service
• Workplace preparedness
• Financial literacy which includes: Bank Accounts; Credit & Debit Cards; Careers & Employment; KiwiSaver; Personal Budget; Renting; Home Ownership; Insurance.
• Wellbeing

The Explore course includes: self-awareness; exposure to the world of work; exploring different types of work and career pathways; employability skills; creating a CV; workplace visit; voluntary work experience; health & safety in the workplace (could include a visit to Tenon + guest speakers from police force etc, coming into school); financial literacy (could include an employment services visit); and possible work experience (could be through Gateway). 

Materials and Processing provides a broad introduction and foundational knowledge of the technological process. This allows for specialisation into each area at level 2 & 3.  Each of the mediums (different areas of materials eg textiles, engineering, wood or food) will be theme based and offer the same assessments throughout the year.  Three out of the 4 Achievement standards will be offered. This will consist of 2 Internals and 1 external achievement standard.

Fashion and textiles technology - This course is aimed at those learners wishing to embrace their creative, academic and practical abilities in textiles.  This course will enable students to access state-of-the-art equipment including innovative design software, laser cutter, vinyl cutting, embroidery machine and high quality sewing machines and overlockers. 

This course focuses on the technological process alongside learning new and refining technical sewing skills.  There will be two major project/outcomes designed around student choice and based on a theme. 

This course leads to a University Entrance approved course in y13. 

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Year 11 French is a continuation from Year 10 work. Students build on the vocabulary and grammar they have already studied, based on Levels 4, 5 and 6 of the French Curriculum. Students continue to develop their confidence in the four language skills of speaking, listening, reading and writing as well as French cultural aspects of France and French speaking countries. Students keep making connection between the Polynesian culture in Tahiti   and the Māori culture. 

French is connected to subjects outside of the Learning Languages Learning Area. This includes the Learning Areas and subjects of:

• Social Sciences: Geography, Social Studies, History, Tourism, Media Studies, English, Classical Studies Religious Studies
• Art: Visual Arts, Dance ,Music, Art History
• Health and Physical Education: Food and Nutrition, Heath, Physical Education

Geography is the study of the earth as the home of people, it is about what is around us.

- It looks at the natural and cultural features of our environments (te Taiao)

- It looks at the ways in which these features are arranged on the earth's surface

- It investigates the natural processes, such as glaciation or volcanic eruptions, that have formed these features

- It explores the relationships between people and the environment, how each influences the other. 

We will be covering a range of different topics, settings and geographic skills.

This course provides an interesting and broad base for any future studies in the Social Sciences or Earth Sciences.

Health Studies engages the three Key Areas of Learning (Food and Nutrition, Mental Health, and Relationships and Sexuality) to help ākonga develop an understanding of holistic health models, and the interconnections between the physical, mental, emotional, social, and spiritual dimensions of people’s lives.

Through Health Studies, ākonga can learn about how kaitiakitanga, manaakitanga, and whanaungatanga contribute to the hauora of individuals, whānau, and communities.

By engaging in this subject, ākonga can:

• learn how actions can enhance hauora, and explore ways to manage change situations that impact health and wellbeing,
• develop understanding of current issues related to food, nutrition, and health, and learn how a range of factors influence wellbeing,
• grow an understanding what contributes to healthy relationships, and develop strategies to strengthen their sense of identity and self-worth.

Ākonga can learn foundational knowledge and skills that can lead to diverse future pathways, including becoming a teacher, and working or studying in the health, community services, government, hospitality, and science sectors.

Year 11 History concentrates on 20th Century history as a means of helping students better understand their world and their place in it. A variety of topics will be chosen from the selection below.

1. Black Civil Rights in the USA 1950-1970: A topic which has relevant comparisons to NZ case studies such as the Dawn Raids and Polynesian Panthers.
2. The Rise of Hitler:  Students will examine him as a historical figure who had a significant impact. Comparisons can be made to other significant figures in the history of Aotearoa.

3. Various NZ contexts: such as The Land March of 1975; Racism in Pukekohe in the 1950-60s; Protests through the 1970s and 80s eg Springbok Tour, Nuclear Free, Anti-Vietnam, Bastion Point.

Important History Concepts such as Perspectives, Impact, Turangawaewae, Whakapapa, Tuakiri, Mana, Power, Identity, are examined throughout the topics.

NCEA Level 1 English Literacy

This course is designed for students that require extra assistance with literacy skills to support wider accessibility to other learning areas.  Students will complete 2 internal standards and also work to prepare for the annual Common Assessment Activties.

Kei hopu tōu ringa ki te aka tāepa, engari kia mau ki te aka matua.

Cling to the main vine, not the loose one.

Akōnga will engage in learning across all areas of mathematics and statistics - number, algebra, space, measurement, statistics, and probability - and apply their skills to model, analyse, and interpret the world around them.  They will learn to make sense of observations and patterns, interpret and use mathematical symbols and displays, and communicate their findings appropriately.  Through a range of contexts relevant to rangatahi in Aotearoa, students will learn to investigate, critically evaluate information, and make informed decisions.  They will be encouraged and enabled to move beyond a compartmentalised understanding of mathematics and approach problems from different perspectives, with multiple methods.  This course will also extend students' Algebra skills.

Kei hopu tōu ringa ki te aka tāepa, engari kia mau ki te aka matua.

Cling to the main vine, not the loose one.

Akōnga will engage in learning across all areas of mathematics and statistics - number, algebra, space, measurement, statistics, and probability - and apply their skills to model, analyse, and interpret the world around them.  They will learn to make sense of observations and patterns, interpret and use mathematical symbols and displays, and communicate their findings appropriately.  Through a range of contexts relevant to rangatahi in Aotearoa, students will learn to investigate, critically evaluate information, and make informed decisions.  They will be encouraged and enabled to move beyond a compartmentalised understanding of mathematics and approach problems from different perspectives, with multiple methods.  This course will extend students' Statistical skills.

Materials and Processing provides a broad introduction and foundational knowledge of the technological process. This allows for specialisation into each area at level 2 & 3.  Each of the mediums (different areas of materials eg textiles, engineering, wood or food) will be theme based and offer the same assessments throughout the year.  Three out of the 4 Achievment standards will be offered. This will consist of 2 Internals and 1 external achievement standard.

Choose the medium/material you would most prefer to work with.  You have the choice between fashion textiles, food, wood and engineering.

Metal 

Students who take this course will complete a full year in the workshop environment. Within the year they will undertake a minimum of 1 Engineering Project, which will contribute to the student's folio of work. 

The manufacture of engineering products, working from specific plans to within given tolerances requires the students to display competent practical skills. Design and making techniques are taught and developed to manufacture materials in the production of the students' folio of work, which might be items such as a gardening tool or similar.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Health and Safety and understanding of working in a risk rich environment is a large part of this course and those students that cannot demonstrate good practice in this area, may be removed from the course.

Music study at Year 11 consists of a comprehensive course, which expands upon the skills built through study in Year 9 and Year 10.

Students will explore use of computer software to create original compositions, re-create existing hits, and produce notation ready for publication. 

Students will continue to learn more about reading and writing music for their performance instrument where appropriate. They will learn through group performance and by looking at a variety of music styles which will provide the skills for individuals to read and write music according to their level of experience and knowledge. Students will enjoy the e-learning focus to assist both learning and assessment.

As part of the performance requirements, students will be given tuition from itinerant teachers in their chosen instrument, throughout the year (either privately or via the college). Students must be prepared to take part in performance opportunities and be working with a tutor as they learn about music performance. 

Special Conditions:

• Students must be prepared to take part in performance opportunities
• It is expected that students will attend scheduled lessons with their tutor and non-attendance for unjustified reasons may result in the student losing this opportunity
• Students who have lessons with an outside tutor may continue with their current teacher

Programmes in outdoor education are important for reconnecting increasingly urbanized and digitally focused ākonga with nature and their local environment. Through learning in outdoor education, ākonga can explore concepts such as manaakitanga (care and responsibility), kaitiakitanga (guardianship), whakawhanaungatanga (social connections), ārahitanga (leadership), and kotahitanga (unity and cooperation).

Outdoor education includes learning skills in specific outdoor activities, such as mountain biking and tramping. It also includes developing an appreciation of the local area, learning the stories, and how the environment is connected to where they live. Outdoor activities foster the personal and social development of ākonga through experiences involving:

• Applying understanding of Hauora to personal experiences.
• Exploring challenging experiences for personal & social development.
• Tikanga, Tia Katanga & Manaakitanga
• Biophysical Skills
• Developing a sense of Risk analysis & management
• An Understanding of Sociocultural factors
• Goal Setting 

Students who choose Outdoor education will do so knowing that there is a requirement to attend Education outside of the classroom in our local environment. This will be a combination of day trips and overnight experiences.

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

Ākonga selecting Level 1 Physical Education will be working at Curriculum level 6 and will participate in the following: 

• Develop movement skills and strategies that are responsive to external cues
• Develop capabilities and explore strategies to promote kohtahitanga
• Understand te ao Maori influences on the moving body
• Understand a range of biophysical principles
• Reflect on how places and spaces influence movement with reference to te taiao
• Recognise that the body holds unique significance and tapu, must be protected and nurtured through movement.
• Make meaning from how movement may influence hauora 
• Manage self in challenging movement contexts
• Understand that sociocultural factors influence the moving body
• Apply an understanding of tikanga 

PHYSICAL SCIENCE: Analysing mechanical (gravitational potential and kinetic energy), thermal (heat energy) and electrical energy through scientific knowledge and practical investigations. 

EARTH SCIENCE: How have humans impacted the environment through the use of resources - in Aotearoa and the Pacific Region - since the industrial revolution to present day?

SPACE SCIENCE: How do the Sun, Earth and Moon interact resulting in day/night, seasons, tides and eclipses?

SCIENCE

Everything is Science, and Science is everything - this course covers a very broad range of topics, and is primarily based on the development of scientific skills. 

Possible contexts could include: 

- how science shapes the future of Aotearoa locally and globally 

- is everything scientific on the internet “real” - protecting the taiao and using resources responsibly  

- Science influences our everyday life; we would not exist without science. 

- How scientists investigate Biology, Chemistry, Physics, and Earth and Space Science to find out how things work or why things happen. 

- Critical thinking and investigative skills allow us to engage and participate in problem-solving around local socio-scientific issues

Year 11 Spanish is a continuation from Year 10 work. Students build on the vocabulary and grammar they have already studied, based on Levels 4, 5 and 6 of the Spanish Curriculum. Students continue to develop their confidence in the four language skills of speaking, listening, reading and writing as well as Spanish cultural aspects of Spain and Spanish speaking countries. Students keep making connection between the indigenous cultures in South America and the Māori culture.

Spanish is connected to subjects outside of the Learning Languages Learning Area. This includes the Learning Areas and subjects of:

• Social Sciences: Geography, Social Studies, History, Tourism, Media Studies, English, Classical Studies Religious Studies
• Art: Visual Arts, Dance ,Music, Art History
• Health and Physical Education: Food and Nutrition, Heath, Physical Education

The Year 11 course covers the basic components of Māori Performing Arts and includes waiata, haka, poi and some aspects of Maori weaponry. It is primarily a theory based course where essential knowledge is acquired before embarking onto the more practical aspects of Māori Performing Arts. It is strongly recommended that students become members of the college kapa haka group to enhance their performance ability and understanding. This will help immensely with achieving the respective standards as most standards require some form of practical demonstration.

Students will attend one wānanga (overnight stay on school marae) per term with school kapa haka group, as well as one cultural visit to Toi Ohomai or a local tourism venture where Maori Performing Arts are displayed. 

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment. Students who do not come from a Maori Performance background may be interviewed and/or auditioned to assess their suitability and potential to pass this course..  

Te Ao Haka is a more "localised" version of Maori Performing Arts. It's primary focus is on the local or resident tribal view of Maori Performing Arts. Composition and choreography feature highly on this course and it is important that students are aware that this is a performance-based course Assessments are both theory and practical as well as a combination of both. It is recommended that school kapa haka members participate in this course. 

This course is for multi-lingual learners in Te Reo Māori. The course covers Te Reo Māori and Tikanga Māori in familiar contexts. The course is assessed through language achievement standards where students will develop their knowledge of Te Reo and Te Ao Māori.

• Students will apply a range of communicative skills in a variety of contexts that will enable them to express their thoughts in te reo Māori with accuracy, fluency, cultural integrity and gain an understanding of language revitalisation. 
• Students will develop self-managing skills and strategies that will enable them to know when to lead or follow, and when and how to act independently or collectively for the benefit of te ao Māori. 
• Students will apply creative and critical thinking, as well as metacognitive processes to make sense of information, experiences and ideas which will inspire them to be lifelong learners of te reo Māori. 
• Students in tandem with learning tikanga Māori, will strengthen their own identity, therefore, providing a strong foundation for them to create and nurture relationships with others and the environment. 
• The ideas, values and attitudes developed from a Māori worldview expressed through te reo Māori will enable students to be culturally confident and competent to participate in and contribute to Māori language and culture revitalisation within their communities.

Students will be required to engage in practice-based visual inquiry to explore Aotearoa New Zealand's Māori foundational context and another cultural context. A practice-based visual inquiry is practical and for the purpose of recording, not 'art making'. This includes annotations, diagrams and drawing strategies to explore properties such as shape, texture, mass, and colour. 

Students will then be required to produce resolved artwork appropriate to established art making conventions.

Finally,  students will produce work, presented in a digital portfolio exploring Visual Arts processes and conventions to inform own art making involves: experimenting with processes, materials, and techniques in response to an art making intention.

The y12 and y13 accounting classes have been combined for some time. All students in this class have taken a combination of L3 Accounting standards. Any Plans to separate year 12 and 13 class would greatly benefit the students, as it would allow the teacher to be fully present and available for the entire 90 min period to support each group effectively.

For guidance on how this might work see TIC commerce and look at L3 Accounting page 

The Level 2 NCEA biology course is aimed at students who wish to study biology in greater depth and develop the skills which will be used in further study. This course covers pure biology topics of plants and ecology, cell processes, adaptations across several groups of living organisms, and genetics and evolution.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

A chemist’s answer to the question “What is Chemistry?” could easily be, “What in the world isn’t Chemistry?”. Chemistry involves a study of everything about us; from the air we breathe and the food we eat, to the chemistry of a comet, the planets, and beyond. Chemistry involves the study of the structure and nature of substances, how they behave chemically, and the synthesis of new substances; in short, taking things apart and putting them together.
Knowledge of chemistry is an essential prerequisite for many science-based careers, e.g. engineering, medicine, pharmacy, physiotherapy, dentistry, consumer science and other scientific university courses. It may also be useful for some polytechnic courses. Chemistry is a subject that helps students to develop their own powers of scientific reasoning and understanding, whatever career they decide upon.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

In 2026, Level 2 Classical Studies focuses on topics within three areas of the classical Greek world; literature, art and history. Topics will be:

• Greek Mythology and Religion 
•  Greek ideas and values and their influence on modern society
•  Greek art and architecture 

There will also be a research component (2 papers) where we will look at a significant ancient event (The Eruption of Mt Vesuvius and the destruction/preservation of Pompeii) as well as comparing Greek Mythology to modern representations of the stories (e.g. Homer's Odyssey). This component is internally assessed and is worth 10 credits. 

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

A personal device is required for this subject.

The Year 12 dance programme is optional and is available to Year 12 students who express an interest in dance. The course includes:

• Dance elements – in conjunction with Choreographic Devices (both are key components of NCEA dance)
• Dance composition and choreography – developing group, solo and duet work
• Performance skills 
• Dance analysis – Examining how choreographers create dance works that communicate ideas
• Students who are already participating in dance, whether private/extra-curricular, Kapa Haka or Pasifika group, will have an individual learning plan to enhance their prior learning and experience. There is no audition process to enter this course. 

Dance in 2025 will focus on developing the student's creative, critical and collaborative abilities. They will work closely with their peers to develop dance works that communicate ideas that are important to them and perform these in both large and intimate settings. This class will also allow them to work on their leadership skills.

In taking this class, students will develop their understanding of choreographic and performance practices and will be able to articulate how practitioners create movement to communicate ideas. There will be numerous performance opportunities including in-school showcases, Dance NZ Made, and other dance festivals. Students will have the opportunity to work with Ōkāreka Dance Company and The University of Auckland. 

This is a mostly physical class but it will also require you to analyse, critique, and write about your own and other's choreography.  This subject has the ability to be flexible in terms of assessment and, if needed, you will be provided with an individualized learning plan.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course is intended for students interested in design as a means to develop their own visual communication skills or as an intended career pathway. The course is a progression from Level 1 and extends student learning through the introduction of different media design and communication skills. Students will further develop their skill in computer aided design (CAD) and image enhancement technologies. Learning will be directed at three main areas throughout the year:

• Visual Communication and Design
• Spatial Design (Environmental/Architectural)
• Product Design 

The course is a full achievement standards course with students assessed using four achievement standards one of which will be chosen depending on student interest. (Architecture or Product Design). Additionally one unit standard is available for students with a specific interest in computer aided design.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Students choosing digital technologies pathways for NCEA Level 2 will develop the more specialised skills that industry partners say are in high demand. 

This course requires students to make a Digital Outcome to fulfil a need or opportunity - students are guided through an inquiry process to design and develop a digital outcome to meet the needs of a local or regional opportunity. The outcomes can range from apps, video games, 3D augmented reality, web sites, movies, comic strips  or wherever the student's interest lies.

They are required to conduct an Inquiry leading to writing a proposal, researching and applying relevant conventions to design the outcome. They will then proceed to use advanced processes to develop the outcome.  Students experience project management as they participate in the course and have fun along the way! 

The Level 2 course builds on the skills learned in Year 11 and deepens students' understanding and experience of drama. They continue with the study and application of dramatic techniques, elements and conventions including New Zealand Theatre features and take part in the public Level 2 performance assessment evening.

This course enhances individual confidence, communication and organisational skills, time management and people management skills.

Field Trips:

• At least one theatre visit (calendar allowing)
• Professional workshops
• Drama Camp (prior to the public performance)

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

The course consists of a number of unit standards that students will work through in the classroom situation. On a regular rotation each student will participate in some practical driving lessons with a qualified driving instructor. On occasions there may be group driving skill events. As part of the course students will have the opportunity to participate in the RYDA program (a free practical day) during Term 2.

It is recommended that every student either already has or is willing to sit their learner's licence in order to take advantage of all opportunities that this course offers.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course covers major economic issues that affect all of us, inflation, international trade, and economic growth. You will be able to understand and measure these issues as well as understand their cause and possible effects. You will also become aware of Government policies designed to address these issues.
It is a very informative and topical course, which provides you the opportunity to better understand the nature of the New Zealand economy. Economics complements learning in other subjects and this course provides a good background of understanding for study at a higher level.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Students who take this course will complete a full year in the metal and engineering workshop environment. Within the year they will undertake a minimum of 2 engineering projects, one of which is classed as their major project. Undertaking the major project requires the students to research and design a product (BBQ or similar) and to then plan and produce their design as a working prototype/product. Students participating in this course will gain credits in Unit Standards through Competenz (New Zealand Engineering Food & Manufacturing Industry Training Organization). 

This course aims to teach students key theoretical and practical skills in the following: design and planning in metal fabrication, materials study of common engineering materials, measurement and precision marking out, safe working procedures for working with tools and machinery in the workshop environment, and theory and practical experience in welding.

This course caters for students interested in a future in the engineering and automotive industry. Students will earn nationally recognized engineering and automotive unit standards, while developing a range of creative and practical skills.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course is intended for capable and passionate students who have strong literacy skills in English, wishing to continue their studies in Level 2. The purpose of the learning is to continue to build their critical thinking skills and their ability to analyse rich and challenging texts. Students will become creative and effective communicators. This is suitable for students who need to fulfill the University Entrance literacy requirements of 5 reading and 5 writing credits.

For students who achieved at least 15 English credits at Level 1 with a Merit or Excellence Endorsement.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course is intended for students who may have a focus towards mathematics, science or other subjects, but are required to fulfil the literacy criteria of 5 reading and 5 writing credits for entry to university.  The course is designed for students to develop their ability to make relevance of their contexts for learning.

For students who achieved at least 15 English credits at Level 1, as well as the L1 literacy requirement. 

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This is a course that provides an opportunity for students to further develop their reading, writing and communication skills that will be required in the workplace. The purpose of the learning is to allow students the access to appropriate skills required for the workplace.  This is a unit standards based course but achievement standards can be offered, based upon teacher discretion.

For Year 12 students who do not have Level 1 Literacy and less than 10 credits in Level 1 English or in consultation with the Head of Faculty, English.

Note: This course leads to Level 3 Communication English.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Enterprise studies is an opportunity for students to unleash their inner entrepreneur and experience the start-up world first hand. It is an experiential programme where students set up and run a real business. Each student will form a company, conduct market research, create their own product or service and bring this to market and sell. 

Students will:

• Start and run your own company
• Explore real-world problems and design meaningful solutions
• Learn how to make smart business and financial decisions
• Build confidence, teamwork, and communication skills
• Connect with business mentors and your community
• Have an opportunity to compete in the national Young Enterprise Scheme

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course is all about helping young people gain the insight, confidence and skills to get work, keep work, create careers and be set for life. The course is aimed at those students who want to leave school at the end of the year and progress into employment or further tertiary training or alternatively students can pathway into the Year 13 Learning Hub.

The Explore programme includes career planning, workplace visits, voluntary work, health & safety course and work experience. The programme incorporates an explicit and intentional sequence of learning activities to build competencies that employers want to see in young people. It's all about setting you up to succeed in the workplace by learning the employability skills that all employers look for. We also get set for life by covering topics such as pathway planning; job search skills; CV preparation; job interviews; budgeting; banking; tax; Kiwisaver; going flatting; hauora; apprenticeships etc. These topics are sometimes covered by guest speakers.

This internally assessed course builds on the Level 1 agriculture course for students who may be going on to work or study in the agriculture or horticulture sectors. Students create their own course of study, selected from the Southern Institute of Technology - Telford STAR programme, from the categories below:

• General Agriculture
• Dairy
• Deer
• Cattle
• Sheep
• Farm Dogs
• Agri-chemicals and Plant Pest Control
• Beekeeping
• Equine
• Horticulture

Practical experience can be obtained by Gateway placements, although some trips to Pamu farms may be organised.

Students are given the opportunity to follow their own passion projects in order to create a textiles based outfit using Capsule Wardrobe as their design inspiration. Achievement Standards are offered (pathway for University entrance). Students are encouraged to work towards a minimum of 18 credits with the opportunity to gain more credits for the most dedicated and passionate learners. Students have an option of working on one, two or three projects depending on their own personal goals. 

This course applies the technological design process and will be helpful to prepare students for a future in the field of fashion, and is part of a pathway to university approved credits at Year 13.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Unleash Your Inner Food Scientist: Level 2 Food Technology!

Ready to go beyond the kitchen and truly understand the world of food? In Level 2 Food Technology, you'll explore fascinating topics that connect directly to your life and the future of food.

Get ready to dive into the science behind how food is made, transformed, and delivered to us with our deep dive into food processing technologies (AS91351). You'll then explore the intricate world of nutritional issues (AS91299), examining specific dietary needs and how food choices impact our overall well-being and health. Finally, you'll master essential preservation techniques (AS91353) that have kept food safe and delicious for centuries, and learn how they've evolved! 

While we can tailor some projects to your passions, potential topics include understanding gluten intolerance, fuelling for high-performance sport, crafting delicious pasta meals, and even developing your own food prototype.

The best part? Almost every standard we cover combines hands-on practical work with essential theory, giving you a complete and engaging learning experience. This means you'll be cooking, experimenting, and critically thinking your way through the course!

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

 This is great thank you, could you rearrange the order of the AS? Starting with AS91351, then AS91299 and finally AS91353. Thank you. 

In accordance with the languages curriculum, the content for the senior school (Year 12) is based on a thematic approach. Through the study of a number of themes the students will be encouraged to extend and develop their ability to communicate in the four language skills. The vocabulary and structures are those of level 7 of the curriculum.

Geography is about what is around us. It looks at people and places and the interactions between them.

Our course covers a range of physical and human geography topics. It is designed to increase students’ geographic knowledge, ideas and develop more complex skills. However, the course is sufficiently flexible to enable students to study geography for the first time at this level. 

It provides an interesting broad base for any future studies in the Social Sciences, Environmental Studies and Earth Sciences.

This course includes up to two external standards and at least three internal standards. The topics may include investigating the natural and cultural aspects of the Amazon Rainforest, researching a geographic topic such as tourism sustainability within the Taupo Region, investigating a NZ issue such as coastal erosion in the Coromandel (requiring a field trip), and studying a global pattern.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This Year 12 course is a full achievement standard course which offers three internal achievement standards and one external achievement standard.  

This course caters for students who have a genuine interest in caring for their wellbeing and the wellbeing of others. The programme will allow students to examine and think critically about health issues at a personal, interpersonal and societal level. Students will be able to explore stereotypes and media images relating to health issues and develop critical thinking and social action to minimise harm to self and others.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Level 2 History focuses on some of the major forces and events of the 19th century which have shaped the 20th century and which will continue to influence the 21st century. There are three main sections to the course:
1. International Relations
A study of the origins and causes of the World War, from military alliances to the arms race, and international crises to assassinations. The impact of this event is still being felt today and has influenced the geopolitical decisions on every continent.
2. Government and Political Change
The Russian Revolution which saw the bloody overthrow of the royal family and its replacement by a radical group of communist revolutionaries. A revolution that has influenced and inspired those wanting greater equality and which helped reshape the political landscape of the world.
3. Imperialism and the Emergence of New Nations
Vietnam and the conflict in Indo-China 1945 – 1975 which saw the determined effort of the people of Vietnam to overthrow the imperialistic super powers of France and the United States and gain their freedom and independence – an issue that still faces many countries today.
4. Research topics
This component is internally assessed and comprises 9 credits. Different topics are chosen from year to year depending on the interests and strengths of the students, availability of resources and the requirements of the standards.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course is intended for students who wish to pursue a career in the food industry. The course consists of industry based unit standards from Service IQ.
Students will learn basic cooking techniques that will provide them with experience to enter a Polytechnic and gain further qualifications or skills to gain entry level jobs in the local hospitality industry.
This is a creative and interesting course that allows students of all abilities to learn useful skills that are in high demand in the work force. Students will be able to trial these skills through work experience in the local community.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

NCEA Level 2 Literacy

This course is designed for students that have not yet achieved their Level 1 Literacy credits.  Students need this minimum requirement to acheve their NCEA qualification.  Students in this course are selected to be in here based on their academic achievement in the previous year.

Students will do a mix of achievement standards, unit standards and also preparatio for the Common Assessment Activity that takes place twice a year.

This course is designed for students who wish to continue mathematics at Level 2. The topics in this course are of a more practical and applicable nature and less literacy based. There are no Statistics standards.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course is intended for able students who wish to pursue a degree course which includes mathematics. As the course covers an introduction to calculus, a strong interest and previous success in algebra assessments is a requirement. 

The course includes Algebra, Calculus, Graphs, Non-right angled Trigonometry, Coordinate Geometry and Simultaneous Equations.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course provides a pathway towards Statistics and is designed to give students a grounding in statistics, while also containing the more accessible numerical work at Level 2. It is ideal for those students studying other Level 2 courses which contain an element of mathematics and those heading for Level 3 Statistics.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course builds on the skills of performance and composition developed to a competent level in Level 1. 

This comprehensive course is designed to set students up with the skills required for future study and success as a performer. They will present performances both as a soloist and a member of a group. They will learn how to notate complex sheet music fit for publication. They will also study a musical topic (of their choice) relevant to the NZ context, and will compose multiple original pieces of music.

CompositionLearning and assessment activities are based around the four strands from the Arts Curriculum document:

• Developing practical knowledge in music (theory, score reading)
• Developing ideas in music (composing music)
• Communicating and interpreting in music (listen to, read and play music)
• Understand music in context (developing knowledge and understanding of a variety of music styles both past and present)

Special Conditions:

• As part of the performance requirements for assessment, students need to continue with their course of instrumental tuition on their performance instrument throughout the year (either privately or via the college). It is recommended that lessons be on an individual basis for at least ½ hour per week. Extra charges may apply in some cases.
• Students must be prepared to take part in all performance opportunities
• It is expected that students will attend scheduled lessons with their tutor and non-attendance for unjustified reasons may result in the student losing this opportunity.

The outdoor education programme caters for students with a genuine interest in  the outdoors. The programme will introduce students to leadership, as well as outdoor recreational activities. A range of sporting activities and outdoor pursuits will include rock climbing, kayaking, mountain biking, tramping and Mountain craft.

Students will complete a variety of the standards listed, dependent on their placement into an outdoor education programme. Students are expected to go on all field trips throughout the year which are designed to incorporate relevant unit standards. This will involve day and overnight trips.

This is not an approved UE subject.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course is 100% internally assessed through Achievement Standards and made up of both theory and practical components. The course builds on the basic concepts covered in Level 1 such as functional anatomy, motor skills, bio-mechanics and principles and methods of training. 

It also include turbo touch and European Handball as part of the performance standard. 

Leadership strategies are also developed through working with a younger group of students here at school and/or camp in term one. 

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Please be aware that student can only choose 2 courses from Health and Physical Education. These include: Health, Physical Education, Sport and Recreation and Outdoor Education.

This is a general Level 2 NCEA physics course for students intending to work or study in a physics-related field such as engineering, architecture, games design, radiotherapy, medicine, military training. 

Students who are taking this course will need to be continuing with Maths and have a good knowledge of Trigonometry and Algebra.

The level 2 physics course could include:

• mechanics – linear and circular motion, forces, energy, torque.
• waves – lenses and mirrors, sound and light, the electromagnetic spectrum, reflection, refraction. 
• modern Physics - Atomic and Nuclear Physics.
• physics in context.
• practical investigation .

All achievement standards are based on student interest and may change with general classroom consensus.

All students will be expected to complete an external exam and purchase a course manual.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

In this course, students will design and manufacture a variety of projects that relate to all areas of hard materials such as wood, metal, plastic and other hard materials. 

The course will provide opportunities for students to develop practical and creative design and hands-on skills whilst dealing with clients.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

General science is for students who wish to continue the study of science without the specialization into Biology, Chemistry or Physics. It covers many strands of the science curriculum through a range of topics. Each topic will be assessed using a variety of tasks. Links to projects in the local community will be developed so students can be doing science in the local environment. 

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Year 12 Spanish is a continuation from Year 11 work. Students build on the vocabulary and grammar they have already studied, based on Levels 5, 6 and 7 of the Spanish Curriculum. Students continue to develop their confidence in the four language skills of speaking, listening, reading and writing as well as Spanish cultural aspects of Spain and Spanish speaking countries.

This course is 100% internally assessed and works alongside The Waikato Institute of Leadership and Sport Science (WILSS). 

This course invites students who are enthusiastic about sports and sport leadership

The course builds on the basic concepts covered in Level 1 PE and begins to develop leadership and communication skills within the practical setting of sport and active recreation. However, these is still an element of classroom work that is needed to be completed to be successful.  

It also include a practical assessment as part of the performance standard - The sport/activity will be decided based on the experience and knowledge of the student group.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Please note that students can only choose 2 courses from Physical Education. These include: Health, Physical Education, Sport and Recreation and Outdoor Education.

The Year 12 course expands and extends the knowledge and ability of Te Ao Haka  Level 1 and  delves into the theory and practical elements of Mooteatea, Waiata-ā-ringa, Haka and Whakaraka (hand games). Students will be required to perform in most of these assessments. It is strongly recommended that students are current members of the college kapa haka group to enhance their performance ability.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

The course aims to cultivate Wairua Māori and increase student enjoyment in using Te Reo Māori. Students will also develop a sensitivity and respect for Te Ao Māori and Tikanga Māori. Students are expected to research and be able to express, expound and justify their thoughts on Te Ao Māori and Tikanga Māori kaupapa. Students will also be able to be assessed on kaupapa Māori Unit Standards throughout the year in a natural progressive manner.

There are many pathways in Travel and Tourism in Aotearoa and internationally. 12 tourism will give you the knowledge and skills to access these pathways whether it be moving into Year 13 Tourism the following year, tertiary study or directly into the workforce.

Students will study an introductory approach to tourism in this course as prepared by the New Zealand School of Tourism (NZST).

Standards will include: 

• History of Tourism in New Zealand 
• New Zealand as a Tourist Destinations.
• Global tourist destinations that attract tourists.
• The sorts of work roles there are in the tourist industry.
• Characteristics of different types of tourists

Optional field trips may include; Hobbiton, Waitomo Caves, and other local destinations and the student will be expected to pay a contribution of approximately $25-30 towards each.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the relevant prior learning and classwork.

A list of all potential Unit Standards is listed below, the course will include some but not all of these.

Design students will learn to solve clearly defined design problems. They will develop an awareness of existing Art and Design practice and apply it to solutions shown in drawings, notes, models and finished work.

Students will produce work, presented in a folio, and assignments on a range of themes. The course is assessed through achievement standards that cover the curriculum with a total credits of 20.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Students will develop drawing and painting skills in a variety of media using established artist practices and procedures.
Students will produce work, completing two internals and an thematic external portfolio. 

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Photography students will gain good knowledge of digital photographic and Photoshop procedures. They will develop knowledge and understanding of existing photographic practice. Students will produce work, presented in a portfolio and assignments on a number of themes.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

The Year 13 Learning Hub is intended for students who have identified a clear career pathway and are committed to pursuing a vocation in the trades. This structured three-part programme provides hands-on experience in their chosen trade while fostering a deeper understanding of real-world work environments. It comprises a Level 3 Trades course delivered by Toi Ohomai in Rotorua, a Gateway placement within a local business aligned to the student's chosen trade, and a classroom-based theoretical component.

Trades Course at Toi Ohomai: Students participate in a Level 3 Trades course aimed at preparing them for apprenticeships in their chosen trade. This course provides practical experience that helps confirm and reinforce their career choices. Available credits vary by trade, with most programmes offering at least 25 credits.

Gateway Workplace Experience: The Gateway component provides students with practical workplace experience in a local business aligned with their chosen trade. This hands-on exposure offers valuable insights into daily operations and workplace culture in their chosen trade. As part of the Gateway experience, students complete unit standards that contribute to their Level 3 qualification. The Health & Safety in the Workplace and First Aid courses are compulsory, and together they allow students to learn 14 Level 3 credits and 3 Level 2 credits.

Classroom Theory Component: This section of the programme focuses on unit standards covering topics such as career planning, employment relations, personal financial management, and workplace knowledge. Students are required to achieve a minimum of 20 Level 3 credits from this component to be successful in the overall course.

Students wishing to study business, commerce or law at tertiary level will benefit from Level 3 Accounting, as will those wishing to take up employment in an accounting type job. The content of the course includes:

• Formation of partnerships and companies
• Reporting financial information and the study of financial reporting standards
• Management accounting for decision making
• Analysis and interpretation of company annual reports
• Job costing for decision making

While this course builds upon the knowledge and skills taught in NCEA Levels 1 and 2, this course has been successfully picked up by competent students willing to make a substantial effort.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course is aimed at students who wish to study biology in greater depth, and also wish to develop skills which will be important in studying biology at tertiary level.

The course could include:

- Animal and plant behaviour 

- Human evolution

- Patterns of speciation

- Biological investigation

- Maintaining a constant internal environment

- Socio-scientific research report

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

The content of the chemistry course at Year 13 is based on the NCEA Level 3 Chemistry achievement standards. This course expands on the knowledge you covered in Level 2 and focuses on the composition and properties of matter, the energy involved as it undergoes change and understanding the nature of particles to predict the properties and reactions of materials.
Chemistry has been described as the “central science” because there are few sciences where at least some knowledge of chemistry is not a requirement. It may be advisable for those considering a career based in the sciences to check what level of chemistry is required, since many university and some polytechnic courses require chemistry equivalent to, or beyond Year 13 level.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

The classical studies course looks at a range of disciplines: ancient literature, philosophy, politics, history and art history. The focus for Level 3 is on ancient Rome, in particular the period around 1 A.D . The study of the Roman values, mythology, politics and religion is an integral part of the course.

Topics include:

• Roman Life and Philosophies
• Roman art and its influence
• The Leadership and Power of Augustus

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

A personal device is required for this subject.

The Year 13 dance programme is optional and is available to Year 13 students who express an interest in dance. The course includes:

• Dance elements – in conjunction with Choreographic Devices (both are key components of NCEA dance)
• Dance composition and choreography – developing group, solo and duet work.
• Performance skills 
• Dance analysis – Examining how choreographers create dance works that communicate ideas
• Students who are already participating in dance, whether private/extra-curricular, Kapa Haka or Pasifika group, will have an individual learning plan to enhance their prior learning and experience. There is no audition process to enter this course. 

Dance in 2026 will focus on developing the student's creative, critical and collaborative abilities. They will work closely with their peers to develop dance works that communicate ideas that are important to them and perform these in both large and intimate settings. This class will also allow them to work on their leadership skills.

In taking this class, students will develop their understanding of choreographic and performance practices and will be able to articulate how practitioners create movement to communicate ideas. There will be numerous performance opportunities including in-school showcases, Dance NZ Made, and other dance festivals. Students will have the opportunity to work with a range of professional dancers and The University of Auckland. 

This is a mostly physical class but it will also require you to analyse, critique, and write about your own and other's choreography.  This subject has the ability to be flexible in terms of assessment and, if needed, you will be provided with an individualized learning plan.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Students need to learn to solve clearly defined design problems. Solutions need to be communicated through drawings, notes, models and finished work. Students will develop knowledge and understanding of existing design practices, and apply this to their own ideas.
Students will produce work, presented in a portfolio and assignments on a number of themes. The course is assessed through achievement standards that cover the curriculum with total credits of 22.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

The course is designed to provide a variety of realistic design and drawing experiences that are challenging, creative and enjoyable. Experiences draw on students’ interests and cultural backgrounds. Students have extensive access to computer aided design (CAD) and are encouraged to use this throughout their projects.
This course is intended for students interested in design as a means to develop their own visual communication skills and particularly as an intended pathway towards further tertiary study and careers in engineering, product design, interior design and architecture.
The course is a full achievement standard course and is a combination of internal and external achievement standards. Generally two internal standards (Spatial and Product Design) are offered in conjunction with 1 External standard - AS91627 although for more capable students the Exploration of design ideas standard (AS 91627) is available.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Step up your Digital Technology skills with NCEA Level 3! This course builds on the foundation you’ve developed in Level 2, giving you the freedom to dive into your own innovative projects. You’ll explore and develop sophisticated media solutions using a range of advanced digital technologies.

Get hands-on with complex programming techniques and high-level languages to design and build cutting-edge solutions. You’ll delve into industry practices and apply your skills to enhance your projects, learning to create solutions that are both effective and impactful.

Throughout the year, you'll engage in a comprehensive process of investigation (ngā rangahau), design (te hoahoa), development (te whakawhanake), and reflection (te arotake), with regular checkpoints to keep you on track. With guidance and support, you’ll have the opportunity to push the boundaries of your creativity and technical skills, preparing you for the future in the digital world. Let’s turn your ideas into reality and shape the future of technology together. Kia kaha, kia māia, kia manawanui!

The Year 13 course expands and extends students’ knowledge of drama and prepares them for tertiary study in many disciplines. For example, the course prepares them for any performing arts course, broadcasting school, public relations course, film or literary study, communications courses, etc. It enhances individual confidence, communication and organisational skills, time management and people management skills.
Students will also take part in the public Year 13 performance assessment evening.
Field trips:

• Theatre visit (calendar allowing).
• Professional workshops.
• Drama Camp (prior to the public performance).

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Economics at this level provides very good preparation for study at university and also provides an interesting overview of the economic issues facing a modern economy. The course would provide a good background for students studying not just economics at university but also areas as diverse as law, environmental science, politics, and other areas of business and commerce.
The course is divided into four main areas of study and a selection will be made from:
• Microeconomic concepts: This is an overview of the concepts related to consumer demand and to producer supply.
• Markets and efficiency of different market structures: This is how firms are organised to use scarce resources to provide us with the goods and services we consume. Some forms of market structures are more desirable than others.
• Market failure: This explores ways in which the government needs to intervene into some markets in order to correct issues facing modern economies.
• Aggregate economic activity: This looks at the New Zealand economy and the internal and external factors that influence the economic activity within the economy. The impacts on all of us from changes in economic activity are covered in this section of the course.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course caters for students interested in a future career in the engineering and/or the automotive industry. Students are able to earn Level 3 achievement standards, while completing projects that involve a range of different practical skills. Students will have the opportunity to design and build a motor bike (or a similarly complex project) .

Achievement Standards within this course are university accredited. The major objectives of learning for this course are centered around: planning and production of a metal fabricated product with automotive mechanical aspect, theory and practical experience in metal fabrication and welding, a study of complex procedures (how machinery is set up to assist the manufacture of a product), and largely around the production of the product, workshop fabrication. 

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course is designed for students who plan to attend university. It targets students who are passionate about literature and wish to extend their ability to critically examine and critique challenging texts. The purpose of the learning is to respond critically to written, visual and unfamiliar texts and have the confidence to communicate their ideas creatively and fluently.

Students must achieve at least 14 credits at Level 2 English and include one externally assessed standard with Merit or Excellence Endorsement.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This is an academic course focused on literary critique of challenging texts and students developing their own voice and skill as a writer. Standards will be tailored to meet the students' interests and needs. This course will offer the students the 14 credits required for a UE approved subject.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course is tailored for students to meet their individual needs. This is ideally targeted for students that did not meet the prerequisite for the Level 3 English course. Within this course, there are two pathways; students can either follow a programme of Level 2 University Entrance Literacy achievement standards or Level 3 communication unit standards. This course offers a range of standards and is designed to be flexible and responsive to students' needs and interests.

Students must achieve at least 8 credits at Level 2 English. Students who have not reached this prerequisite must repeat a Level 2 course this year.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Enterprise studies is an opportunity for students to unleash their inner entrepreneur and experience the start-up world first hand. It is an experiential programme where students set up and run a real business. Each student will form a company, conduct market research, create their own product or service and bring this to market and sell. 

Students will:

• Start and run your own company
• Explore real-world problems and design meaningful solutions
• Learn how to make smart business and financial decisions
• Build confidence, teamwork, and communication skills
• Connect with business mentors and your community
• Have an opportunity to compete in the national Young Enterprise Scheme

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This internally assessed course builds on the Level 2 Farm Skills course for students who may be going on to work or study in the agriculture or horticulture sectors. Students create their own course of study, selected from the Southern Institute of Technology - Telford, and STAR programme, from the categories below.

• General Agriculture
• Dairy
• Deer
• Cattle
• Sheep
• Farm Dogs
• Agri-chemicals and Plant Pest Control
• Beekeeping
• Equine
• Horticulture

All Unit Standards are externally assessed and moderated by Telford/STAR. Individual programmes could be approximately 16 credits, depending on the speed of completion by students.

Practical experience can be obtained by Gateway placements, although some trips may be organised to Pamu farms.

This course covers food nutrition and processing as well as general technology using the medium of food. It is a useful choice for a wide range of subject areas at tertiary level including food nutrition, food science and technology. Students need to demonstrate independence and efficiency in both practical and theory work at this level, so a good level of self-managing skills and practical competence is expected. The standards often allow students to have creativity and make choices about their practical work, while still working in a methodical and systematic way. Some of the standards involve both theory 

Students should be engaged in ALL the standards. An extention might be added for sstudents who would  be able to do more.  This will be indicated in the course.

In line with the National French Curriculum, the content for the senior school (Year 13) is based on a thematic approach. Through the study of a number of themes the students will be encouraged to extend and develop their ability to communicate in the four language skills. This leads to tertiary study.

Geography is about what is around us. It looks at people and places and the interactions between them.

Students will develop a large range of geographic skills and learn how to apply these in various contexts. This subject is an accepted prerequisite for a broad range of tertiary courses, such as earth sciences, environmental studies, planning.

This course is designed to increase students' geographic knowledge, ideas and develop more complex skills. However, the course is sufficiently flexible to enable students to study geography for the first time at this level. There are up to two external achievement standards to choose from and a selection of internal achievement standards.  Internal achievement standards may include investigating a global current issue such as human trafficking or pollution in the Pacific Islands, looking at the global pattern of tropical coral reefs and the research of a local issue or pattern. 

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This UE approved Level 3 course builds on key health underlying concepts developed at Level 1 and Level 2.  It is a full achievement standard course offering three internal achievement standards and one external achievement standard, offering a total of 19 credits.

This course will develop an understanding of the factors which influence the health of individuals, groups and society. Topics covered could include a selection of: teenage binge drinking, methamphetamine use in NZ, depression, euthanasia, poverty, abortion and medical marijuana use. We study the consequences for personal, interpersonal and societal well-being related to these issues and the strategies needed to bring about health-enhancing change. A high level of independent research is necessary, as well as the ability to think critically about big picture issues.  This course will encourage students to develop empathy and other skills related to the health and social service sector.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Year 13 History will cover various topics of interest including:

1. Maori Pakeha relations in the 19th Century
Meet remarkable figures like Hone Heke; famed flag pole destroyer, General Duncan Cameron; British soldier who led his troops to defeat in the Waikato, George Grey; Governor of New Zealand, who swung between favouring Maori and attempting to take away their land, as well as missionaries, sealers, whalers and traders who lived in the bawdy, bustling brothel town of Kororareka, the first capital of New Zealand. Why did Britain decide to annex New Zealand?  Why was the Treaty of Waitangi signed? Was it an "act of love or an act of deception"? Why did the New Zealand wars break out? What were the various assertions of Maori rangatiratanga and kingitanga?

2. Research topics
This component is internally assessed and comprises up to15 credits. Different topics are chosen from year to year depending on the interests and strengths of the students, availability of resources and the requirements of the standards.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course is based off Level 8 of mathematics in the New Zealand Curriculum with a focus on how mathematics can be applied to all areas of the ‘Science, Technology, Engineering, Mathematics’ (STEM) framework.  It is a University Approved course that offers 16 Internal credits.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course is based on Level 8 of mathematics in the New Zealand Curriculum. It is designed for students who have coped comfortably with Level 2 mathematics achievement standards. Topics covered are algebra, trigonometry, differentiation, integration, complex numbers. A knowledge of mathematics with calculus is required for tertiary level courses in science, engineering, architecture, economics, finance, psychology and medicine.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

The course covers an introduction to probability theory and to the analysis of data, in preparation for University level statistics papers. Analysis of data will require students to complete research and write analytical reports. These reports are generally 3-5 pages long and require a good level of literacy. The course is assessed through Level 3 achievement standards. Entry for the external achievement standards is dependent on passing the appropriate formative assessment.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Media studies is a multi-faceted course that focuses on a balance of analysis and production. Students will be encouraged to look closely at deeper messages within various media texts such as journalism, film and social media, with a strong focus on writing, and creating. There is a significant production standard in this course which will require students to plan and produce a short film. Some prior knowledge of editing programmes, such as iMovie or Premiere Pro, will be an advantage, as is access to a personal laptop and device for filming. Students considering media studies could be on a career pathway to journalism, public relations, communications, human resources, design work, and advertising. 

Students must achieve at least 14 credits from a 12EN1 or 12EN2 course to be able to meet the requirements of this subject.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Music study at Year 13 consists of a broad course, which builds upon the skills covered in Level 1 and Level 2. Performance (Solo and Group) and Research form the main course, and are high-stakes and credit-rich standards. There are opportunities for extension in areas of exceptional strength, ability or interest. These can include Composition, Songwriting, Music Technology, Harmonic/Tonal Analysis, Aural Skills, Notation, Second Instrument etc. 

Students must be committed to a course of study from the classroom teacher as well as separate weekly tuition from their instrumental music teacher and will often have to work independently to achieve the set tasks. Learning and assessment activities are based around the four strands from the Arts Curriculum document:

• Developing practical knowledge in music (theory, aural, score reading)
• Developing ideas in music (composing music)
• Communicating and interpreting in music (listen to, read and play music)
• Understand music in context (developing knowledge and understanding of a variety of music styles both past and present).

Please Note – While students have the opportunity to further their own interests in music this course has a set programme of teaching and learning based on the curriculum and NCEA assessment standards. 

Special Conditions:

• As part of the performance requirements for assessment, students need to continue with their course of instrumental tuition on their performance instrument throughout the year (either privately or via the college). It is recommended that lessons be on an individual basis for at least ½ hour per week. Extra charges may apply in some cases.
• Students must recognise that participating in performance opportunities is an essential part of this course.
• Music technology is offered to students who have completed levels 1 & 2 tech standards.
• It is expected that students will attend scheduled lessons with their tutor and non-attendance for unjustified reasons may result in the student losing this opportunity. Students who have lessons with an outside tutor may continue with their current teacher.

This course provides life-long lessons for students by increasing self-esteem, resilience, organisational and communication skills. Year 13 Outdoor Education offers a wide range of opportunities that take advantage of the world class outdoor environment that Taupo has to offer. The main pursuits that will be taught are bush, tramping, survival skills and sea kayaking. After our students have had time to learn how to manage themselves, they will have opportunity to take a junior outdoor education group for an outdoor education experience with our students as the instructors.
This course is a platform for preparing students who are interested in developing themselves and who want a stepping stone to further education in the adventure tourism industry.
This is a practical course that involves one weekend away on a trip and various school days throughout the year. It is compulsory that students attend all field trips.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Students need to have good drawing skills, must be able to handle a variety of painting and drawing media as well as be capable of developing new ideas. Through their work, they should gain understanding of methods and procedures used by artists and apply this to a selected subject matter.
Students will produce work for two internals and present a a portfolio in an external assessment. The course is assessed through achievement standards that cover the curriculum with total credits of 22.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Students need to gain good knowledge of black and white photographic procedures. The course deals with camera handling, taking of photographs and developing techniques for films and prints. Through the image making process students should gain understanding of methods and procedures used by artists, and apply this to a thematic study.
Students will produce work, presented in a portfolio and assignments on a number of themes. The course is assessed through achievement standards that cover the curriculum with total credits of 22.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

This course is based on level 8 of HPE in the New Zealand curriculum and is aimed at students who wish to study Physical Education in greater detail. 

There is a camp in term 1 where students are assessed on their performance of a skill (paddle boarding). We also use the Tough Guy and Gal challenge as our event in term 3 for our training programme.

Students are required participate in all practical lessons as well as theory. We encourage leadership at Level 3 and a display of our core values in all areas.

This is a general Level 3 NCEA physics course for students intending to work or study in physics-related fields such as engineering, architecture, games design, radiotherapy, medicine, military training. 

Students can study

• mechanics – translational motion, circular motion and gravity, rotating systems, oscillating systems
• electricity – resisters in DC circuits, capacitors in DC circuits, inductors in DC circuits, AC circuits
• waves – standing waves, the Doppler effect, interference patterns
• modern physics - nuclear physics and it's applications

All achievement standards are based on student interest and may change with general classroom consensus.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

In line with the National Spanish Curriculum, the content for the senior school (Year 13) is based on a thematic approach. Through the study of a number of themes the students will be encouraged to extend and develop their ability to communicate in the four language skills. This leads to tertiary study.

This course caters for students with a genuine interest leadership in sport and active recreation. 

The course will introduce students to sport injury and risk management, personal well-being and basic use of gym equipment.  A range of sporting and recreational activities will be included in this course in support of these, including basic personal training, where students will develop and implement an exercise plan, demonstrating both exercise and stretching techniques.

It is recommended the students complete the Empower fitness 6 week training program and attend the Tough Guy & Gal challenge. 

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Please note that students can only study 2 courses from Physical Education. These include: Health, Physical Education, Sport and Recreation and Outdoor Education.

Year 13 Maori Performing Arts is transitioning to Te Ao Haka.  This is being slowly integrated from 2025.  Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in Māori culture, language and traditional practice. Te Ao Haka is founded on traditional knowledge, but is progressive in the development and evolution of the art form.

Intrinsic to Te Ao Haka are culture, language and identity. Te Ao Haka is a vehicle used to wānanga and communicate culture, tikanga, knowledge systems and iwi traditions. Te Ao Haka is enabling and centres around the importance of family, marae, iwi, hapū and waka through connection with the past, present and future. This belonging gives ākonga a purpose to strive towards and achieve to their full potential, including empowering them to have fun and enjoy the performing arts.

Ākonga who engage with Te Ao Haka recognise that pride in their culture also comes with a responsibility to create a positive space for others to continue expressing themselves in developing their craft. Therefore, ākonga are able to understand their contributions to the art form.

The course aims to cultivate Tikanga Māori, Wairua Māori and increase student enjoyment in using te reo Māori. Students will develop a sensitivity and respect for Te Ao Māori and Tikanga Māori. Students are expected to research and be able to express, expand and justify their thoughts on Te Ao Māori and Tikanga Māori kaupapa.

Te Reo Māori fulfils the literacy requirement for University Entrance.
Literacy must be in either Te Reo Māori or English, it cannot be a combination of both.

This course caters for students who are interested in a future career in carpentry, building industries and can further lead onto a career in quantity surveying, project management or contract management. 

Students are able to earn nationally recognized unit standards at level 3 while completing a range of different practical tasks. 

Students will have the opportunity to be involved in the construction of two small buildings which are built to all the relevant council codes of practice. 

The course is delivered in conjunction with the Building and Construction Industrial Training Organisations of New Zealand.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Students will complete a range of level 3 standards in hospitality that will provide a pathway to tertiary study in the hospitality sector or the skills to gain entry level jobs in the food industry. This course offers both practical and theoretical application of knowledge and skills required in the hospitality industry.  Level 3 Hospitality recognises the competence, knowledge and skills required to successfully prepare and present food and beverage in a commercial kitchen. Students will demonstrate their ability to comply with health and safety legislation. As part of this course, students will complete barista training at level 3 and run a cafe during the school day. These are excellent skills to have for entry level into the hospitality industry or looking at part-time employment. The course is creative and interesting, and allows students to learn useful skills that are in high demand in the workforce.

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

Students will have the opportunity to design their own outfit with slow fashion as their design inspiration. Students will do the following: Research and develop designs for their garments, create specialised products using advanced procedures, sourcing materials sustainably all while they think about the harmful effects of fast fashion companies have on people and the environment.

This course is a University approved course, offering a minimum of 14 UE credits

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the assessment.

There are many pathways in Travel and Tourism in Aotearoa and internationally. Year 13 Tourism will give you the knowledge and skills to access these pathways whether it be tertiary study or directly into the workforce.

You will study How the Tourist Industry Works,  Tourist Destinations in Australia and in the Pacific Island plus there is an extension unit available looking at Asia as a popular tourist destination.

Students intending to go on to the tourism tertiary colleges will be able to cross-credit some of the unit standards thus reducing tertiary course fees.

Field trips may include local Taupo Tourism destinations, Rotorua, Waitomo Caves and other relevant destinations. These are optional and as such the student would be expected to contribute towards the cost of each subsidised trip - approximately $30 - $35 dollars 

A student will be withdrawn from a standard if the teacher is not confident that the achievement of the standard is within the reach of the student or there is no evidence of the student attempting the relevant prior learning and classwork.

All potential Unit Standards are listed below.