Bream Bay College

Students explore a range of artistic techniques and media including drawing, painting, sculpture, design, and printmaking. They investigate artworks from Aotearoa New Zealand and beyond while experimenting with different ways of expressing ideas and developing their creative confidence.

Students develop computational thinking, programming skills, and digital media expertise to design and construct authentic digital outcomes. Learners explore how digital systems process data, solve problems, and communicate with specified audiences. Students learn to balance technical performance with usability, accessibility, privacy, and responsible digital citizenship.

English is divided into two strands in the new curriculum: Text Studies and Language Studies.

Text Studies: Students explore a wide range of literary, non-fiction, visual, and digital texts, developing their ability to understand how authors use language, structure, and literary techniques to communicate ideas. They will study texts such as novels, films, poetry, short stories, and articles, exploring themes, perspectives, cultural contexts, and connections between texts. Students learn to support their interpretations with evidence and begin to critically evaluate how texts influence audiences

Language Studies: Students develop their ability to craft effective written, oral, visual, and digital texts for a range of audiences and purposes. They will learn how to organise ideas, use appropriate language features, and apply writing techniques to create narratives, explanations, arguments, and other text forms. Students will plan, draft, edit, and refine their work to improve clarity, accuracy, and impact.

Students develop practical, creative, and critical skills to design, make, and refine fit-for-purpose food outcomes. Learners explore how ingredients transform, how processing techniques alter food properties, and how safety, ethics, and sustainability shape food production. Students combine hands-on culinary skills with design thinking to solve authentic food challenges, preparing them for advanced pathways in food technology.

Students develop their understanding of how physical, mental, emotional, and social factors influence wellbeing. They explore topics such as identity, relationships, decision-making, safety, and healthy choices while developing strategies to manage challenges and contribute positively to their communities. In Physical Education, students develop movement skills, teamwork, tactics, and an understanding of how training, fitness, and participation in physical activity support wellbeing. They will participate in a range of sports, activities, and outdoor experiences while learning how to improve performance and work effectively with others.

Students explore the safe, creative, and purposeful selection, processing, and transformation of resistant materials and textiles. Learners develop practical construction skills, evaluate material characteristics, and apply design thinking to create authentic, fit-for-purpose outcomes. Students balance aesthetic and functional needs while considering user interaction, health and safety codes, and environmental impacts.

Students strengthen their mathematical understanding by applying skills and strategies to increasingly complex problems. They develop confidence working with numbers, algebraic expressions, equations, measurement, geometry, and proportional reasoning. Students explore patterns and relationships using tables, graphs, and equations, while applying mathematical thinking to real-world situations. In Statistics, students investigate questions using data, create and interpret visualisations, and explore how variation and trends can be used to draw conclusions. Students also develop their understanding of probability through experiments and simulations, learning how chance influences outcomes.

Students develop their musical skills through singing, playing instruments, listening, composing, and using digital music technology. They explore a variety of musical styles while building an understanding of rhythm, melody, harmony, and musical structure.
Students are encouraged to take instrumental or vocal lessons and to practise regularly at home to support their progress.

Students strengthen their mathematical understanding by applying skills and strategies to increasingly complex problems. They develop confidence working with numbers, algebraic expressions, equations, measurement, geometry, and proportional reasoning. Students explore patterns and relationships using tables, graphs, and equations, while applying mathematical thinking to real-world situations. In Statistics, students investigate questions using data, create and interpret visualisations, and explore how variation and trends can be used to draw conclusions. Students also develop their understanding of probability through experiments and simulations, learning how chance influences outcomes.

Year 9 is the shared entry point for Dance and Drama, giving every student a working foundation across the discipline before they specialise. Students are introduced to genre and style analysis, basic choreographic tools, mime and physical storytelling technique, and a first, small-scale introduction to production technology (lighting, sound and staging), alongside broader work in drama and live theatre. The dance strand of this work is showcased publicly at Te Tuinga (Performing Arts Evening) and Show Quest, giving students an early, low-stakes experience of performing to a real audience and working to a production deadline.

Students develop their understanding of how physical, mental, emotional, and social factors influence wellbeing. They explore topics such as identity, relationships, decision-making, safety, and healthy choices while developing strategies to manage challenges and contribute positively to their communities. In Physical Education, students develop movement skills, teamwork, tactics, and an understanding of how training, fitness, and participation in physical activity support wellbeing. They will participate in a range of sports, activities, and outdoor experiences while learning how to improve performance and work effectively with others.

Students build on their scientific understanding by exploring key concepts across biology, chemistry, physics, and Earth and space science. They investigate topics such as ecosystems, organism traits, body systems, matter, chemical reactions, forces, energy, Earth systems, and climate processes. Students develop their ability to ask scientific questions, design investigations, collect and analyse evidence, and use models to explain scientific ideas. They learn how scientific knowledge develops over time and how science can be applied to real-world contexts and challenges.

Students learn how mechanical, structural, electronic, and digital components interact within purposeful technological outcomes. Learners explore input-process-output relationships, system diagrams, and feedback loops to build, test, and evaluate functioning mechatronic systems. Students combine hands-on workshop practices with technical problem-solving to design reliable, safe, and efficient automated solutions.

Students build on their scientific understanding by exploring key concepts across biology, chemistry, physics, and Earth and space science. They investigate topics such as ecosystems, organism traits, body systems, matter, chemical reactions, forces, energy, Earth systems, and climate processes. Students develop their ability to ask scientific questions, design investigations, collect and analyse evidence, and use models to explain scientific ideas. They learn how scientific knowledge develops over time and how science can be applied to real-world contexts and challenges.

Students explore how societies develop, change, and respond to challenges through the study of historical events, places, communities, and human activity. They investigate topics such as Aotearoa New Zealand’s history, global events, migration, environments, government systems, and economic decision-making. Students learn to analyse sources, identify different perspectives, and understand how people’s values, choices, and actions influence societies. They develop skills in researching, interpreting information, and communicating explanations about significant events, issues, and patterns.

Students explore how visual communication, form, and function come together to shape the spaces we inhabit and the objects we use. Learners apply creative strategies and formal visual techniques to investigate user needs and develop fit-for-purpose design outcomes. Students balance aesthetics, human interaction, accessibility, and environmental impact while expressing design ideas through 2D and 3D drawing, rendering, and physical modelling.

In this course, students explore Te Reo Māori commonly used to express personal information such as Pēpēhā, Whai kōrero, and mihimihi. They learn about the appropriate structure for speaking on the Marae and the role of Wāhine as Te Reo Tuatahi. Students continue to develop a word bank of commonly used kupu, start to develop knowledge around sentence structure and language conventions, and learn about Tikanga and history related to Mana Whenua.

English is divided into two strands in the new curriculum: Text Studies and Language Studies.


Text Studies: Students explore a wide range of literary, non-fiction, visual, and digital texts, developing their ability to understand how authors use language, structure, and literary techniques to communicate ideas. They will study texts such as novels, films, poetry, short stories, and articles, exploring themes, perspectives, cultural contexts, and connections between texts. Students learn to support their interpretations with evidence and begin to critically evaluate how texts influence audiences


Language Studies: Students develop their ability to craft effective written, oral, visual, and digital texts for a range of audiences and purposes. They will learn how to organise ideas, use appropriate language features, and apply writing techniques to create narratives, explanations, arguments, and other text forms. Students will plan, draft, edit, and refine their work to improve clarity, accuracy, and impact.

Students explore how societies develop, change, and respond to challenges through the study of historical events, places, communities, and human activity. They investigate topics such as Aotearoa New Zealand’s history, global events, migration, environments, government systems, and economic decision-making. Students learn to analyse sources, identify different perspectives, and understand how people’s values, choices, and actions influence societies. They develop skills in researching, interpreting information, and communicating explanations about significant events, issues, and patterns.

Students build on these foundations by refining their technical skills and developing more personal and purposeful artworks. They investigate how artists communicate ideas through different styles and conventions, evaluate artistic choices, and produce increasingly sophisticated works that demonstrate creativity, critical thinking, and technical ability.

Students narrow their focus onto dance, with the option to draw on broader performing arts skills where relevant. A wider range of dance styles and techniques, including cultural forms, is introduced, and students research the work of named choreographers - building a working knowledge of practitioners and their choreographic approaches, not just movement skill in isolation. Students continue to develop and apply choreographic tools to their own creative work, with pieces showcased at Te Tuinga, Show Quest, and assessment opportunities across the year. Short units of preparatory written analysis are introduced through the year, building the evidence-based writing habit that Level 1's external standards will assess for credit.

Students develop advanced computer science, modular programming, and digital media competencies to construct scalable digital solutions. Learners examine how algorithms operate, how low-level data representations function, and how software systems interact with users. Students tackle complex project briefs while critically evaluating the ethical and social impacts of AI and emerging tools.

Students extend their performance skills by creating and refining more sophisticated dramatic works. They investigate a wider range of theatre styles and conventions, analyse performances, and collaborate to develop original productions that communicate meaning with confidence and purpose.

Students deepen their technical expertise, taking greater ownership of design decisions to resolve complex food production challenges. Learners evaluate the broader societal, ethical, and environmental impacts of processing choices. Students combine rigorous testing, stakeholder critique, and food science to develop safe, sustainable, and fit-for-purpose commercial-style food outcomes.

Students build on their learning by applying more complex knowledge and strategies to improve personal and collective wellbeing. They explore how social, cultural, and environmental influences affect health choices, relationships, and decision-making. In Physical Education, students refine movement skills, develop tactical thinking, analyse performance, and apply principles of training and fitness to improve participation and outcomes. Students will reflect on their own strengths and areas for growth while developing confidence, leadership, resilience, and the ability to make informed choices that support lifelong wellbeing.

Students refine their practical craftsmanship and engineering judgement to construct durable, fit-for-purpose material outcomes. Learners explore how structural design, material selection, and loading affect product performance. Students independently navigate health and safety codes, analyze material failures, and integrate emerging or unconventional materials to address complex design briefs.

Students build on their mathematical knowledge by applying more advanced strategies and making connections between different areas of mathematics. They extend their understanding of algebra, equations, graphs, measurement, and geometric reasoning, using mathematical models to represent and solve problems. Students investigate more complex statistical situations by analysing data, identifying relationships, and evaluating conclusions, while developing stronger understanding of probability and uncertainty. Mathematics and Statistics encourages logical thinking, problem-solving, accuracy, and creativity, preparing students for future learning pathways and helping them recognise the role mathematics plays in everyday life, science, technology, and decision-making.

Students strengthen their performance and composition skills by creating more complex musical works and performing with greater confidence and accuracy. They investigate how music reflects culture and identity, analyse a wider range of musical genres, and use technology to create and refine original compositions.

Students build on their mathematical knowledge by applying more advanced strategies and making connections between different areas of mathematics. They extend their understanding of algebra, equations, graphs, measurement, and geometric reasoning, using mathematical models to represent and solve problems. Students investigate more complex statistical situations by analysing data, identifying relationships, and evaluating conclusions, while developing stronger understanding of probability and uncertainty. Mathematics and Statistics encourages logical thinking, problem-solving, accuracy, and creativity, preparing students for future learning pathways and helping them recognise the role mathematics plays in everyday life, science, technology, and decision-making.

Students build on their learning by applying more complex knowledge and strategies to improve personal and collective wellbeing. They explore how social, cultural, and environmental influences affect health choices, relationships, and decision-making. In Physical Education, students refine movement skills, develop tactical thinking, analyse performance, and apply principles of training and fitness to improve participation and outcomes. Students will reflect on their own strengths and areas for growth while developing confidence, leadership, resilience, and the ability to make informed choices that support lifelong wellbeing.

Students extend their knowledge by exploring more complex scientific concepts and applying scientific thinking to explain patterns, relationships, and changes in the natural world. They investigate topics such as genetics, transport systems, atomic theory, energy transformations, motion, waves, carbon cycling, climate change, and the expanding universe. Students develop greater independence in designing investigations, evaluating evidence, interpreting data, and communicating scientific explanations. Science encourages curiosity, critical thinking, problem-solving, and informed decision-making while helping students understand how science influences communities, technology, and the future.

Students design, build, and troubleshoot complex integrated mechatronic systems that respond autonomously to changing real-world conditions. Learners synthesize mechanical, structural, electronic, and programmed subsystems. Students combine quantitative data logging, microcontrollers, and engineering principles to produce reliable, safe, and efficient automated outcomes.

Students extend their knowledge by exploring more complex scientific concepts and applying scientific thinking to explain patterns, relationships, and changes in the natural world. They investigate topics such as genetics, transport systems, atomic theory, energy transformations, motion, waves, carbon cycling, climate change, and the expanding universe. Students develop greater independence in designing investigations, evaluating evidence, interpreting data, and communicating scientific explanations. Science encourages curiosity, critical thinking, problem-solving, and informed decision-making while helping students understand how science influences communities, technology, and the future.

Students build on their understanding from Year 9 by exploring more complex relationships between people, environments, economies, and societies. They investigate how historical events, political systems, cultural perspectives, and economic choices shape the modern world. Students evaluate evidence, compare viewpoints, and consider how individuals and communities can respond to social, environmental, and global challenges. Through inquiry, discussion, and research, students develop critical thinking, informed decision-making, and the ability to participate positively as members of their communities

Students refine their visual literacy and technical drawing capabilities to solve sophisticated spatial and product challenges. Learners shift from exploratory ideation to structured convergent design thinking. Students evaluate how influential designers balance form, function, and materials, using precise visual modes, orthographic projections, and physical models to communicate their vision.

Students explore Te Reo Māori commonly used to express personal information, such as Pēpēhā, Whai kōrero, and mihimihi, and learn about the structure appropriate to speaking on the Marae and the role of Wāhine as Te Reo tuatahi. They develop a word bank of commonly used kupu for everyday conversations and gain knowledge of complex sentence structures and language conventions. The course includes learning about Tikanga and the history of Mana whenua and other iwi around Aotearoa.

Text Studies: Students build on their analytical skills by engaging with increasingly complex texts and developing more sophisticated interpretations. They will examine how authors make deliberate choices about language, structure, style, and representation to shape meaning and audience responses. Students will compare perspectives across texts, evaluate ideas and viewpoints, and use evidence to develop well-supported critical responses.

Language Studies: Students refine their ability to create purposeful and engaging texts by making deliberate choices about language, structure, style, and tone. They will develop more complex ideas, use evidence effectively, and adapt their communication for different audiences and contexts. Students will become increasingly independent writers and communicators who can create texts that are clear, convincing, and meaningful.

Students build on their understanding from Year 9 by exploring more complex relationships between people, environments, economies, and societies. They investigate how historical events, political systems, cultural perspectives, and economic choices shape the modern world. Students evaluate evidence, compare viewpoints, and consider how individuals and communities can respond to social, environmental, and global challenges. Through inquiry, discussion, and research, students develop critical thinking, informed decision-making, and the ability to participate positively as members of their communities

Level 1 Agricultural and Horticultural Science provides foundational knowledge of New Zealand's primary industries. The course covers plant and animal biology, soil science, sustainable practices, and economic significance. Students engage in hands-on learning through visits to local businesses, exploring real-world applications and career opportunities and are assessed through a combination of Achievement Standards and Unit Standards.

This course guides students through an extended visual arts project exploring the theme of navigation, with a focus on Aotearoa New Zealand and the Bream Bay area. Students will begin with research tasks, investigating historical and personal stories of migration and exploration. They will create visual responses to their findings, and then develop ideas connected to their own journeys, their whānau, or their whakapapa. A range of art media will be explored, including painting and printmaking. This project offers the opportunity to gain up to 15 NCEA Level 1 Visual Arts credits.

Students study topics centred around four big ideas that connect Commerce with Māori concepts and real-world organisational contexts. These include cultural and financial decision-making, interdependence, and sustainable practices. The course encourages understanding of stakeholder relationships and financial tools, preparing students for NCEA Level 2 Business Studies.

Year 11 establishes the discipline's working knowledge base: the elements of dance (body, space, time, energy and relationships) as shared vocabulary for both making and reading movement; a structured choreographic process, from stimulus and intention through to a finished sequence; performance technique across a range of styles; and the analytical knowledge to explain how cultural context shapes a dance genre's key features, often drawing on stimuli such as Aotearoa artists, tūrangawaewae, and the local environment.

This knowledge is assessed across four standards - two internal (Compose a dance sequence in response to a brief, 5 credits; Perform dance sequences, 6 credits) and two external (Demonstrate understanding of the relationship between cultural context and key features of a dance genre or style, 4 credits; Demonstrate understanding of the elements of dance in a dance sequence, 5 credits) - for 20 credits total. Live assessment opportunities are built around events across the first three terms, including Te Tuinga (the school's Performing Arts evening) and Show Quest, and early leadership roles in school troupes and shows are also available at this level.

The external standards require students to construct a written, evidence-based argument under exam conditions - the same core skill that underpins assessment in English, History, and most other Year 11 subjects, and one that is assessed again at every subsequent level of Dance. The internal standards require students to plan work against a brief, rehearse to a deadline, and take responsibility for both an individual and a shared contribution - the basic habits of project management and accountability that transfer directly into any subject, and later, into any job.

This is a design-based subject and includes learning skills in freehand drawing, instrumental drawing, and computer applications. The areas of study include product, spatial, and architectural design. Students work in three dimensions and use digital tools to create 3D-printed models. A visual diary of design ideas is prepared and submitted for assessment. This is an Achievement Standard course and leads to study at university. 

The course begins with programming in Python, building on Year 10 learning. Students then undertake a development process to create a digital technology outcome for a client or stakeholder. They have ownership over their projects and time to develop their skills and outcomes.

This Unit Standard programme covers essential soft skills and practical knowledge, including teamwork, communication, self-management, and workplace health and safety. Students also learn to manage their well-being, handle stress, fill out workplace forms, and build strong CVs, preparing them for the job market.

Year 11 English focuses on the study, use, and enjoyment of the English language and its literature, communicated through oral, visual, or written forms. This course is essential for developing literacy skills, supporting students’ success in NCEA Level 1. Students must earn 10 literacy credits by passing the co-requisite exams (32405-Reading, 32403-Writing), which are available from Year 10 onwards. The course includes two internal assessments and two external assessments.

Level 1 Geography covers topics such as population patterns and natural processes that shape our environments like volcanoes, coastal processes and rivers. Students explore issues affecting the Pacific region and Aotearoa New Zealand, like resource use, tourism and development. The course includes four assessments and a field trip for data collection.

In this subject, ākonga (students) develop understanding of current issues related to food, nutrition, and health, and learn how a range of factors influence hauora (wellbeing). This learning helps ākonga develop strategies to strengthen their sense of identity and self-worth, and foster healthy relationships.

Level 1 History provides a foundational understanding of historical events and perspectives, essential for Levels 2 and 3. The course includes three assessments, focusing on significant events such as the 1975 Māori Land March, events in the US Civil Rights Movement and the dropping of the atomic bombs during World War Two. The external examination requires students to use their analytical skills to apply historical concepts to an unseen historical context using primary sources.

This course offers ākonga a hands-on, foundational experience in hospitality, with a strong focus on practical kitchen skills, food preparation techniques, and industry-standard practices. It is designed to develop competency in key areas of food handling, presentation, and safety within a commercial kitchen environment.

This course covers all strands of Mathematics, including number, algebra, measurement, geometry, statistics, and probability. It includes two internal and one or two external NCEA assessments. Successful students can advance to Level 2 Statistics or Level 2 Calculus.

This broad Mathematics course supports students in achieving their numeracy co-requisites. It includes three NCEA assessments and a numeracy assessment (CAA). Students who attain 15 Level 1 credits in Mathematics can progress to Level 2 Statistics.

This course allows ākonga to explore and express their cultural identities through creative and collaborative music-making. Students build confidence as artists while developing skills in performance, composition, aural skills, and understanding music in context. Regular instrumental or vocal lessons and home practice are expected in order to be successful.

This course offers an in-depth exploration of movement, strategies, and cultural influences in physical activities. Students develop practical skills, strategic thinking, and cultural awareness through four key standards. The course prepares students for advanced Physical Education studies.

Science explores the natural world through observation, experimentation, and analysis across disciplines like biology, chemistry, physics, and earth sciences. This course fosters critical thinking, problem-solving, and analytical skills, preparing students for future studies and careers in scientific fields. It also addresses global challenges such as climate change and healthcare.

This course explores four big ideas that enhance and complement our connection to Mana Whenua. NCEA Level 1 Te Reo Māori supports pathways through to Levels 2 and 3, focusing on language accuracy, fluency, cultural integrity, and language vitality.

This course involves working with different materials to develop a brief and outcome. Students apply skills from research and development to design and construct their projects, which are self-funded. The course includes literacy credits and a digital portfolio component.

This Unit Standard course leads into apprenticeships in various trades. Students learn about safety, materials, joinery, construction, and make carpentry projects. The course includes written work and follows the BCATS programme, leading into the Level 2 Trade Academy.

Level 2 Agricultural and Horticultural Science builds on the foundational course, offering a deeper exploration of New Zealand's primary industries. The course emphasises practical skills and techniques in horticulture, including plant propagation, pest and disease management, and crop production. Delivered through Unit Standards, the course blends theoretical knowledge with hands-on experience, preparing students for real-world applications and further studies in agriculture or horticulture.

This course involves students in an extended design project, based on the theme Empowering Endangered Animals. Students research conservation issues and develop visual communication strategies to raise awareness or promote action. They produce design outcomes such as logos, infographics, posters, and promotional material for a fictional organisation or campaign.

Students learn and apply digital media skills using tools such as Photoshop and Sketchbook on school-provided devices. While students may benefit from using their own digital devices, it is not required — school tablets and computers are available for all design work. The course is designed to support learners at all levels, and no prior experience is necessary.

Please note: While students who enjoy Art are often tempted to take two Visual Art subjects at Level 2, this option is only available to those with an attendance rate of 85% or higher, a Merit or Excellence average in Year 11 Art, and/or a clear intention to pursue Art at tertiary level, due to the large workload and time commitment required.

This course builds on Level 1 skills, guiding students to explore the theme “Ko Wai Au?” (“Who am I?”) through drawing, painting, and mixed media. Students investigate artists to inspire their own work and develop a personal painting style that reflects their identity, ideas, and experiences. They learn how to plan and refine compositions, apply painting conventions, and use colour, layering, and symbolism effectively. Written work includes artist research and brief reflections on their own process. The year’s work is presented as a cohesive, portfolio-based body of art.

Please note: While students who enjoy Art are often tempted to take two Visual Art subjects at Level 2, this option is only available to those with an attendance rate of 85% or higher, a Merit or Excellence endorsement in Year 11 Art, and/or a clear intention to pursue Art at tertiary level, due to the large workload and time commitment required.

This course allows students to explore topics such as ecology, genetics, and gene expression. They study cell structure and processes, gaining skills to analyse the increasing complexity of biological information. Practical investigations are also a key component. This course is essential preparation for the Level 3 Biology course.

This course encourages creativity as students set up their own business ideas. Students conduct market research and develop a real business plan for a new product. They learn marketing techniques and test their ideas in local and regional markets. The course offers 17 NCEA credits, with numeracy credits also available. Students are required to test and sell their product at a minimum of three local and regional markets/events, which may include weekend commitments. The external assessment is focussed on business concepts that are relevant for large New Zealand businesses.

This course covers topics such as bonding and structure of substances, equilibrium principles, acids and bases, redox reactions, and organic chemistry. Students learn analytical techniques to determine the concentration of substances in consumer products. This course is a prerequisite for Level 3 Chemistry and most Science courses at university.

Year 12 extends the vocabulary and process built at Level 1 into more independent territory. Students take full ownership of a solo choreographic work for the first time - generating, developing and resolving their own ideas without the shared decision-making of group composition - while continuing to build ensemble and repertoire performance skill, often extending into cultural or social dance forms and broader performing arts contexts such as design and lighting. Workshops with visiting professional dance companies give direct exposure to industry practice, and continued written analysis of professional dance works deepens students' critical vocabulary for discussing structure, intent and craft.

This is where structured choice becomes structured independence: students are given greater say over style, stimulus and interpretation, but are held to the same rigour in planning, rehearsal discipline and reflection established at Level 1. That shift - from guided coursework to self-directed project work, still within a supportive structure - closely mirrors what is expected in the first year of tertiary study, an apprenticeship, or a graduate role.

Co-curricular involvement, including contributing to Show Quest, performing at Te Tuinga, and taking on early leadership roles within the department, gives students direct experience of the collaborative, deadline-driven production environment found in the creative industries and in project-based work more broadly.

This course guides learners through the process that a developer follows when creating a digital technologies outcome for a stakeholder group or client. Students have autonomy in choosing the type of outcome they want to create and receive ample time to learn how to produce it. During Term 1 students develop their programming skills. In Terms 2 students create a design for a digital outcome and acquire the necessary skills to develop an advanced outcome. Term 3 is dedicated to creating the outcome, followed by the completion of an externally marked report in Term 4.

This program focuses on essential soft skills and practical knowledge, including teamwork, communication, and self-management. Students learn to manage their well-being, handle stress, and manage time effectively. The course also covers practical skills such as filling out workplace forms, navigating job searches, and understanding legal rights and responsibilities. Additionally, students gain knowledge of workplace health and safety, managing personal presentations, and building a strong CV. This comprehensive approach ensures that students are well-prepared to enter and succeed in the job market.

Year 12 English focuses on the study, use, and enjoyment of the English language and its literature. This is communicated through oral, visual, or written forms, covering a wide range of purposes and audiences. Year 12 English is crucial for developing literacy skills, supporting ongoing academic success. To achieve NCEA Level 2, students must earn 10 literacy credits by passing the co-requisite exams (32405 - Reading, 32403 - Writing), which are offered twice a year from Year 10 onwards. The course also places significant emphasis on connecting texts to real-world contexts. The Year 12 English course offers 18 credits, with two internal assessments and two formal examinations during the NCEA exam period to secure external credits and subject endorsements.

In Level 2 Geography, students study a range of contexts, including the global pattern of malaria, the factors and processes that contribute to crime in Chicago, as well as the environments of the Amazon Rainforest and the Tongariro Volcanic Centre. Students are offered a total of 19 credits, with three internal assessments and two external assessments. A field trip to the Tongariro Volcanic Centre (TBC) or a local area for data collection is included.

Year 12 Health explores how individual, interpersonal, and societal factors influence well-being (hauora). Students use critical thinking to analyse adolescent health issues, societal attitudes, and health-enhancing strategies through psychological and sociological models. 

In Level 2 History, students examine significant historical events and their lasting impact on societies, both in New Zealand and internationally. Topics include the French Indochina War, New Zealand’s involvement in the Vietnam War, and the story of Parihaka, with a focus on understanding multiple perspectives, causes and consequences, and the ways history continues to shape the present. The course offers a minimum of 19 credits and requires strong literacy skills, as students engage with a range of historical sources and develop well-supported written arguments. 

During this Unit Standard course students work at a higher level, with greater accuracy and refinement in their cooking. The course covers different cooking methods, knife skills, and food hygiene, leading to Unit Standards approved by the Service Industry Skills Board (ISB). This qualification is valuable for students seeking part-time or full-time employment in the hospitality industry.

This course builds on the Mathematics and Algebra skills acquired in Level 1 Mathematics. It is recommended for students interested in deepening their knowledge of Mathematics, particularly those planning to study physics, engineering, or architecture at the tertiary level. This course leads to Level 3 Calculus or Level 3 Statistics. Students may take both Level 2 Statistics and Level 2 Calculus as separate subjects in Year 12.

This broad Mathematics course supports students in achieving their numeracy co-requisites. It includes 4 NCEA assessments. This course will allow student to gain their Numeracy credits if they did not pass it prior to Level 2.

This course combines elements of Statistics and Mathematics. Students learn to analyse data and incorporate it into written statistical reports. Probability concepts are expanded upon, equipping students for Year 13 Statistics. This course leads to Level 3 Statistics. Students may take both Level 2 Statistics and Level 2 Calculus as separate subjects in Year 12.

Level 2 Music supports students to develop their unique musical voice through personalised programmes that reflect their interests and strengths. Students extend their creative and technical abilities while engaging with music in everyday life. Ongoing lessons and regular practice are expected at this level.

This course prepares students for careers requiring leadership, practical life skills, and the ability to navigate challenging environments. It provides hands-on experiences that develop skills in risk management, teamwork, and outdoor survival. The course is ideal for students interested in outdoor education, environmental management, or adventure tourism.

This course delves into sports science, performance, and social responsibility through various Achievement Standards. Topics include physiology, biomechanics, sports psychology, risk management, and more. The course provides a solid foundation for further studies and practical experiences in Physical Education.

This course explores mechanics, electricity, and waves. Students develop analytical skills and learn to create mathematical models for real-life applications. Practical investigations are also included. This course is a prerequisite for Level 3 Physics and most Engineering courses at university. It is also recommended for students interested in studying medicine.

Year 12 Psychology introduces students to the scientific study of human behaviour and
mental processes, exploring how people think, feel, and act in different situations. Students examine a range of psychological approaches, fields, and theories to better understand behaviour. This course also explores important psychological debates and the ethical issues involved in research. Students will have the opportunity to design and conduct psychological research, developing valuable skills in literacy, critical thinking, problem solving, analysis and evaluation. Year 12 Psychology is an internally assessed course with no external assessments.

Te Ao Haka is founded on mātauranga tuku iho (traditional knowledge), Te Ao Haka is also progressive, embracing the development and evolution of the art form in contemporary contexts. Ākonga will explore elements such as mōteatea, waiata-ā-ringa, haka, poi, and whakawātea, developing performance skills alongside knowledge of tikanga and pūrakau that underpin these practices. This course nurtures leadership, confidence, and identity, and supports students to strengthen their reo Māori through kaupapa Māori contexts, preparing them for further study in Māori performing arts, Te Reo Māori, and related pathways.

Achievement Standard Course

This course develops students' ability to communicate in te reo Māori with some independence and confidence in various contexts, including whānau, marae, and social or workplace environments. The course offers an intermediate level of Māori language, accommodating students who have completed Level 1. The focus is on oral and written Māori, with assessments in Whakarongo, Kōrero, Waihanga Tuhinga, and preparation for external exams.

Unit Standard Course

This course offers a deeper exploration of Tikanga Māori within a Te Ao Māori framework, delivered in English with elements of te reo Māori integrated. Students explore Ngā kupu taka, Ngā kupu kaupapa, and ngā kōrero uiui o ngā kaiuiuinga, gaining a broader understanding of Māori cultural practices.

Level 2 Multi Materials Technology is a design-based, university-approved course where students independently respond to a given context to develop their own brief and outcome. Students apply skills and knowledge from trialling, testing, research, and development to design and construct their outcomes. Projects are self-funded, and students are expected to demonstrate independent thinking and good self-management skills. The course includes literacy credits and a digital portfolio component.

Tourism at Bream Bay College aims to provide students with the skills and knowledge they need to find the job of their dreams in the tourism industry. The course caters for students who want to work in the tourism industry without having to go to university. Therefore, the course consists of a minimum of 18 and a maximum of 21 NCEA Unit Standards credits. Topics covered include world destinations, New Zealand as a destination, tourism-related numeracy skills, and the characteristics and work roles within the industry. 

This Unit Standard course leads to an apprenticeship and further study in the Building and Construction Industry, sponsored through the Te Tai Tokerau Trade Academy and following the BCATS Programme. Students are encouraged to participate in a work placement one day per week. The course covers safety, hand tools, power tools, and includes the creation of two outdoor furniture projects. Additionally, students complete various short courses to gain credits and prepare for successful entry into the workforce.

This course requires students to commit to a Gateway work experience placement, catering to both Year 12 and Year 13 students with multi-level standards available. Students must identify a career pathway they wish to explore, developing a targeted resume and engaging in work experience. 

The course includes industry-specific standards and requires self-motivation and independence, with all units completed online (Students must have a chromebook or laptop to complete the units). Additional courses related to Health and Safety or specific careers may also be completed, funded by the Gateway programme. STAR funding is also available for short courses aligned with students' career interests.

Level 3 Agricultural and Horticultural Science offers advanced learning for students passionate about New Zealand's primary industries. The course covers advanced practical horticulture skills, including plant propagation, soil science, and crop management. Students also study animal anatomy and physiology, gaining a thorough understanding of agricultural productivity. Delivered through Unit Standards, the course emphasises hands-on learning, preparing students for direct entry into the workforce or further studies in agriculture, horticulture, or related sciences.

In Level 3 Design, students work on a self-directed design brief tailored to their interests and career goals — whether branding, social awareness campaigns, or product promotion. They develop visual solutions across a range of media including logo design, packaging, posters, and web or app layouts.

Students use digital tools such as Photoshop, Illustrator, and other relevant apps to create a portfolio that demonstrates creative thinking, technical skill, and clear communication of ideas. While students may benefit from using their own digital devices, it is not required — school tablets and computers are available for all design work. Research and written justification are required as part of the design process.

This course challenges students to explore more advanced painting methods through the theme “Myths and Legends”, using Surrealism and symbolic imagery to spark imagination and personal expression. Students will develop a series of drawings and paintings that extend their technical and conceptual skills.

They will research historical and contemporary artists, experiment with techniques, and produce a cohesive portfolio of work that reflects their individual ideas and style. A significant amount of written analysis and reflection is expected at this level.

This course allows students to explore topics such as ecology, speciation, and human evolution in depth. Students study the responses of plants and animals to their external environment and their adaptations that contribute to gene pool changes. This knowledge helps students understand patterns and processes of evolution, leading to speciation and providing confident knowledge of biological evolution, which is crucial for understanding trends in human evolution. Level 3 Biology is highly relevant for students intending to pursue tertiary studies in nursing, medicine, veterinary science, or similar fields.

This course runs parallel with the Level 2 course, covering similar topics and contexts but requiring more detail and depth in economic and marketing tools. Students have the opportunity to be creative and set up their own business ideas. Internally, students are assessed on market research and implementing a real business plan for a new product, learning various marketing techniques and testing their ideas through local and regional markets. Externally, students examine external factors influencing business viability in New Zealand and globally. Students can earn a minimum of 15 and a maximum of 19 NCEA credits, with the possibility of gaining numeracy credits. Students are expected to test and sell their products at a minimum of three local and regional markets or events, which may require weekend availability.

Calculus is designed for students with strong Algebra skills, focusing on using Mathematics to solve problems. The course models real-life situations using trigonometry, real and complex numbers, functions and their graphs, and applies the power of calculus to solve a wide range of everyday problems involving change. Calculus is also recommended for students pursuing tertiary studies in engineering, architecture, mathematics, computer science, surveying, finance, and business. Note: Students may take both Level 3 Statistics and Level 3 Calculus as separate subjects in Year 13.

This course broadens students' knowledge of trends in the periodic table of elements, deepens their understanding of inter- and intramolecular bonds, and enhances their knowledge of organic compounds, their preparation, and identification. Students will explore the applications of redox reactions in daily life and conduct investigations to determine trends in substance concentrations, culminating in a written report. The skills acquired in Level 3 Chemistry are essential for students intending to study Chemistry, Health Science, and Engineering and beneficial for those pursuing Biological and Physics Degrees.

Year 13 asks students to work as independent choreographers and critical thinkers: producing a dance to realise a self-generated concept, choreographing to develop and resolve ideas over an extended process, and performing solo, duo and group repertoire to a polished standard. Students also take on production responsibility within Show Quest, working across choreography and production technologies together, and continue cultural dance repertoire and group choreography work. Students who sit the external examination can gain a subject endorsement, and the strongest choreographers and performers may take on NZQA Scholarship Dance, which assesses the same order of critical and creative thinking expected in first-year tertiary study.

By this stage, students are managing a body of work from concept to performance largely independently: sourcing and interpreting stimulus material, defending choreographic decisions in writing, leading rehearsals, and taking on leadership responsibility within co-curricular shows and troupes. These are the working conditions of a performing arts degree, a conservatoire audition, or an entry-level role in choreography, dance teaching, arts administration or production. They also line up closely with the skills employers consistently rank most highly across every industry, not only the creative ones - World Economic Forum employer-survey data puts analytical thinking at the very top of the list, with resilience, flexibility and adaptability, leadership, and creative thinking following immediately behind: precisely the combination three years of increasingly independent choreographic and analytical work is built to produce.

In this course, students undertake a process similar to that of a professional developer, creating a complex outcome for a stakeholder or client. The course builds on Level 2 skills, requiring students to develop a design, and create a final digital product. The course concludes with an externally examined report in Term 4.

Year 13 English involves the study, use, and enjoyment of the English language and its literature, communicated through oral, visual, or written forms. The course covers a wide range of purposes and audiences, utilising various text forms. As an essential subject, it supports students' development as mature learners, preparing them for tertiary studies. To achieve NCEA Level 3, students must earn 10 literacy credits by passing the co-requisite exams (32405-Reading, 32403-Writing), which are available twice a year from Year 10 onwards. The Year 13 English course offers 18 credits contributing to the overall NCEA program, including three internal assessments and one formal examination during the NCEA exam period for external credits and subject endorsements. Significant attention is given to connecting the text to real-world contexts at this level.

Level 3 Geography is a University-approved subject that prepares students for further tertiary study. The course covers a range of contexts, including the Muriwai Coastal Environment, the global pattern of coral reefs, human trafficking, and a local river study, with field trips to Muriwai Beach and a local river for data collection. Students will complete three internal assessments and two external assessments during the end-of-year examination. The course is designed for students who enjoy critical thinking about the natural and cultural factors that shape our world, using data to understand patterns and processes and exploring how decisions in the past and present are shaping our environments in the future.

This University Entrance approved course develops students' ability to construct sophisticated historical arguments using academic research, historical sources, and evidence. Students investigate the Northern Wars, the Waikato Wars, and historical genocides, examining differing historical interpretations and the ongoing significance of these events. As part of the course, students participate in a field trip to significant Northern War sites alongside historian Michael Belgrave, providing a unique opportunity to engage directly with the landscapes and histories they study. The course is designed for students who enjoy critical thinking, independent research, and exploring the ways history continues to shape contemporary society. 

Level 3 Music offers students the opportunity to refine their musical skills and deepen their artistic identity through individualised learning. Students are encouraged to perform, compose, and share their music within and beyond the classroom. Ongoing lessons and regular practice are expected at this level.

This course offers a dynamic exploration of advanced topics in sports science, performance, and leadership. Through five comprehensive Achievement Standards, students will delve into strategies for lifelong well-being, performance evaluation, and contemporary leadership principles. This course provides an in-depth understanding of physical activities, trends, and the role of leadership, preparing students for future academic and professional pursuits in Physical Education.

This course broadens students' knowledge of motion, electromagnetism, and wave properties. Students will explore the theory of solar and nuclear energy, linking them to socio-scientific impacts on the environment. Using analytical techniques acquired in Level 2, students will conduct investigations to determine linear relationships between variables. The skills acquired in Level 3 Physics are essential for students intending to study Physics, Research Analysis, and Engineering and beneficial for those pursuing Medicine.

Year 13 Psychology takes an in-depth exploration of human behaviour through the scientific study of the mind and behaviour. The course investigates the biological, cognitive, emotional, and social influences on behaviour while encouraging students to analyse psychological theories, approaches, and debates. Students develop valuable research, critical thinking, problem-solving, analysis, evaluation as well as literacy skills. This is an academic subject and UE approved at Level 3 offering three internal assessments and one external examination.

Year 13 Statistics is an in-depth exploration of Statistics and Probability. The course includes two external examinations on Probability Concepts and Probability Distributions, as well as internal assessments requiring students to write statistical reports and gain an understanding of optimization. 

Note: Students may take both Level 3 Statistics and Level 3 Calculus as separate subjects in Year 13.

Te Ao Haka is founded on mātauranga tuku iho (traditional knowledge), Te Ao Haka is also progressive, embracing the development and evolution of the art form in contemporary contexts. Ākonga will explore elements such as mōteatea, waiata-ā-ringa, haka, poi, and whakawātea, developing performance skills alongside knowledge of tikanga and pūrakau that underpin these practices. This course nurtures leadership, confidence, and identity, and supports students to strengthen their reo Māori through kaupapa Māori contexts, preparing them for further study in Māori performing arts, Te Reo Māori, and related pathways.

This intermediate-level course is designed for students who have completed Te Reo Māori at Level 1, aiming to build independence and confidence in using the language across various contexts such as whānau, marae, social, workplace, and academic settings. The course deepens students' understanding of Te Reo Māori, with a strong emphasis on both oral and written communication.

Level 3 Multi Materials Technology is a university-approved, design-based course where students independently respond to a given context, developing their own brief and outcome to meet specific needs using a variety of materials. Students will apply skills and knowledge from trialling, testing, research, and development to design and construct their projects. These projects are self-funded, requiring independent thinking and strong self-management skills. The course includes a digital portfolio component, with several Achievement Standards carrying literacy credits.

Tourism at Bream Bay College aims to provide students with the skills and knowledge they need to find the job of their dreams in the tourism industry. It is designed to complement the tertiary course at level 4 provided by ITC (International Travel College) and other external tourism providers. . The course should cater for students who are considering taking a combination of vocational pathways and who want to work in the tourism industry without having to go to university. Therefore, the course consists of a minimum of 18 and a maximum of 21 NCEA Unit Standards credits. Topics covered include knowledge of world tourism destinations, the South Pacific as a destination and the socio-economic impacts of tourism in the country of destination. 

This Unit Standard course is ideal for students aiming to enter the workforce with practical construction skills, leading to apprenticeships and further study in the Building and Construction Industry. Students will have some choice in their projects, improving both their technical and communication skills. The course focuses on carpentry, following the BCATS (Building, Construction, and Allied Trades Industry Training Organisation) programme.

This course requires students to commit to a Gateway work experience placement, catering to both Year 12 and Year 13 students with multi-level standards available. Students must identify a career pathway they wish to explore, developing a targeted resume and engaging in work experience. 

The course includes industry-specific standards and requires self-motivation and independence, with all units completed online (Students must have a chromebook or laptop to complete the units). Additional courses related to Health and Safety or specific careers may also be completed, funded by the Gateway programme. STAR funding is also available for short courses aligned with students' career interests.