Kaipara College

‘Whakaahua tatuhui pukapuka’ (the  drawing project) is a project that spans six months of experimental art making that aims to lift a student's thinking skills and knowledge of art and artists and their ways of working. During the project Year 10 students will explore drawing, painting and mixed media techniques such as stencilling,  silhouettes, and forgeries. Students will use these skills to start to compose and produce their own art works. Students will also record and make their own glossary of art terms and will learn about the ways established artists work by viewing artworks and learning to visually analyse and  interpret artworks. Whakaahua tatuhui pukapuka will build the confidence needed to step up to NCEA Level 1 Visual Arts.

‘Whakaahua tatuhui pukapuka’ (the  drawing project) is a project that spans six months of experimental art making that aims to lift a student's thinking skills and knowledge of art and artists and their ways of working. During the project Year 10 students will explore drawing, painting and mixed media techniques such as stencilling,  silhouettes, and forgeries. Students will use these skills to start to compose and produce their own art works. Students will also record and make their own glossary of art terms and will learn about the ways established artists work by viewing artworks and learning to visually analyse and  interpret artworks. Whakaahua tatuhui pukapuka will build the confidence needed to step up to NCEA Level 1 Visual Arts.

This course is designed for students who have an interest in any of the various aspects of digital technology, such as programming, game design, website development, animations. Students are able to incorporate a wide range of skills including problem solving, decision-making, creativity, design, communication, critical thinking, analysis and evaluation.

A one semester course that prepares students for NCEA Design and Visual Communication at L1. The students will develop skills in computer programmes in Architecture, product prototyping, and presentation of their work. They will also develop skills in producing technical drawings, graphic communication and designing.  The course focuses on 2D and 3D drawing skills, spatial design, sketching, formal hand drawing and using the design process to solve design problems. 

Students will learn investigative problem solving skills to effectively communicate ideas using thinking and presentation skills to showcase their design ideas in a design portfolio.

Enterprise is about developing skills and attributes which will equip students to be resourceful, creative, and strategic thinkers. The first module includes exploring the economic world of sustainable use of scarce resources and positive outcomes for stakeholders. Students will participate in team challenges to provide opportunities to show their innovative and problem-solving skills.

The second module includes exploring the marketing mix by designing, creating and marketing their product ideas for either our school Craft Market Day and/or presenting to a Shark Tank panel.

Student learning be assessed by sitting two individual topic tests (open book) and a team product idea Slides presentation. The commerce concepts students will cover in this course includes circular flow of income, notion of scarcity, kaitiakitanga, decision-making process, pūtake, marketing mix and break-even.

You will learn how to germinate seeds and grow food plants successfully.  

Sustainable horticulture is a way of growing plants that's sensitive to the environment. Plants are grown in a sustainable way through minimal use of chemicals, growing in compostable/re-usable pots, using companion planting techniques and biologically enriched soil with organically-based fertilizers.  

Materials Technology focuses on the technological design and development of outcomes using a variety of materials. You will have the opportunity to work in both the Carpentry and Engineering workshops during the course.

Materials Technology focuses on the technological design and development of outcomes using a variety of materials. You will have the opportunity to work in both the Carpentry and Engineering workshops during the course.

Year 10 Music is a continuation of the work started in the Year 9 Program, which is building towards NCEA Level 1 Music. We continue to develop the songwriting and performing skills that allow you to succeed both as a soloist, or as a member of a band in the annual music competitions such as RockQuest and Play It Strange. As well as this, we begin to build knowledge of the digital elements of music creation, working on laptops to create a wide range of musical styles. Music is a fun and energetic course, and when it is combined with a large amount of hard work and dedication will lead to a lot of success inside and outside of the classroom.

Year 10 Performing Arts students develop skills and confidence through fun games and activities. They learn more about different forms of Drama, Movement and Sound Performance to give creative ideas for Devising drama and within scripts. There is also the opportunity to support performance through the technical aspects of theatre; such as staging and lighting. Students will have the opportunity to use different theatre genres, including creative movement (which may include Dance) and exploring how sound can support performance. Projects are all chosen around the student's own interests.

This course allows you to explore technological processing techniques such as those used in Food Technology and Biotechnology. You will have the opportunity to work with a variety of different ingredients, including food, and learn processes such as cooking, preserving and fermenting.

This course allows you to explore technological processing techniques such as those used in Food Technology and Biotechnology. You will have the opportunity to work with a variety of different ingredients, including food, and learn processes such as cooking, preserving and fermenting.

Year 10 Sport offers students the opportunity to engage in a broad spectrum of sports and activities, fostering physical fitness, skill development, sportsmanship, teamwork, and leadership skills. This course aims to cultivate a passion for sports and an active lifestyle while allowing students to explore their sporting interests. Upon completion of Year 10 Sport, students will not only be physically active but also equipped with the knowledge and values that promote a healthy, balanced life both in and outside of the sporting arena.

Please note: While you cannot take both 10 Sport and 10 Sport Academy, you can add both courses to your preferred courses for 2026. If you are unsuccessful in your application for the Sport Academy, you will be included int he pool of students for 10 Sport too.

Are you passionate about sports and eager to deepen your understanding of athletic performance? The Year 10 Sports Academy course offers an exciting opportunity to blend theory with practical experience in a dynamic learning environment. This year-long program is designed for students who have been carefully selected based on their desire to achieve excellence in sports.

In this course, you will explore essential theoretical concepts including nutrition for peak performance, effective training programs, and the basics of anatomy and biomechanics. You'll learn how the human body works and how to apply this knowledge to enhance your athletic abilities. The course also covers crucial recovery techniques to keep you at your best.

On the practical side, you will engage in a variety of fitness activities aimed at personal development, from building strength and endurance to mastering motor skills. You'll have the chance to develop your game awareness and strategic thinking through engaging drills and competitive play.

With a focus on personal growth, this course encourages you to set and achieve your fitness goals while improving your sports skills and understanding of game tactics. Whether you're looking to refine your abilities or explore future opportunities in sports and fitness, this course provides the perfect platform to advance your knowledge and performance.

Entry is by selection only, ensuring a group of dedicated and motivated students, striving to improve themselves and reach their potential. 

For more information and/or to register your interest, please complete this application form. For more information, please email Mr Foreman, Director of Sport at [email protected].nz

Please note: While you cannot take both 10 Sport and 10 Sport Academy, you can add both courses to your preferred courses for 2026. If you are unsuccessful in your application for the Sport Academy, you will be included in the pool of students for 10 Sport too.

By the end of this course, students can cope with a variety of routine situations when talking to speakers of te reo Māori. They can use familiar language with some flexibility and pick up some new language from its context. They can read and write simple notes and short letters and fill out simple forms. They can also use and respond to language, including directions and requests, that is likely to occur in familiar Māori settings. They are becoming more confident in using a range of language learning strategies. If you wish to take this course for the full year please email Mr Coleman directly to inform him.

This course is for students who will be completing study time in the Faculty of Special Education.

This course is for students who will be completing study time in the Faculty of Special Education.

Kōtui Ako - Virtual Learning Network Aotearoa New Zealand

If you are interested in taking a subject that we do not currently offer at Kaipara College or if you are already taking a subject through Kōtui Ako (Virtual Learning Network Aotearoa New Zealand) and you wish to continue with the subject in 2026, please select this option. 

Taking an online learning course with a teacher online from another school comes with its own set of challenges when navigating a regular school timetable of classes too. As such, entry into this option requires approval from Mr Coleman (Deputy Principal). Students must be able to self-study, lead their own learning, and have a proven track record of this prior to applying. During the course online, students meet with their e-teacher once a week for an online lesson and maintain regular communication with their e-teacher and Kaipara College's e-Dean to ensure they are keeping on top of their studies.

In the required notes section, please enter the subject and level of the subject for 2026 that you would like to select. Please note, you MUST have approval to complete this course through Mr Coleman. Students who have taken this option in the past have studied subjects such as French, German, Spanish, Chinese, Japanese, Psychology, Economics, Classical Studies, Accounting, Digital Technology, Geography and other subjects. 

Please see Mr Coleman if you have any further questions about Kōtui Ako Virtual Learning Network Aotearoa courses.

NCEA L1 Agriculture & Horticulture

Discover the foundation of one of New Zealand’s fastest-growing industries! Level 1 Horticulture offers hands-on learning that connects you to the land, teaching essential skills in plant care, soil science, propagation, and sustainable growing practices. Whether you're aiming for a career in agriculture, landscaping, or food production—or just love working outdoors—this course gives you the practical knowledge and confidence to grow your future.

Get started with real tools, real experience, and real opportunities in a field that feeds the world. No prior experience needed—just a passion for plants and a willingness to learn!

A Science course at Level 1 is compulsory for all students at Kaipara College. Students who want to select L1 Agriculture & Horticulture to fulfil their compulsory Science component instead of L1 Science must email Mr Coleman to manually enter on SchoolPoint at [email protected] 

Curriculum Skills and Key Competencies

Thinking: Horticulture/agriculture encourages critical and creative thinking. Students solve real-world problems (e.g. how to improve soil health), make decisions based on observations, and apply scientific knowledge practically. E.g. Investigating why a plant is wilting leads students to consider water levels, soil quality, or disease.

Using language, symbols and text: Students engage with technical vocabulary, measurement tools, charts (like pH levels), and written instructions. This competency grows as they read and interpret horticultural information and record their own observations.  E.g. Recording data on plant growth in a table, or reading labels on fertilizer packaging.

Managing Self: Horticulture involves planning tasks, working independently, meeting deadlines (e.g. planting times), and caring for living things over time. Students learn responsibility, perseverance, and how to manage their time and resources effectively.  E.g. A student managing their own garden plot must monitor plant growth, water regularly, and respond to problems like pests or weather changes.

Relating to others: Horticulture often requires teamwork—whether in group planting projects or maintaining shared gardens. Students must communicate clearly, listen to others, and work cooperatively.  E.g. Students working in pairs to build a compost bin learn to negotiate tasks and share responsibilities.

Participating and Contributing: Horticulture involves planning tasks, working independently, meeting deadlines (e.g. planting times), and caring for living things over time. Students learn responsibility, perseverance, and how to manage their time and resources effectively.  E.g. A student managing their own garden plot must monitor plant growth, water regularly, and respond to problems like pests or weather changes.

Careers and Pathways

Entry-Level Jobs (Post-School or Apprenticeship)

• Horticulture Worker – Planting, pruning, harvesting in orchards, vineyards, nurseries.
• Farm Assistant – Supporting livestock or crop farming operations.
• Greenhouse Assistant – Helping grow and maintain plants in controlled environments.
• Landscaping Labourer – Assisting with outdoor space maintenance and construction.
• Nursery Worker – Growing and selling plants, seedlings, and trees.

With Further Study (Level 2/3+ or Tertiary Education)

• Horticulturist – Expert in plant cultivation and care.
• Agronomist – Advises farmers on soil, crops, and sustainable practices.
• Viticulturist – Specialises in growing grapes for wine production.
• Farm Manager – Oversees daily operations of a farm or station.
• Agricultural Technician – Conducts field trials, tests, and research.
• Landscape Designer – Plans and designs functional, beautiful outdoor spaces.

Emerging and Tech-Based Roles

• Precision Agriculture Technician – Uses drones, sensors, and data to improve farming.
• Environmental Consultant – Advises on sustainable land use and resource protection.
• Biosecurity Officer – Protects NZ’s primary industries from pests and disease.

Trade and Business Opportunities

• Contract Grower – Runs their own small farming or horticulture operation.
• Agricultural Machinery Operator – Specialises in tractors, harvesters, drones, etc.
• Rural Business Owner – Market gardening, beekeeping, flower production, and more.

Pathways into Science and Research

• Plant Scientist / Botanist
• Soil Scientist
• Entomologist – Studies beneficial and harmful insects in agriculture.

Why it matters: New Zealand’s agriculture and horticulture sectors need skilled, passionate people to lead sustainable food production, protect the environment, and innovate for the future. Starting at Level 1, students build foundational knowledge and hands-on experience that can lead to high-demand, rewarding careers.

NCEA Level 1 Commerce (1COM)

In this course, you’ll step into the world of business and bring your own ideas to life. You’ll learn how businesses work, how to make smart financial decisions, and how to understand the bigger picture of our economy. Working individually or in small groups, you’ll plan, create, and sell a real product at the school market — gaining hands-on experience in marketing, budgeting, and problem-solving.

We’ll cover how to identify opportunities, set the right price, and understand the effects that businesses, households, and the government have on each other. You’ll develop skills in analysing information, making decisions, and working as part of a team — skills that employers and future courses value highly.

Whether you’re interested in starting your own business, working in finance, marketing, or management, or just want to understand how the world of commerce shapes everyday life, this course will give you the tools and confidence to succeed.

By the end of the year, you won’t just have studied business — you’ll have run one.

Curriculum Skills and Key Competencies

This course develops all five Key Competencies outlined in the New Zealand Curriculum, preparing students for both further study and the workplace.

Thinking: Students develop critical and creative thinking as they explore how businesses operate and make decisions. For AS92029, they evaluate pricing options using break-even calculations, weighing up risks and potential returns. For AS92030, they consider direct and flow-on effects of economic events, applying logical reasoning to identify connections between households, businesses, and government. Through AS92028, students research and interpret market information, then decide on product features that will appeal to their target audience. This involves questioning assumptions, generating alternatives, and reflecting on feedback to improve outcomes. These thinking skills are essential in both business and everyday problem-solving contexts.

Using Language, Symbols, and Texts: Students interpret and communicate information using a range of formats, including graphs, tables, marketing materials, and formal written reports. For AS92029, they use financial statements and pricing models to justify decisions. For AS92028, they create clear and persuasive marketing messages to connect with customers, applying economic and business terminology accurately. In AS92030, they explain relationships within the circular flow model, using diagrams to illustrate how money, goods, and services move between sectors. This competency develops the ability to read, write, and present business concepts in a way that is meaningful to different audiences, a skill valued in all career paths.

Managing Self: Students take responsibility for their own learning and project deadlines, particularly when producing and selling their product for AS92028. They plan production schedules, monitor budgets, and adjust when faced with challenges. For AS92029, they work independently to prepare evidence-based recommendations for pricing strategies. In AS92030, they organise research into local and national economic interactions, ensuring their work is complete, accurate and memorised for their exam. This competency ensures students can work independently towards clear goals.

Relating to Others: Students practise teamwork, active listening, and negotiation while developing and selling their market product for AS92028. They collaborate to divide tasks, resolve differences, and use each team member’s strengths. In AS92029, students may consult with teachers, peers, or community members to gather pricing feedback, building interpersonal communication skills. For AS92030, they discuss real-world economic situations, listening to others’ perspectives before forming conclusions. Through this, they learn to adapt their communication style depending on the audience and context, a vital skill for both professional and personal settings. The ability to work well with others underpins success in almost every career field.

Participating and Contributing: Students engage actively with the school and wider community by selling their products at the market for AS92028, gaining first-hand experience of customer interaction and community engagement. In AS92029, they consider how pricing affects not only their own business but also customers and other market participants. For AS92030, they explore the role of businesses, households, and government in sustaining the economy, and how their own activities contribute to that system. This competency helps students see themselves as active contributors in society, making informed decisions that have real-world impacts, and fostering a sense of responsibility beyond the classroom.

Transferable skills include teamwork, problem-solving, customer service, numeracy in real contexts, time management, and the confidence to take an idea from concept to reality. These skills are valuable for any career path, not just business.

Careers and Pathways

• Progresses to Year 12 and Year 13 Business Studies at Kaipara College.
• Supports achievement of NCEA Level 1 credits (AS92028, AS92029, AS92030) and builds skills towards University Entrance Literacy at higher levels.
• Links to Vocational Pathways in Manufacturing & Technology, Service Industries, Social & Community Services, and Creative Industries.
• Prepares students for tertiary study (e.g. Bachelor of Commerce/Business, NZ Diploma in Business, Marketing, or Accounting).
• Builds transferable skills useful for apprenticeships, trades, and running a small business.
• Opens career pathways in retail, marketing, finance, event management, entrepreneurship, banking, government policy, economics, financial advisors, marketing,  human resources, and accounting.

NCEA Level 1 Design & Visual Communication (1DVC)

Design and Visual Communication focuses on product and spatial design using student-centred design briefs to enhance students’ ability to conceptualise, develop, and communicate design ideas and potential outcomes.

Students will learn to use both traditional sketching and computer-based tools to bring their ideas to life. This includes working with software such as SketchUp, Twinmotion, Photoshop, and Illustrator to create 3D models, render realistic scenes, and develop professional presentation graphics. Students will also learn to use digital drawing tablets and presentation software to showcase their design concepts effectively.

Visual communication refers to the effective communication and presentation of design ideas using modelling, digital media, and graphic design techniques. By integrating computers, students can explore more advanced design possibilities, produce high-quality presentations, and gain experience with tools commonly used in the design industry.

Students will demonstrate understanding of, and skills in, complex visual communication techniques by combining CAD, 3D modelling, rendering, digital illustration, and presentation design with sketching and physical model-making.

This is a great course to take if you are interested in becoming an Architect, Industrial Designer, Illustrator, Graphic Designer, Film or Gaming Designer, or pursuing any other creative endeavour where digital and computer-based design skills are essential.

Curriculum Skills and Key Competencies

Thinking

Students of Design and Visual Communication will:

• Use design thinking to explore, experiment, and solve problems.
• Consider multiple perspectives and cultural influences.
• Draw on design heritage and diverse voices for inspiration.
• Think independently and build confidence in generating ideas.
• Apply divergent thinking to take risks and innovate.
• Apply convergent thinking to refine and resolve design ideas.
• Value their own unique voice and background.
• Use design thinking for self-reflection.

Using language, symbol and text

Students of Design and Visual Communication will:

• Develop visual communication skills to express ideas and narratives.
• Explore, generate, critique, and refine design ideas to strengthen visual literacy.
• Understand how design uses universal symbols and visual languages recognised worldwide.
• Apply visual communication systems such as drawing conventions.
• Gain fluency in design language, balancing aesthetics and function.
• Select techniques that best support improvement and progression of their design ideas.

Managing Self

Students of Design and Visual Communication will:

• Build skills in time management, resource use, and adaptability.
• Develop confidence to reflect on and commit to their ideas.
• Balance risk-taking with established procedures to achieve strong results.
• Take ownership of their processes, including curating design portfolios.
• Engage with diverse contexts and perspectives to refine awareness and challenge bias.
• Think on their feet, making decisions under pressure and using their strengths effectively.
• Integrate wellbeing and stress-management practices into their design process.
• Recognise how resilience and focus support innovative ideas and quality outcomes.

Relating to others

Students of Design and Visual Communication will:

• Learn visual communication techniques to confidently present ideas to peers, whānau, communities, and potential users.
• Develop audience and user connections, translating solutions into valuable industry skills.
• Use critical inquiry and empathy to better understand and meet user needs.
• Connect with place and the whakapapa of the people they design for.
• Practise collaboration and critique, respecting and building on each other’s strengths.
• Engage with communities to form relationships and respectfully understand the places they design for.

Participating and Contributing

Students of Design and Visual Communication will:

• Use visual communication skills to connect ideas with people and place.
• Develop solutions that respond to others’ needs while considering social, cultural, and environmental impacts.
• Understand design as a cumulative process requiring sustained engagement.
• Value collaboration and teamwork as a source of new ideas.
• Recognise feedback and critique as tools for shared growth in a supportive learning environment.
• Build resilience and confidence by reframing mistakes as opportunities for reflection and improvement.

Careers and Pathways

This is a great course to take if you are interested in becoming an Architect, Industrial Designer, Illustrator, Graphic Designer, Film or Gaming Designer, or pursuing any other creative endeavour where digital and computer-based design skills are essential.

There are benefits regarding the use of Instrumental Drawing and CAD software and Problem solving that would be beneficial in any vocational career.

NCEA Level 1 Digital Technology (1DIGI)

This course is designed for students who have an interest in any of the various aspects of digital technology, such as programming, website development, animations.

The student-led, project-based nature of this course means students will be able to develop digital technology skills relevant to their interests.

Can lead into any Digital or Information Technology pathways including game development, animation, web development.

NCEA Level 1 Drama (1DRA)

Drama is for everyone. We all have kōrero, pūrākau, and stories to share. Drama helps us to understand diverse cultural perspectives and worldviews and connect with our community. It allows us to recognise the uniqueness of our place in the Pacific, the identity of Aotearoa New Zealand, and the rich cultural histories and traditions from all over the world that are expressed through performance.

Ākonga will understand that the function of drama is to heal, educate, entertain, or transform society. They discover how theatre can either challenge the status quo or reinforce it, gaining an awareness of how impactful the medium can be. Drama provides opportunities for ākonga to express their identities and heritages, and explore the heritages of others, creating empathy and understanding for the experiences and whakapapa of people from diverse backgrounds.

Through the relationships creators and performers make with audiences, Drama exists as a powerful medium to foster hauora – nurturing and maintaining both individual and community wellbeing in its ability to empower and inspire others. Ākonga engage with the ways in which Drama can uplift and sustain the mana of communities, groups, and individuals.

Ākonga explore and manipulate ideas and take creative risks. They share, rework, construct, and deconstruct work that is dynamic and evolving. The progression of ākonga in Drama is demonstrated through their increasing sophistication in storytelling, independence, and communicating their creative vision, as well as increasing comprehension and deeper understanding of the creative vision of others.

Curriculum Skills and Key Competencies

Thinking 

Students of Drama will:

• reflect on ideas and explore them physically and in the moment
• listen and respond to creative offers and feedforward to advance the drama
• put their own thought into action
• respond and adapt their whakaaro (thoughts and ideas) based on mahi tahi (working collaboratively)
• reflect on work and adapt based on feedback and self-assessment
• develop understanding and critical thinking about the context of work – historical, social, cultural, political, and economic – in order to create meaningful drama
• develop subject-specific research skills, including dramatic inquiry, when exploring the contexts of dramatic work
• explore their own and others’ ideas in work they experience and work they create
• investigate roles, worlds, contexts, attitudes, and themes in drama to build new knowledge (including cultural, historical, social, and political knowledge).

Using language, symbols and texts 

Students of Drama will:

• develop their use of language in rehearsal, scripting, directing, and devising processes
• discuss their work and experiment with language used in performance
• understand and use discipline-specific vocabulary and develop multi-modal literacies including audio, gestural, linguistic (verbal and written), spatial, and visual
• interpret texts, stories, and direction
• engage with and explore what can be expressed through props, costume, set, technologies, motifs (recurring symbols), text, dialogue, movement, gesture, and conventions.

Relating to others

Students of Drama will:

• negotiate, cultivate, and explore a variety of relationships, such as:
• the relationships between performers
• the relationships between characters
• the relationship between the performer and the role
• the relationship between the performer and the audience
• the relationship between the playwright, director, and designer.
• practice whanaungatanga, manaakitanga, and vā in working with others with care and compassion
• explore the perspectives and experiences of others, increasing their cultural awareness, responsiveness, and acceptance
• understand and play to different strengths in order to uplift the work.

Managing Self

Students of Drama will:

• develop self-discipline and an understanding of their role as part of the group
• practise self-management in practical contexts – arriving to rehearsals on time, learning lines, being prepared, and taking responsibility for different aspects of production (eg props, costume etc), theatre, and performance protocols
• set goals
• self-review
• accept direction and feedback
• question and critique themselves and others
• follow the established kawa of their learning environment to create a shared relational space.

Participating and contributing

Students of Drama will:

• work together to contribute their own ideas and respond to the ideas of others
• establish kotahitanga in group work, value each other’s strengths, and improve the quality of the work
• build a kawa that will become established practice within their learning environment
• explore how to adapt and work in different environments with different people, and contribute to building a group dynamic that is responsive to the needs of the work and the participants
• develop courage and generosity in making offers to advance the drama and giving feedback as well as openness and humility in accepting feedback and extending the ideas of others.

Careers & Pathways

Ākonga in Drama enhance their interpersonal, collaborative, and communication skills, which will serve them well in all areas of learning and life. The ability to work with others, understand different points of view, and communicate ideas and information effectively is highly valued in any future pathway. Participating in, and responding to, drama allows ākonga to develop confidence in expressing their ideas as they seek to communicate with a variety of audiences.

Drama students demonstrate high engagement, empathy, and courage in their learning, as the subject allows them to have fun while taking creative risks within a safe environment. They quickly learn that they are responsible both for themselves and for others.

The collaborative, creative process of drama develops skills in giving and receiving constructive feedback. Drama students learn to share, develop, and extend ideas to realise a shared goal and serve the intention of the drama.

Drama examines and challenges established ideas and prejudices. It encourages critical and creative thinking and innovation. It generates new ideas and reflects on trends in society.

Studying Drama opens numerous pathways within the creative industries, particularly within theatre, film, and television. Careers include but are not limited to:

• performer
• director
• writer
• designer
• producer
• stage manager.

Beyond school, ākonga in Drama will have gained many transferrable skills and life experiences that help them greatly, both in tertiary education and the world of work. This includes:

• creativity
• innovation
• public speaking and performance skills
• idea generation and content creation
• self-reflection and analysis
• critical thinking
• lateral thinking
• communication
• collaboration and working with others
• relational empathy
• negotiation
• punctuality and time management
• reliability
• confidence and assertiveness
• self-esteem and self-efficacy
• delivering products to a deadline
• identifying target audiences and promoting work to them
• supporting the ideas of others and providing constructive feedback
• technical production skills, such as lighting, sound, and costume and prop design.

They will also understand the significance of whakapapa as they engage in the community, recognising and embracing diversity of cultures and perspectives. Whakawhanaungatanga and skills in relationship building will also be developed through their experience in forming, nurturing, and maintaining collaborative and reciprocal relationships (with performers, audiences, writers, designers, and directors).

NCEA Level 1 English (1ENG)

Level 1 English lays the foundation for strong communication — in writing, speaking, and understanding the world around us. You will explore a wide range of texts, from film to short stories to articles, and learn how to think critically and respond with insight. You will sharpen your writing skills for both creative and formal purposes, and develop confidence in expressing your ideas clearly. These are skills that don’t just support success in English — they’re essential for every subject, and for life beyond the classroom.

Curriculum Skills and Key Competencies

Level 1 English supports students to become confident, thoughtful communicators. They will analyse a range of written, visual, and oral texts to understand how language shapes meaning, and how context influences the messages we receive. Students will develop critical thinking by exploring themes, perspectives, and language techniques, and forming original responses to literature and media.

Through creative and formal writing, visual design, and oral presentations, students will interpret and produce a range of text types, learning to communicate their ideas with clarity and impact. The course encourages independence and resilience, as students manage assessments, meet deadlines, and reflect on their progress to improve.

Collaboration is also key — students take part in group discussions, peer feedback workshops, and cooperative tasks where they negotiate meaning and share perspectives. Many activities encourage students to connect their learning to real-world issues, exploring texts that reflect diverse voices, current events, and their own lived experiences.

Level 1 English strengthens skills that are essential for success across all learning areas — and in life beyond school.

"Level 1 English helped me become more confident in my writing and taught me how to express my ideas in a way that actually made people listen." - Kaipara College Student

Careers and Pathways

Level 1 English provides a vital foundation for future learning and employment. Strong communication, reading, and writing skills are essential in every area of study and life, and this course builds those skills through a variety of text types, thinking processes, and expressive opportunities.

• To Level 2 English: Students who succeed in Level 1 are well-prepared for the deeper analysis, structured argumentation, and creative thinking required at Level 2. They will have built the literacy confidence needed to tackle more complex texts and ideas.
• To Tertiary Education: English supports all tertiary study by developing critical thinking, research skills, essay writing, and the ability to understand and respond to complex information — all of which are essential for success in university, polytechnic, or private training institutions.
• To the Trades: Literacy and communication are key to success in vocational pathways. From understanding safety protocols and technical documents to writing reports and communicating with clients or team members, English provides the core competencies required for trades training and apprenticeships.
• To Employment: No matter the career path, employers consistently rate communication as one of the top skills they seek. Level 1 English helps students learn to present themselves well, follow written instructions, complete forms and applications, and communicate clearly and respectfully in the workplace.

In short, Level 1 English doesn’t just open doors — it gives students the tools to walk through them with confidence.

NCEA Level 1 Hard Materials (1MAT)

The Level 1 Hard Materials course is a broad-based course which lays a foundation for entry into Engineering and Carpentry at senior levels. Related curriculum skills include the use of calculations, safe practice, knowledge of properties of materials, and demonstrating foundational carpentry and engineering workshop skills under supervision. This course has both practical and theoretical components. 

The unit standards listed below are indicative of what students will do in this course and subject to change.

NCEA Level 1 Health (1HEA)

“I love that we get the freedom at times to work independently, with realistic deadlines for assessments” - Year 11 Health Student

“We love the fun, creative practicals that we get to do like yoga and walks to the park” - Year 11 Health Student

Through Food and Nutrition, Mental Health and Relationships and Sexuality Education, students develop an understanding of strategies, influences and decision making skills relevant to enhance the well being of self, others and society. Students will get to participate in activities and learning directly related to topical and relevant adolescent issues. Students get to experience practical activities and guest speakers related to the subject material and work both individually and collaboratively to develop knowledge and understanding related to the areas of Food and Nutrition, Mental Health and Relationships and Sexuality Education. You will get the opportunity to get out of the classroom, explore your local community and tap into resources and experiences that will help you better understand how to manage your own well being and support the well being of others and society in many different contexts and scenarios.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical and creative thinking by analysing factors that influence wellbeing, identifying strategies to enhance health, and evaluating different perspectives on health-related issues. They will engage in metacognitive thinking as they reflect on their own decision-making and problem-solving processes in relation to personal, interpersonal, and societal health contexts.

Using language, symbols, and texts: Students will interpret and communicate health information using a variety of formats, including written reports, visual presentations, and oral discussions. They will learn to critically evaluate messages from media, peers, and wider society, and to create texts that clearly convey strategies for promoting wellbeing.

Managing Self: Through independent inquiry tasks and health-related projects, students will build self-management skills such as time management, setting goals, and following through with action plans. They will demonstrate resilience by working through challenges, taking responsibility for their learning, and making informed decisions to enhance their own wellbeing and that of others.

Relating to others: Students will actively collaborate in group tasks, discussions, and role-play activities that explore interpersonal and societal health issues. They will practise listening, negotiating, and valuing diverse perspectives to build inclusive and respectful relationships while working towards shared outcomes.

Participating and Contributing: Students will connect their learning to real-world health issues within their school, community, and society. By examining health-enhancing strategies and the factors that influence wellbeing, they will contribute ideas, share knowledge, and participate in initiatives that support the wellbeing of others.

Careers and Pathways

Study and Pathways at Kaipara College:

• Level 2 Health leads into Level 3 Health, Health Science, and other NCEA UE pathways.
• Tertiary pathways at universities, polytechnics, and wānanga into health and wellbeing-related qualifications

Health and Wellbeing Professions

• Nursing & Midwifery – applying knowledge of wellbeing, decision-making, and health promotion.
• Medicine & Allied Health (doctor, physiotherapist, occupational therapist, dietitian, speech-language therapist).
• Public Health – designing and evaluating health initiatives, understanding influences on wellbeing.
• Mental Health Support – counselling, psychology, social work, youth work.

Education and Community Services

• Teaching (Health, PE, Science, Social Sciences) – skills in relating to others, managing self, and contributing to community wellbeing.
• Community Development & Social Services – working with diverse groups to improve health outcomes.
• Māori and Pasifika Health Services – connecting cultural perspectives with wellbeing initiatives.

Sport, Fitness, and Recreation

• Sport Science, Exercise Physiology, and Personal Training – applying knowledge of factors influencing health.
• Recreation and Leisure Management – designing health-promoting programmes for communities.

Policy, Communication, and Advocacy

• Health Promotion & Policy – working with organisations like the Ministry of Health or NGOs to address social issues.
• Media and Communication – interpreting and creating health-related messages.
• NGOs & Advocacy Work – tackling societal health issues (e.g., mental health awareness, drug harm reduction, sexual health).

Even beyond health-specific careers, this course strengthens skills employers want everywhere including skills like:

• Research and critical analysis
• Collaboration and leadership
• Cultural awareness and inclusivity
• Problem-solving in real-world contexts

NCEA Level 1 History (1HIS) 

Studying history is important for helping us understand the world around us and why things are the way they are. The present-day is shaped by past events, and the study of History gives us the opportunity to ask and understand complex questions about these events and their significance. History explores the ‘how’ and ‘why’ of events, to give us a richer and deeper look at the bigger picture. History is interesting and exciting!

This course will provide students with an opportunity to develop an understanding of key historical events that have changed both global and New Zealand History over the 20th Century. Events include : The Black Civil Rights Movement in America, The Dawn Raids/Polynesian Panthers, The Life of Whina Cooper , The Life of Julius Caesar, and World War Two/Bombing of Hiroshima and Nagasaki.

Curriculum Skills and Key Competencies

This course will provoke students to think deeply and critically about the world around them and to analyse and critique the actions and perspectives of others. Students will act as historians, analysing historical sources to reach their own judgements about what happened, why it happened and the significance of these events.

Careers and Pathways

Level 1 History equips students with the knowledge and skills to excel in Level 2 and 3 History. At a deeper level, the study of History provides students with the critical thinking and communication skills necessary to succeed in a variety of careers in such areas as law, government policy, economics, social work, journalism, counseling, teaching, human resources, market research, travel advisor.

NCEA Level 1 Hospitality (1HOS)

This course provides students with the foundational skills and knowledge for anyone interested in entering the Hospitality industry. Includes learning of relevant health and safety practices, important theory knowledge, and a variety of practical skills.

The standards offered in this course are industry standards provided by ServiceIQ. They are aligned with the industry qualifications for the professional Hospitality sector.

Leads on to L2 Hospitality and careers in the Hospitality industry such as food preparation and service.

NCEA Level 1 Mathematics (1MATH)

Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data. These two disciplines are related but involve different ways of thinking and solving problems. Both equip ākonga with effective means for modelling, analysing, and interpreting the world in which they live.

Mathematicians and statisticians use symbols, graphs, displays, and diagrams to help them find and communicate patterns and relationships. They evaluate information to make informed decisions and create models to represent both real-life and hypothetical situations. These situations are drawn from a wide range of social, cultural, scientific, technological, environmental, and economic contexts.

This course will provide a strong foundation for the skills needed to study mathematics at higher levels of the mathematics curriculum. It will provide the opportunity to gain the numeracy qualification, via the new US32406, or from 10 achievement standard credits.

This course covers strands at levels 5 and 6 for the mathematics curriculum.

NCEA Level 1 Painting and Printmaking (1ART)

Aotearoa, Our Place, Our Turangawaewae, Our whenua

Level 1 Painting and Printmaking is a ‘mixed media’ course where students build on their skills from Year 9 and 10 Practical Visual Arts. Students will gain confidence using dry media (pencil/charcoal/pen), wet media (ink, watercolour, acrylic paint) and mixed media. They will also be introduced to Printmaking through a range of mediums such as; lino cut, etching and gelli prints). Students will develop work inspired by ‘Aotearoa, Our Place, Our Turangawaewae, Our whenua’ and use artist models to assist in the compositional planning and production of mixed media artworks. This course develops students visual thinking, idea development and problem solving. Whether students are thinking about a future in creative industries or simply love expressing themselves visually through the digital medium, this course allows students to build real skills, a stunning portfolio, and a strong creative voice.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of artists way of working. 

Using language, symbols and texts: Students will research, analyse and identify the meaning and intention in both artists and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.

Managing Self: Students will manage self by ensuing both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments.  They will work independently to explore their own subtheme, artists, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: Students relate to others by exploring different cultural contexts and artistic styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.

Participating and contributing: Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Careers and Pathways

Year 11 Painting and Printmaking leads on to the Level 2 and 3 specialist Visual Arts Courses: Painting, Printmaking, Design and Photography, which are all UE approved subjects.

This subject is suited for students interested in careers or industries such as;

• Interior or Architectural Design: Exterior, Spatial, Interior design
• Communications: Advertising, Content creation, media
• Film or Television Back of house Design; Costume, stage and set, lighting, sound, fashion, makeup
• Primary, Secondary or Tertiary Teaching
• Curator / Exhibition manager / Events coordinator / Arts business manager / Arts leader
• Designer: Graphic designer, animation, digital designer (web & other media), product designer, illustrator, computer gaming, CGI
• Photographer or Film maker: media and television industry

NCEA Level 1 Performance Music (1MUS)

Performance Music is more than learning to play an instrument or sing — it is about developing the skills, knowledge, and confidence that will serve you well throughout life. At NCEA Levels 1 to 3, Performance Music combines the thrill of live performance with composition, analysis, and research, giving students a rich academic experience that values creativity as much as critical thinking. You will have the opportunity to perform as a soloist or in groups, compose original music, and deepen your understanding of how music shapes and reflects the world we live in. This balance between practical performance, creative output, and academic study enables every student to find their own pathway through music, while building strong foundations for further study or career opportunities.

Choosing Performance Music is also a personal growth opportunity. Students develop resilience, discipline, ownership, and self-expression through practice and performance, while collaborative work fosters teamwork, leadership, and empathy. Music connects directly with culture and society, helping you to explore your own identity while gaining insight into others. It is an academic subject recognised for its rigor and depth, contributing to university entrance requirements while standing out as evidence of creativity, innovation, and commitment. Whether your passion is to perform, compose, or simply to grow through music’s unique challenges and rewards, Performance Music offers an inspiring and relevant academic pathway for 2026 and beyond.

“Performance Music showed me that chasing your creative dream isn’t a risk.  It’s an opportunity to grow, perform, and turn passion into a pathway.” - Kaipara College Student

“Through Performance Music, I’ve learned discipline, resilience, and how to be more confident. All skills that I’ll take with me wherever I go.” - Kaipara College Student

Curriculum Skills and Competencies

Taking Performance Music at Kaipara College for NCEA Levels 1 to 3 is about much more than playing an instrument or singing. These courses are developed from the Key Competencies identified in the New Zealand Curriculum, the skills that prepare you for life, study, and work, no matter where your pathway leads.

Thinking: In Performance Music, you’re constantly solving problems and making creative choices. Deciding how to interpret a song, arranging a piece for your band, or improving your own performance all require imagination and critical thinking. These are the same skills you’ll use in future study or careers when you’re asked to think outside the box.

Using language, symbols, and texts: Music is a language in itself. You’ll read notation, use chords and rhythms, and work with digital tools like recording and editing software. You’ll also learn how music communicates meaning and emotion,  giving you a whole new way to understand and express ideas.

Managing self: Success in Performance Music means setting goals, practising regularly, and being ready to perform. You’ll learn discipline, focus, and resilience as you work towards assessments and live performances. These habits carry through to every subject and any challenge you take on in the future.

Relating to others: Music is about people. Whether you’re rehearsing with others, performing on stage, or creating in a group, you’ll practise listening, cooperating, and leading. You’ll also learn empathy by connecting with your audience and supporting your peers. These are the teamwork skills that every employer and community values.

Participating and contributing: Through performance opportunities at school and in the wider community, you’ll gain the confidence to share your music and contribute to something bigger than yourself. This builds a sense of belonging and shows you the real impact your skills can have on others.

NCEA Performance Music at Kaipara College gives you so much more than musical ability; it builds confidence, creativity, a sense of ownership, and adaptability, while growing the Key Competencies that shape lifelong learners and future leaders.

Pathways While at Kaipara College

• Performance Opportunities: School productions, kapa haka, bands, choir, Band Factory, community performances, and live gigs, building stage experience and confidence.
• Composition & Recording: Use of digital tools (e.g. DAWs such as LogicPro and Studio One, notation software) that can link to music production and technology pathways.
• Leadership: Mentoring younger musicians, leading ensembles, or supporting community events.

NCEA Requirements Supported

University Entrance (UE): 

• Music Achievement Standards at Levels 2 and 3 can contribute to UE Literacy (both Reading and Writing credits are available through standards like research, analysis, and portfolio work). 
• Music standards contribute credits towards the 60 Level 3 credits needed for UE.

Vocational Pathways: 

• Music contributes to the Creative Industries pathway, but also develops transferable skills useful in Service Industries, Social & Community Services, and Manufacturing & Technology.

Apprenticeships and Trades: 

• While not a “trade” subject itself, Performance Music develops key employability skills (teamwork, discipline, confidence, communication) that employers in trades value highly. There are some opportunities available in the technical, event management and recording divisions of the sector. 

Further Education Opportunities

Polytechnic Diplomas / Certificates

• Diploma in Audio Engineering & Music Production (e.g., SAE Institute, MAINZ, or Massey)
• Diploma in Contemporary Music (e.g,. Whitireia, Ara Music Arts)
• Certificate in DJ and Electronic Music Production
• Universities
• Bachelor of Music (BMus), performance, composition, musicology, or technology streams (Auckland, Otago, Victoria, Waikato).
• Bachelor of Arts (BA) with Music Major, combining music with other subjects.
• Music Therapy (Master’s level, often through Victoria University Wellington, with undergraduate music as a foundation).
• Bachelor of Commercial Music (Massey Wellington, performance, industry, or technology focus).

Career Pathways

• Music Industry Careers: Performer, composer, songwriter, producer, sound engineer, DJ, music therapist, conductor, session musician.
• Education & Community: Music teacher (primary/secondary), private tutor, early childhood music specialist, community arts facilitator.
• Creative Industries: Film scoring, game sound design, theatre production, events management, arts administration, cultural performance.
• Transferable Skills into Other Pathways: Communication-heavy roles (sales, hospitality, tourism, trades), leadership roles, and any career valuing confidence, collaboration, and creativity.

Real-World Applications

• Performing at school and community events builds confidence in public speaking and presentation.
• Recording and producing music develops digital literacy and media skills.
• Group work fosters collaboration, leadership, and conflict resolution.
• Creative projects (composition/arrangement) mirror problem-solving and design thinking used in business and technology fields.

Level 1 Performing Arts Technology (1PAT)

The Performing Arts Technology course teaches students the practical and managerial skills needed to plan, produce, and operate various events, from school performances and concerts to conferences and festivals. Students learn about technical aspects like stage management, lighting, sound, and costume, as well as management skills such as marketing, budgeting, logistics, and stakeholder evaluation. The goal is to develop professionals who can bring different types of events to life, from concept to successful execution.

PAT is a Unit Standards Course and offers practical knowledge in events and entertainment technologies.

Key competencies for PAT include technical skills in areas like lighting, sound, rigging, and scenic construction, alongside essential transferable skills like safe work practices, problem-solving, and communication with crew and clients. These competencies, often gained through specific qualifications like the NZ Certificate in Entertainment, Event and Screen Production Technology, prepare individuals for various roles within the industry, such as assistant technicians and stage management. 

Technical & Practical Competencies

These are the core skills needed to operate and manage event and entertainment technologies:

• Lighting: Designing, installing, and operating lighting systems for performances and events. 
• Sound: Setting up, running, and dismantling audio equipment for live events and recordings. 
• Rigging: Safely installing and operating equipment, such as lighting rigs and sound speakers, for events and performances. 
• Stage Management: Coordinating production processes to ensure smooth event execution, managing schedules, and assisting with documentation. 
• Scenic Construction: Building and modifying stage sets, props, and backdrops using various construction methods and digital tools. 
• Video/Camera Operations: Shooting and managing video for productions and events. 

Professional & Transferable Competencies

These skills are critical for success in the entertainment and events industry:

• Health and Safety: Adhering to industry safety standards, following codes of conduct, and implementing safe working practices. 
• Problem-Solving: Identifying and troubleshooting technical issues that arise during events or performances. 
• Communication: Effectively communicating with other crew members, departments, and stakeholders to meet project requirements. 
• Teamwork & Collaboration: Working effectively as part of a technical crew and with various departments to achieve event goals. 
• Professional Conduct: Maintaining professional etiquette, being reliable, and demonstrating good customer service. 
• Self-Management: Organising work, meeting deadlines, and managing personal responsibilities within the demanding environment of events and productions. 

Technical Skills:

• Set and prop construction 
• Stage management and operations 
• Lighting and sound design, rigging, and programming 
• Costume design and creation 
• Makeup design and application 
• Video production 

Management Skills:

• Event planning, coordination, and project management 
• Marketing and promotion for events and artists 
• Budgeting and financial management 
• Logistics, including staffing, volunteers, and venue selection 
• Contract creation and stakeholder evaluation 
• Risk management and resource coordination 

Soft Skills:

• Communication and interpretation 
• Teamwork and collaboration 
• Problem-solving and creative thinking 
• Organizational and people management skills 

Types of Events Covered: 

• Performances (theatre, music)
• Concerts
• Social and cultural events
• Sports and leisure activities
• Assemblies and formal events

Careers and Pathways

Graduates can work in a variety of operational and supervisory roles within the entertainment and events industry, including event management, stage management, technical production, and marketing. Students who study PAT can look to take apprenticeships in theatres around New Zealand and continue on the PAT course into Level 4. Students can also look at university degrees in similar subjects.

NCEA Level 1 Photography and Design (1PHD)

Level 1 Photography and Design is a course where students develop foundational skills in graphic design and digital photography. Students gain skills and confidence using the manual functions of the Digital SLR Cameras, and the Adobe suite (Lightroom / Photoshop) to refine and edit images. Students produce their own typography, logo and poster, using their own imagery through hand rendering, collage and digital illustration. This course develops students visual thinking, compositional and lighting skills and an understanding of graphic design principals. Whether students are thinking about a future in creative industries or simply love expressing themselves visually through the digital medium, this course allows students to build real skills, a stunning digital portfolio, and a strong creative voice.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of photographers and designers way of working.

Using language, symbols and texts: Students will research, analyse and identify the meaning and intention in photographers and designers and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.

Managing Self: Students will manage self by ensuing both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments. They will work independently to explore their own subtheme, photographers / designers, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: Students relate to others by exploring different cultural contexts and photographic and graphic design styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.

Participating and contributing: Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Careers and Pathways

Year 11 Photography and Design leads on to the Level 2 and 3 specialist Visual Arts Courses: Design, Photography, Painting and Printmaking, which are all UE approved subjects. 

This subject is suited for students interested in careers or industries such as;

• Designer: Graphic designer, animation, digital designer (web & other media), product designer, illustrator, computer gaming, CGI
• Photographer or Film maker: media and television industry
• Film or Television Back of house Design; Costume, stage and set, lighting, sound, fashion, makeup
• Interior or Architectural Design: Exterior, Spatial, Interior design
• Communications: Advertising, Content creation, 
• Primary, Secondary or Tertiary Teaching
• Curator / Exhibition manager / Events coordinator / Arts business manager / Arts leader

NCEA Level 1 Physical Education (1PE)

1PEA is a course all about learning by moving and having fun! You’ll explore how physical activity contributes to your Hauora (wellbeing), builds your interpersonal skills, leadership and enriches your life through sport and games.  You’ll get the chance to try new activities, push yourself outside your comfort zone, and see how teamwork and kotahitanga can make a real impact both in sport and in everyday life.

Themes of Learning:

• Kotahitanga through ABL (Adventure Based Learning) - Take part in exciting challenges and group activities that push you to work together. Discover how trust, teamwork, and leadership strengthen relationships. Participate in the “Te Awaroa Te Wero” - A scavenger hunt around Helensville.
• Movement Strategies in Action - Learn the traditional Māori game of Kīorahi. Explore strategies, decision-making, and how communication helps your team succeed. Participate in a full day Kīorahi Tournament with all the 1PEA classes.
• Biophysical Principles in Sport - Get moving with 3x3 Basketball, Volleyball, and Turbo Touch while exploring how your body works in action. Learn how movement, force, and energy shape performance, and discover how Te Ao Māori principles influence the way we play and compete.
• How Fast 5 Netball influences your Hauora - Play the exciting, high energy game of Fast 5 Netball. Reflect on how physical activity positively impacts your Hauora – Taha Tinana, Taha Hinengaro, Taha Wairua, and Taha Whānau. Participate in a full day Fast 5 Netball Tournament with all the 1PEA classes down at Rautawhiri Park.

"This year in Level 1 PE, I have really enjoyed learning by moving and trying new activities. Participating in different sports and games has helped me understand how physical activity contributes to my Hauora not just physically, but also mentally, emotionally, and socially. Adventure Based Learning challenged me to work with others, trust my teammates, and step outside my comfort zone. I learned the importance of kotahitanga, and how working together as a team makes achieving goals more enjoyable and successful. Playing Kīorahi and other team games helped me think strategically and improve my decision making and communication skills. I also gained a better understanding of how my body moves by participating in sports like 3x3 Basketball, Volleyball, and Turbo Touch. Fast 5 Netball was one of my favourite parts of the course. It was fast-paced, fun, and exciting, and it helped me see how physical activity positively impacts all areas of my Hauora, my body, my mind, my relationships, and my sense of wellbeing. Overall, this Level 1 PE programme has taught me new skills, helped me build confidence, and given me opportunities to reflect on my personal growth. I feel more connected to others, and motivated to continue being active and caring for my Hauora in the future." - Year 11 PE Student

Curriculum Skills and Key Competencies

Thinking: Students develop critical and creative thinking by reflecting on how physical activity impacts their Hauora, analysing movement strategies in games such as Kīorahi, and applying biophysical principles to improve performance in sports like 3x3 Basketball, Volleyball, and Turbo Touch. Through Adventure Based Learning, students use problem-solving and thinking to evaluate their own decisions and teamwork, while considering how kotahitanga and Te Ao Māori principles influence participation and success both on and off the court.

Managing self: Students develop self-management skills by setting personal goals, taking responsibility for their learning, and pushing themselves outside their comfort zone in physical activities. They learn to monitor and adjust their own performance, manage emotions during competitive or challenging situations, and make healthy choices that support their physical and mental wellbeing.

Using language, symbols, and texts: Students enhance their communication and interpretation skills by understanding instructions, game rules, strategies, and performance feedback. They use diagrams, statistics, and biomechanical principles to analyse and explain movement, and effectively share ideas verbally and in writing to reflect on their learning and team performance.

Participating and contributing: Students actively engage in a wide range of physical activities, games, and sports, contributing positively to group tasks and team objectives. They develop confidence and resilience, encourage and support others, and apply knowledge of Hauora, Te Ao Māori principles, and kotahitanga to make meaningful contributions with their peers.

Relating to others: Students strengthen interpersonal skills through teamwork, leadership, and collaboration in activities like Adventure Based Learning, Kīorahi, and team sports. They learn to communicate effectively, support peers, resolve conflicts, and demonstrate respect, empathy, and kotahitanga in both sporting and everyday contexts.

Careers and Pathways

• Sport & Recreation Careers - Professional Athlete, Sports Coach, Referee, Umpire,Official, Sports Analyst, Strength & Conditioning Coach, Outdoor Education Instructor, Recreation & Leisure Coordinator.
• Health & Wellbeing Careers - Physiotherapist, Occupational Therapist, Chiropractor, Nutritionist, Dietitian, Exercise Physiologist, Personal Trainer, Massage Therapist, Sports Therapist, Mental Skills Coach, Sport Psychologist.
• Education Careers - Physical Education Teacher, Primary School Teacher, Outdoor Education Teacher, Tertiary Lecturer in Sport & Health Sciences.
• Medical & Health Careers - Sports Doctor, General Practitioner, Paramedic, Nurse, Rehabilitation Specialist, Kinesiologist
• Sport, Fitness & Event Management - Sport Development Officer, Event & Tournament Manager, High Performance Sport Manager, Gym, Fitness Centre Manager, Community Recreation Manager, Adventure Tourism Operator.
• Other Related Pathways - Police Officer, Firefighter, Defence Force Roles, Youth Worker, Community Health Promoter, Researcher in Sport, Health or Human Movement.

NCEA Level 1 Puāwai (1PUAWAI)

Need more time or support with your learning? Pūawai is a practical course designed to build confidence in reading, writing, and problem-solving. You’ll work on real-world tasks like budgeting, creating a CV, and exploring how you learn best. The course combines Unit Standards focused on everyday skills with Achievement Standards from across the curriculum, that emphasises literacy and numeracy skills. 

“I liked that I could work at my pace instead of feeling rushed.” - Year 12 Puāwai Student

“It was good having time to finish work for my other classes — and someone there if I got stuck.” - Year 11 Puāwai Student

You’ll develop essential skills for both academic success and life beyond school through:

• Learning in a supportive, practical environment
• Developing literacy and numeracy through real-life contexts
• Building skills for work, further study, and everyday life
• Growing confidence in your learning style and core subjects

This course is ideal if you learn best in a supportive environment and want to keep your future options open while building strong foundations.

"Learn your way, achieve your goals."

This course is by application only.

Curriculum Skills and Key Competencies

Pūawai is a supportive, individualised programme where you work at your own pace, set goals, and track your progress. You’ll get help with your other subjects and assessments, with regular check-ins to plan your next steps and keep everything on track.

Thinking: You’ll learn how you think and what helps you succeed. By setting goals, solving real-life problems, and reflecting on what works best for you, you’ll become more confident at making decisions inside and outside school.

Using language, symbols, and texts: You’ll build skills with words, numbers, and digital tools in ways that make sense to you. Whether it’s understanding phone plans, tracking your spending, or writing a plan for an assignment, you’ll learn to read and create information that matters.

Managing self: You’ll work at your own pace, learn to plan ahead, and stay organised. Regular check-ins will help you stay on top of deadlines and bounce back when things don’t go to plan.

Relating to others: You’ll collaborate with classmates and teachers to share ideas, give feedback, and support each other’s learning. Because Pūawai connects with your other subjects, you’ll also build good communication with different teachers.

Participating and contributing: You’ll use what you learn to help in real ways—whether that’s contributing to school projects, supporting classmates, or exploring what local employers and training providers look for. Your skills will connect to your whānau, school, and community.

Careers and Pathways

Pūawai helps you plan what comes next. You’ll have one-on-one conversations about your goals and interests. Together we’ll make a plan to meet with the school’s career advisor, and get support linking you with training providers or other agencies if you need it. Some of the Unit Standards we’ll work on are designed to help you explore different jobs and courses, understand what employers and tertiary providers look for, and work out the costs, time commitments, and steps involved. Pūawai will help you plan your courses the following year and ensure you have a plan to meet your NCEA goals.

NCEA Level 1 Science (1SCI)

This is a general science course that will explore the nature of science - how and why science is done. It will also give students an appreciation of why an understanding of science is vital if you are to engage in the most important questions facing the world in the 21st Century.  It will also provide a solid platform to go onto study science at Levels 2 and 3.

They will improve their ability to evaluate sources of information, think critically, empathize with different viewpoints and form  justified  opinions of their own. They will also gain a solid understanding of key science content that is necessary for further study in this subject.

Successful students could move onto Level 2 and 3 Science courses. 

A Science course at Level 1 is compulsory for all students at Kaipara College. Students will be automatically entered into L1SCI, however those who want to select L1 Agriculture & Horticulture to fulfil their compulsory Science component must email Mr Coleman to manually enter on SchoolPoint at [email protected] 

NCEA Level 1 Te Reo Māori (1TRM)

This course is for any student who is interested in the Māori language, cultural practices and knowledge. The course work combines a mix of practical activities as well as research and written tasks. There are no prerequisites for this course. However, taking Te Reo Māori at the Junior Level will help. 

This course will require students to participate and contribute, manage self and use language, symbols and text to complete the standards.

• 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 of Te Reo Māori 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 of Te Reo Māori 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 of Te Reo Māori, 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 of Te Reo Māori to be culturally confident and competent to participate in and contribute to Māorix language and culture revitalisation within their communities.

L1 Textiles and Garment Construction (1TEX)

This is an introductory course to Garment Construction. Students will follow instruction in the use of tools, assembly methods and techniques. At level 1 students will be introduced to simple pattern manipulation, however it is not intended to be driven by ‘freelance design’.

Prerequisites: A genuine interest in textiles and soft material construction is required to undertake this course, along with the ability to work independently.

NCEA Level 1 Performance Music (1MUS)

Performance Music is more than learning to play an instrument or sing — it is about developing the skills, knowledge, and confidence that will serve you well throughout life. At NCEA Levels 1 to 3, Performance Music combines the thrill of live performance with composition, analysis, and research, giving students a rich academic experience that values creativity as much as critical thinking. You will have the opportunity to perform as a soloist or in groups, compose original music, and deepen your understanding of how music shapes and reflects the world we live in. This balance between practical performance, creative output, and academic study enables every student to find their own pathway through music, while building strong foundations for further study or career opportunities.

Choosing Performance Music is also a personal growth opportunity. Students develop resilience, discipline, ownership, and self-expression through practice and performance, while collaborative work fosters teamwork, leadership, and empathy. Music connects directly with culture and society, helping you to explore your own identity while gaining insight into others. It is an academic subject recognised for its rigor and depth, contributing to university entrance requirements while standing out as evidence of creativity, innovation, and commitment. Whether your passion is to perform, compose, or simply to grow through music’s unique challenges and rewards, Performance Music offers an inspiring and relevant academic pathway for 2026 and beyond.

“Performance Music showed me that chasing your creative dream isn’t a risk.  It’s an opportunity to grow, perform, and turn passion into a pathway.” - Kaipara College Student

“Through Performance Music, I’ve learned discipline, resilience, and how to be more confident. All skills that I’ll take with me wherever I go.” - Kaipara College Student

Curriculum Skills and Competencies

Taking Performance Music at Kaipara College for NCEA Levels 1 to 3 is about much more than playing an instrument or singing. These courses are developed from the Key Competencies identified in the New Zealand Curriculum, the skills that prepare you for life, study, and work, no matter where your pathway leads.

Thinking: In Performance Music, you’re constantly solving problems and making creative choices. Deciding how to interpret a song, arranging a piece for your band, or improving your own performance all require imagination and critical thinking. These are the same skills you’ll use in future study or careers when you’re asked to think outside the box.

Using language, symbols, and texts: Music is a language in itself. You’ll read notation, use chords and rhythms, and work with digital tools like recording and editing software. You’ll also learn how music communicates meaning and emotion,  giving you a whole new way to understand and express ideas.

Managing self: Success in Performance Music means setting goals, practising regularly, and being ready to perform. You’ll learn discipline, focus, and resilience as you work towards assessments and live performances. These habits carry through to every subject and any challenge you take on in the future.

Relating to others: Music is about people. Whether you’re rehearsing with others, performing on stage, or creating in a group, you’ll practise listening, cooperating, and leading. You’ll also learn empathy by connecting with your audience and supporting your peers. These are the teamwork skills that every employer and community values.

Participating and contributing: Through performance opportunities at school and in the wider community, you’ll gain the confidence to share your music and contribute to something bigger than yourself. This builds a sense of belonging and shows you the real impact your skills can have on others.

NCEA Performance Music at Kaipara College gives you so much more than musical ability; it builds confidence, creativity, a sense of ownership, and adaptability, while growing the Key Competencies that shape lifelong learners and future leaders.

Pathways While at Kaipara College

• Performance Opportunities: School productions, kapa haka, bands, choir, Band Factory, community performances, and live gigs, building stage experience and confidence.
• Composition & Recording: Use of digital tools (e.g. DAWs such as LogicPro and Studio One, notation software) that can link to music production and technology pathways.
• Leadership: Mentoring younger musicians, leading ensembles, or supporting community events.

NCEA Requirements Supported

University Entrance (UE): 

• Music Achievement Standards at Levels 2 and 3 can contribute to UE Literacy (both Reading and Writing credits are available through standards like research, analysis, and portfolio work). 
• Music standards contribute credits towards the 60 Level 3 credits needed for UE.

Vocational Pathways: 

• Music contributes to the Creative Industries pathway, but also develops transferable skills useful in Service Industries, Social & Community Services, and Manufacturing & Technology.

Apprenticeships and Trades: 

• While not a “trade” subject itself, Performance Music develops key employability skills (teamwork, discipline, confidence, communication) that employers in trades value highly. There are some opportunities available in the technical, event management and recording divisions of the sector. 

Further Education Opportunities

Polytechnic Diplomas / Certificates

• Diploma in Audio Engineering & Music Production (e.g., SAE Institute, MAINZ, or Massey)
• Diploma in Contemporary Music (e.g,. Whitireia, Ara Music Arts)
• Certificate in DJ and Electronic Music Production
• Universities
• Bachelor of Music (BMus), performance, composition, musicology, or technology streams (Auckland, Otago, Victoria, Waikato).
• Bachelor of Arts (BA) with Music Major, combining music with other subjects.
• Music Therapy (Master’s level, often through Victoria University Wellington, with undergraduate music as a foundation).
• Bachelor of Commercial Music (Massey Wellington, performance, industry, or technology focus).

Career Pathways

• Music Industry Careers: Performer, composer, songwriter, producer, sound engineer, DJ, music therapist, conductor, session musician.
• Education & Community: Music teacher (primary/secondary), private tutor, early childhood music specialist, community arts facilitator.
• Creative Industries: Film scoring, game sound design, theatre production, events management, arts administration, cultural performance.
• Transferable Skills into Other Pathways: Communication-heavy roles (sales, hospitality, tourism, trades), leadership roles, and any career valuing confidence, collaboration, and creativity.

Real-World Applications

• Performing at school and community events builds confidence in public speaking and presentation.
• Recording and producing music develops digital literacy and media skills.
• Group work fosters collaboration, leadership, and conflict resolution.
• Creative projects (composition/arrangement) mirror problem-solving and design thinking used in business and technology fields.

This course is for students who will be completing study time in the Faculty of Special Education.

This course is for students who will be completing study time in the Faculty of Special Education.

Kōtui Ako - Virtual Learning Network Aotearoa New Zealand

If you are interested in taking a subject that we do not currently offer at Kaipara College or if you are already taking a subject through Kōtui Ako (Virtual Learning Network Aotearoa New Zealand) and you wish to continue with the subject in 2026, please select this option. 

Taking an online learning course with a teacher online from another school comes with its own set of challenges when navigating a regular school timetable of classes too. As such, entry into this option requires approval from Mr Coleman (Deputy Principal). Students must be able to self-study, lead their own learning, and have a proven track record of this prior to applying. During the course online, students meet with their e-teacher once a week for an online lesson and maintain regular communication with their e-teacher and Kaipara College's e-Dean to ensure they are keeping on top of their studies.

In the required notes section, please enter the subject and level of the subject for 2026 that you would like to select. Please note, you MUST have approval to complete this course through Mr Coleman. Students who have taken this option in the past have studied subjects such as French, German, Spanish, Chinese, Japanese, Psychology, Economics, Classical Studies, Accounting, Digital Technology, Geography and other subjects. 

Please see Mr Coleman if you have any further questions about Kōtui Ako Virtual Learning Network Aotearoa courses.

NCEA L1 Agriculture & Horticulture

Discover the foundation of one of New Zealand’s fastest-growing industries! Level 1 Horticulture offers hands-on learning that connects you to the land, teaching essential skills in plant care, soil science, propagation, and sustainable growing practices. Whether you're aiming for a career in agriculture, landscaping, or food production—or just love working outdoors—this course gives you the practical knowledge and confidence to grow your future.

Get started with real tools, real experience, and real opportunities in a field that feeds the world. No prior experience needed—just a passion for plants and a willingness to learn!

A Science course at Level 1 is compulsory for all students at Kaipara College. Students who want to select L1 Agriculture & Horticulture to fulfil their compulsory Science component instead of L1 Science must email Mr Coleman to manually enter on SchoolPoint at [email protected] 

Curriculum Skills and Key Competencies

Thinking: Horticulture/agriculture encourages critical and creative thinking. Students solve real-world problems (e.g. how to improve soil health), make decisions based on observations, and apply scientific knowledge practically. E.g. Investigating why a plant is wilting leads students to consider water levels, soil quality, or disease.

Using language, symbols and text: Students engage with technical vocabulary, measurement tools, charts (like pH levels), and written instructions. This competency grows as they read and interpret horticultural information and record their own observations.  E.g. Recording data on plant growth in a table, or reading labels on fertilizer packaging.

Managing Self: Horticulture involves planning tasks, working independently, meeting deadlines (e.g. planting times), and caring for living things over time. Students learn responsibility, perseverance, and how to manage their time and resources effectively.  E.g. A student managing their own garden plot must monitor plant growth, water regularly, and respond to problems like pests or weather changes.

Relating to others: Horticulture often requires teamwork—whether in group planting projects or maintaining shared gardens. Students must communicate clearly, listen to others, and work cooperatively.  E.g. Students working in pairs to build a compost bin learn to negotiate tasks and share responsibilities.

Participating and Contributing: Horticulture involves planning tasks, working independently, meeting deadlines (e.g. planting times), and caring for living things over time. Students learn responsibility, perseverance, and how to manage their time and resources effectively.  E.g. A student managing their own garden plot must monitor plant growth, water regularly, and respond to problems like pests or weather changes.

Careers and Pathways

Entry-Level Jobs (Post-School or Apprenticeship)

• Horticulture Worker – Planting, pruning, harvesting in orchards, vineyards, nurseries.
• Farm Assistant – Supporting livestock or crop farming operations.
• Greenhouse Assistant – Helping grow and maintain plants in controlled environments.
• Landscaping Labourer – Assisting with outdoor space maintenance and construction.
• Nursery Worker – Growing and selling plants, seedlings, and trees.

With Further Study (Level 2/3+ or Tertiary Education)

• Horticulturist – Expert in plant cultivation and care.
• Agronomist – Advises farmers on soil, crops, and sustainable practices.
• Viticulturist – Specialises in growing grapes for wine production.
• Farm Manager – Oversees daily operations of a farm or station.
• Agricultural Technician – Conducts field trials, tests, and research.
• Landscape Designer – Plans and designs functional, beautiful outdoor spaces.

Emerging and Tech-Based Roles

• Precision Agriculture Technician – Uses drones, sensors, and data to improve farming.
• Environmental Consultant – Advises on sustainable land use and resource protection.
• Biosecurity Officer – Protects NZ’s primary industries from pests and disease.

Trade and Business Opportunities

• Contract Grower – Runs their own small farming or horticulture operation.
• Agricultural Machinery Operator – Specialises in tractors, harvesters, drones, etc.
• Rural Business Owner – Market gardening, beekeeping, flower production, and more.

Pathways into Science and Research

• Plant Scientist / Botanist
• Soil Scientist
• Entomologist – Studies beneficial and harmful insects in agriculture.

Why it matters: New Zealand’s agriculture and horticulture sectors need skilled, passionate people to lead sustainable food production, protect the environment, and innovate for the future. Starting at Level 1, students build foundational knowledge and hands-on experience that can lead to high-demand, rewarding careers.

NCEA Level 1 Commerce (1COM)

In this course, you’ll step into the world of business and bring your own ideas to life. You’ll learn how businesses work, how to make smart financial decisions, and how to understand the bigger picture of our economy. Working individually or in small groups, you’ll plan, create, and sell a real product at the school market — gaining hands-on experience in marketing, budgeting, and problem-solving.

We’ll cover how to identify opportunities, set the right price, and understand the effects that businesses, households, and the government have on each other. You’ll develop skills in analysing information, making decisions, and working as part of a team — skills that employers and future courses value highly.

Whether you’re interested in starting your own business, working in finance, marketing, or management, or just want to understand how the world of commerce shapes everyday life, this course will give you the tools and confidence to succeed.

By the end of the year, you won’t just have studied business — you’ll have run one.

Curriculum Skills and Key Competencies

This course develops all five Key Competencies outlined in the New Zealand Curriculum, preparing students for both further study and the workplace.

Thinking: Students develop critical and creative thinking as they explore how businesses operate and make decisions. For AS92029, they evaluate pricing options using break-even calculations, weighing up risks and potential returns. For AS92030, they consider direct and flow-on effects of economic events, applying logical reasoning to identify connections between households, businesses, and government. Through AS92028, students research and interpret market information, then decide on product features that will appeal to their target audience. This involves questioning assumptions, generating alternatives, and reflecting on feedback to improve outcomes. These thinking skills are essential in both business and everyday problem-solving contexts.

Using Language, Symbols, and Texts: Students interpret and communicate information using a range of formats, including graphs, tables, marketing materials, and formal written reports. For AS92029, they use financial statements and pricing models to justify decisions. For AS92028, they create clear and persuasive marketing messages to connect with customers, applying economic and business terminology accurately. In AS92030, they explain relationships within the circular flow model, using diagrams to illustrate how money, goods, and services move between sectors. This competency develops the ability to read, write, and present business concepts in a way that is meaningful to different audiences, a skill valued in all career paths.

Managing Self: Students take responsibility for their own learning and project deadlines, particularly when producing and selling their product for AS92028. They plan production schedules, monitor budgets, and adjust when faced with challenges. For AS92029, they work independently to prepare evidence-based recommendations for pricing strategies. In AS92030, they organise research into local and national economic interactions, ensuring their work is complete, accurate and memorised for their exam. This competency ensures students can work independently towards clear goals.

Relating to Others: Students practise teamwork, active listening, and negotiation while developing and selling their market product for AS92028. They collaborate to divide tasks, resolve differences, and use each team member’s strengths. In AS92029, students may consult with teachers, peers, or community members to gather pricing feedback, building interpersonal communication skills. For AS92030, they discuss real-world economic situations, listening to others’ perspectives before forming conclusions. Through this, they learn to adapt their communication style depending on the audience and context, a vital skill for both professional and personal settings. The ability to work well with others underpins success in almost every career field.

Participating and Contributing: Students engage actively with the school and wider community by selling their products at the market for AS92028, gaining first-hand experience of customer interaction and community engagement. In AS92029, they consider how pricing affects not only their own business but also customers and other market participants. For AS92030, they explore the role of businesses, households, and government in sustaining the economy, and how their own activities contribute to that system. This competency helps students see themselves as active contributors in society, making informed decisions that have real-world impacts, and fostering a sense of responsibility beyond the classroom.

Transferable skills include teamwork, problem-solving, customer service, numeracy in real contexts, time management, and the confidence to take an idea from concept to reality. These skills are valuable for any career path, not just business.

Careers and Pathways

• Progresses to Year 12 and Year 13 Business Studies at Kaipara College.
• Supports achievement of NCEA Level 1 credits (AS92028, AS92029, AS92030) and builds skills towards University Entrance Literacy at higher levels.
• Links to Vocational Pathways in Manufacturing & Technology, Service Industries, Social & Community Services, and Creative Industries.
• Prepares students for tertiary study (e.g. Bachelor of Commerce/Business, NZ Diploma in Business, Marketing, or Accounting).
• Builds transferable skills useful for apprenticeships, trades, and running a small business.
• Opens career pathways in retail, marketing, finance, event management, entrepreneurship, banking, government policy, economics, financial advisors, marketing,  human resources, and accounting.

NCEA Level 1 Design & Visual Communication (1DVC)

Design and Visual Communication focuses on product and spatial design using student-centred design briefs to enhance students’ ability to conceptualise, develop, and communicate design ideas and potential outcomes.

Students will learn to use both traditional sketching and computer-based tools to bring their ideas to life. This includes working with software such as SketchUp, Twinmotion, Photoshop, and Illustrator to create 3D models, render realistic scenes, and develop professional presentation graphics. Students will also learn to use digital drawing tablets and presentation software to showcase their design concepts effectively.

Visual communication refers to the effective communication and presentation of design ideas using modelling, digital media, and graphic design techniques. By integrating computers, students can explore more advanced design possibilities, produce high-quality presentations, and gain experience with tools commonly used in the design industry.

Students will demonstrate understanding of, and skills in, complex visual communication techniques by combining CAD, 3D modelling, rendering, digital illustration, and presentation design with sketching and physical model-making.

This is a great course to take if you are interested in becoming an Architect, Industrial Designer, Illustrator, Graphic Designer, Film or Gaming Designer, or pursuing any other creative endeavour where digital and computer-based design skills are essential.

Curriculum Skills and Key Competencies

Thinking

Students of Design and Visual Communication will:

• Use design thinking to explore, experiment, and solve problems.
• Consider multiple perspectives and cultural influences.
• Draw on design heritage and diverse voices for inspiration.
• Think independently and build confidence in generating ideas.
• Apply divergent thinking to take risks and innovate.
• Apply convergent thinking to refine and resolve design ideas.
• Value their own unique voice and background.
• Use design thinking for self-reflection.

Using language, symbol and text

Students of Design and Visual Communication will:

• Develop visual communication skills to express ideas and narratives.
• Explore, generate, critique, and refine design ideas to strengthen visual literacy.
• Understand how design uses universal symbols and visual languages recognised worldwide.
• Apply visual communication systems such as drawing conventions.
• Gain fluency in design language, balancing aesthetics and function.
• Select techniques that best support improvement and progression of their design ideas.

Managing Self

Students of Design and Visual Communication will:

• Build skills in time management, resource use, and adaptability.
• Develop confidence to reflect on and commit to their ideas.
• Balance risk-taking with established procedures to achieve strong results.
• Take ownership of their processes, including curating design portfolios.
• Engage with diverse contexts and perspectives to refine awareness and challenge bias.
• Think on their feet, making decisions under pressure and using their strengths effectively.
• Integrate wellbeing and stress-management practices into their design process.
• Recognise how resilience and focus support innovative ideas and quality outcomes.

Relating to others

Students of Design and Visual Communication will:

• Learn visual communication techniques to confidently present ideas to peers, whānau, communities, and potential users.
• Develop audience and user connections, translating solutions into valuable industry skills.
• Use critical inquiry and empathy to better understand and meet user needs.
• Connect with place and the whakapapa of the people they design for.
• Practise collaboration and critique, respecting and building on each other’s strengths.
• Engage with communities to form relationships and respectfully understand the places they design for.

Participating and Contributing

Students of Design and Visual Communication will:

• Use visual communication skills to connect ideas with people and place.
• Develop solutions that respond to others’ needs while considering social, cultural, and environmental impacts.
• Understand design as a cumulative process requiring sustained engagement.
• Value collaboration and teamwork as a source of new ideas.
• Recognise feedback and critique as tools for shared growth in a supportive learning environment.
• Build resilience and confidence by reframing mistakes as opportunities for reflection and improvement.

Careers and Pathways

This is a great course to take if you are interested in becoming an Architect, Industrial Designer, Illustrator, Graphic Designer, Film or Gaming Designer, or pursuing any other creative endeavour where digital and computer-based design skills are essential.

There are benefits regarding the use of Instrumental Drawing and CAD software and Problem solving that would be beneficial in any vocational career.

NCEA Level 1 Digital Technology (1DIGI)

This course is designed for students who have an interest in any of the various aspects of digital technology, such as programming, website development, animations.

The student-led, project-based nature of this course means students will be able to develop digital technology skills relevant to their interests.

Can lead into any Digital or Information Technology pathways including game development, animation, web development.

NCEA Level 1 Drama (1DRA)

Drama is for everyone. We all have kōrero, pūrākau, and stories to share. Drama helps us to understand diverse cultural perspectives and worldviews and connect with our community. It allows us to recognise the uniqueness of our place in the Pacific, the identity of Aotearoa New Zealand, and the rich cultural histories and traditions from all over the world that are expressed through performance.

Ākonga will understand that the function of drama is to heal, educate, entertain, or transform society. They discover how theatre can either challenge the status quo or reinforce it, gaining an awareness of how impactful the medium can be. Drama provides opportunities for ākonga to express their identities and heritages, and explore the heritages of others, creating empathy and understanding for the experiences and whakapapa of people from diverse backgrounds.

Through the relationships creators and performers make with audiences, Drama exists as a powerful medium to foster hauora – nurturing and maintaining both individual and community wellbeing in its ability to empower and inspire others. Ākonga engage with the ways in which Drama can uplift and sustain the mana of communities, groups, and individuals.

Ākonga explore and manipulate ideas and take creative risks. They share, rework, construct, and deconstruct work that is dynamic and evolving. The progression of ākonga in Drama is demonstrated through their increasing sophistication in storytelling, independence, and communicating their creative vision, as well as increasing comprehension and deeper understanding of the creative vision of others.

Curriculum Skills and Key Competencies

Thinking 

Students of Drama will:

• reflect on ideas and explore them physically and in the moment
• listen and respond to creative offers and feedforward to advance the drama
• put their own thought into action
• respond and adapt their whakaaro (thoughts and ideas) based on mahi tahi (working collaboratively)
• reflect on work and adapt based on feedback and self-assessment
• develop understanding and critical thinking about the context of work – historical, social, cultural, political, and economic – in order to create meaningful drama
• develop subject-specific research skills, including dramatic inquiry, when exploring the contexts of dramatic work
• explore their own and others’ ideas in work they experience and work they create
• investigate roles, worlds, contexts, attitudes, and themes in drama to build new knowledge (including cultural, historical, social, and political knowledge).

Using language, symbols and texts 

Students of Drama will:

• develop their use of language in rehearsal, scripting, directing, and devising processes
• discuss their work and experiment with language used in performance
• understand and use discipline-specific vocabulary and develop multi-modal literacies including audio, gestural, linguistic (verbal and written), spatial, and visual
• interpret texts, stories, and direction
• engage with and explore what can be expressed through props, costume, set, technologies, motifs (recurring symbols), text, dialogue, movement, gesture, and conventions.

Relating to others

Students of Drama will:

• negotiate, cultivate, and explore a variety of relationships, such as:
• the relationships between performers
• the relationships between characters
• the relationship between the performer and the role
• the relationship between the performer and the audience
• the relationship between the playwright, director, and designer.
• practice whanaungatanga, manaakitanga, and vā in working with others with care and compassion
• explore the perspectives and experiences of others, increasing their cultural awareness, responsiveness, and acceptance
• understand and play to different strengths in order to uplift the work.

Managing Self

Students of Drama will:

• develop self-discipline and an understanding of their role as part of the group
• practise self-management in practical contexts – arriving to rehearsals on time, learning lines, being prepared, and taking responsibility for different aspects of production (eg props, costume etc), theatre, and performance protocols
• set goals
• self-review
• accept direction and feedback
• question and critique themselves and others
• follow the established kawa of their learning environment to create a shared relational space.

Participating and contributing

Students of Drama will:

• work together to contribute their own ideas and respond to the ideas of others
• establish kotahitanga in group work, value each other’s strengths, and improve the quality of the work
• build a kawa that will become established practice within their learning environment
• explore how to adapt and work in different environments with different people, and contribute to building a group dynamic that is responsive to the needs of the work and the participants
• develop courage and generosity in making offers to advance the drama and giving feedback as well as openness and humility in accepting feedback and extending the ideas of others.

Careers & Pathways

Ākonga in Drama enhance their interpersonal, collaborative, and communication skills, which will serve them well in all areas of learning and life. The ability to work with others, understand different points of view, and communicate ideas and information effectively is highly valued in any future pathway. Participating in, and responding to, drama allows ākonga to develop confidence in expressing their ideas as they seek to communicate with a variety of audiences.

Drama students demonstrate high engagement, empathy, and courage in their learning, as the subject allows them to have fun while taking creative risks within a safe environment. They quickly learn that they are responsible both for themselves and for others.

The collaborative, creative process of drama develops skills in giving and receiving constructive feedback. Drama students learn to share, develop, and extend ideas to realise a shared goal and serve the intention of the drama.

Drama examines and challenges established ideas and prejudices. It encourages critical and creative thinking and innovation. It generates new ideas and reflects on trends in society.

Studying Drama opens numerous pathways within the creative industries, particularly within theatre, film, and television. Careers include but are not limited to:

• performer
• director
• writer
• designer
• producer
• stage manager.

Beyond school, ākonga in Drama will have gained many transferrable skills and life experiences that help them greatly, both in tertiary education and the world of work. This includes:

• creativity
• innovation
• public speaking and performance skills
• idea generation and content creation
• self-reflection and analysis
• critical thinking
• lateral thinking
• communication
• collaboration and working with others
• relational empathy
• negotiation
• punctuality and time management
• reliability
• confidence and assertiveness
• self-esteem and self-efficacy
• delivering products to a deadline
• identifying target audiences and promoting work to them
• supporting the ideas of others and providing constructive feedback
• technical production skills, such as lighting, sound, and costume and prop design.

They will also understand the significance of whakapapa as they engage in the community, recognising and embracing diversity of cultures and perspectives. Whakawhanaungatanga and skills in relationship building will also be developed through their experience in forming, nurturing, and maintaining collaborative and reciprocal relationships (with performers, audiences, writers, designers, and directors).

NCEA Level 1 English (1ENG)

Level 1 English lays the foundation for strong communication — in writing, speaking, and understanding the world around us. You will explore a wide range of texts, from film to short stories to articles, and learn how to think critically and respond with insight. You will sharpen your writing skills for both creative and formal purposes, and develop confidence in expressing your ideas clearly. These are skills that don’t just support success in English — they’re essential for every subject, and for life beyond the classroom.

Curriculum Skills and Key Competencies

Level 1 English supports students to become confident, thoughtful communicators. They will analyse a range of written, visual, and oral texts to understand how language shapes meaning, and how context influences the messages we receive. Students will develop critical thinking by exploring themes, perspectives, and language techniques, and forming original responses to literature and media.

Through creative and formal writing, visual design, and oral presentations, students will interpret and produce a range of text types, learning to communicate their ideas with clarity and impact. The course encourages independence and resilience, as students manage assessments, meet deadlines, and reflect on their progress to improve.

Collaboration is also key — students take part in group discussions, peer feedback workshops, and cooperative tasks where they negotiate meaning and share perspectives. Many activities encourage students to connect their learning to real-world issues, exploring texts that reflect diverse voices, current events, and their own lived experiences.

Level 1 English strengthens skills that are essential for success across all learning areas — and in life beyond school.

"Level 1 English helped me become more confident in my writing and taught me how to express my ideas in a way that actually made people listen." - Kaipara College Student

Careers and Pathways

Level 1 English provides a vital foundation for future learning and employment. Strong communication, reading, and writing skills are essential in every area of study and life, and this course builds those skills through a variety of text types, thinking processes, and expressive opportunities.

• To Level 2 English: Students who succeed in Level 1 are well-prepared for the deeper analysis, structured argumentation, and creative thinking required at Level 2. They will have built the literacy confidence needed to tackle more complex texts and ideas.
• To Tertiary Education: English supports all tertiary study by developing critical thinking, research skills, essay writing, and the ability to understand and respond to complex information — all of which are essential for success in university, polytechnic, or private training institutions.
• To the Trades: Literacy and communication are key to success in vocational pathways. From understanding safety protocols and technical documents to writing reports and communicating with clients or team members, English provides the core competencies required for trades training and apprenticeships.
• To Employment: No matter the career path, employers consistently rate communication as one of the top skills they seek. Level 1 English helps students learn to present themselves well, follow written instructions, complete forms and applications, and communicate clearly and respectfully in the workplace.

In short, Level 1 English doesn’t just open doors — it gives students the tools to walk through them with confidence.

NCEA Level 1 Hard Materials (1MAT)

The Level 1 Hard Materials course is a broad-based course which lays a foundation for entry into Engineering and Carpentry at senior levels. Related curriculum skills include the use of calculations, safe practice, knowledge of properties of materials, and demonstrating foundational carpentry and engineering workshop skills under supervision. This course has both practical and theoretical components. 

The unit standards listed below are indicative of what students will do in this course and subject to change.

NCEA Level 1 Health (1HEA)

“I love that we get the freedom at times to work independently, with realistic deadlines for assessments” - Year 11 Health Student

“We love the fun, creative practicals that we get to do like yoga and walks to the park” - Year 11 Health Student

Through Food and Nutrition, Mental Health and Relationships and Sexuality Education, students develop an understanding of strategies, influences and decision making skills relevant to enhance the well being of self, others and society. Students will get to participate in activities and learning directly related to topical and relevant adolescent issues. Students get to experience practical activities and guest speakers related to the subject material and work both individually and collaboratively to develop knowledge and understanding related to the areas of Food and Nutrition, Mental Health and Relationships and Sexuality Education. You will get the opportunity to get out of the classroom, explore your local community and tap into resources and experiences that will help you better understand how to manage your own well being and support the well being of others and society in many different contexts and scenarios.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical and creative thinking by analysing factors that influence wellbeing, identifying strategies to enhance health, and evaluating different perspectives on health-related issues. They will engage in metacognitive thinking as they reflect on their own decision-making and problem-solving processes in relation to personal, interpersonal, and societal health contexts.

Using language, symbols, and texts: Students will interpret and communicate health information using a variety of formats, including written reports, visual presentations, and oral discussions. They will learn to critically evaluate messages from media, peers, and wider society, and to create texts that clearly convey strategies for promoting wellbeing.

Managing Self: Through independent inquiry tasks and health-related projects, students will build self-management skills such as time management, setting goals, and following through with action plans. They will demonstrate resilience by working through challenges, taking responsibility for their learning, and making informed decisions to enhance their own wellbeing and that of others.

Relating to others: Students will actively collaborate in group tasks, discussions, and role-play activities that explore interpersonal and societal health issues. They will practise listening, negotiating, and valuing diverse perspectives to build inclusive and respectful relationships while working towards shared outcomes.

Participating and Contributing: Students will connect their learning to real-world health issues within their school, community, and society. By examining health-enhancing strategies and the factors that influence wellbeing, they will contribute ideas, share knowledge, and participate in initiatives that support the wellbeing of others.

Careers and Pathways

Study and Pathways at Kaipara College:

• Level 2 Health leads into Level 3 Health, Health Science, and other NCEA UE pathways.
• Tertiary pathways at universities, polytechnics, and wānanga into health and wellbeing-related qualifications

Health and Wellbeing Professions

• Nursing & Midwifery – applying knowledge of wellbeing, decision-making, and health promotion.
• Medicine & Allied Health (doctor, physiotherapist, occupational therapist, dietitian, speech-language therapist).
• Public Health – designing and evaluating health initiatives, understanding influences on wellbeing.
• Mental Health Support – counselling, psychology, social work, youth work.

Education and Community Services

• Teaching (Health, PE, Science, Social Sciences) – skills in relating to others, managing self, and contributing to community wellbeing.
• Community Development & Social Services – working with diverse groups to improve health outcomes.
• Māori and Pasifika Health Services – connecting cultural perspectives with wellbeing initiatives.

Sport, Fitness, and Recreation

• Sport Science, Exercise Physiology, and Personal Training – applying knowledge of factors influencing health.
• Recreation and Leisure Management – designing health-promoting programmes for communities.

Policy, Communication, and Advocacy

• Health Promotion & Policy – working with organisations like the Ministry of Health or NGOs to address social issues.
• Media and Communication – interpreting and creating health-related messages.
• NGOs & Advocacy Work – tackling societal health issues (e.g., mental health awareness, drug harm reduction, sexual health).

Even beyond health-specific careers, this course strengthens skills employers want everywhere including skills like:

• Research and critical analysis
• Collaboration and leadership
• Cultural awareness and inclusivity
• Problem-solving in real-world contexts

NCEA Level 1 History (1HIS) 

Studying history is important for helping us understand the world around us and why things are the way they are. The present-day is shaped by past events, and the study of History gives us the opportunity to ask and understand complex questions about these events and their significance. History explores the ‘how’ and ‘why’ of events, to give us a richer and deeper look at the bigger picture. History is interesting and exciting!

This course will provide students with an opportunity to develop an understanding of key historical events that have changed both global and New Zealand History over the 20th Century. Events include : The Black Civil Rights Movement in America, The Dawn Raids/Polynesian Panthers, The Life of Whina Cooper , The Life of Julius Caesar, and World War Two/Bombing of Hiroshima and Nagasaki.

Curriculum Skills and Key Competencies

This course will provoke students to think deeply and critically about the world around them and to analyse and critique the actions and perspectives of others. Students will act as historians, analysing historical sources to reach their own judgements about what happened, why it happened and the significance of these events.

Careers and Pathways

Level 1 History equips students with the knowledge and skills to excel in Level 2 and 3 History. At a deeper level, the study of History provides students with the critical thinking and communication skills necessary to succeed in a variety of careers in such areas as law, government policy, economics, social work, journalism, counseling, teaching, human resources, market research, travel advisor.

NCEA Level 1 Hospitality (1HOS)

This course provides students with the foundational skills and knowledge for anyone interested in entering the Hospitality industry. Includes learning of relevant health and safety practices, important theory knowledge, and a variety of practical skills.

The standards offered in this course are industry standards provided by ServiceIQ. They are aligned with the industry qualifications for the professional Hospitality sector.

Leads on to L2 Hospitality and careers in the Hospitality industry such as food preparation and service.

NCEA Level 1 Mathematics (1MATH)

Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data. These two disciplines are related but involve different ways of thinking and solving problems. Both equip ākonga with effective means for modelling, analysing, and interpreting the world in which they live.

Mathematicians and statisticians use symbols, graphs, displays, and diagrams to help them find and communicate patterns and relationships. They evaluate information to make informed decisions and create models to represent both real-life and hypothetical situations. These situations are drawn from a wide range of social, cultural, scientific, technological, environmental, and economic contexts.

This course will provide a strong foundation for the skills needed to study mathematics at higher levels of the mathematics curriculum. It will provide the opportunity to gain the numeracy qualification, via the new US32406, or from 10 achievement standard credits.

This course covers strands at levels 5 and 6 for the mathematics curriculum.

NCEA Level 1 Painting and Printmaking (1ART)

Aotearoa, Our Place, Our Turangawaewae, Our whenua

Level 1 Painting and Printmaking is a ‘mixed media’ course where students build on their skills from Year 9 and 10 Practical Visual Arts. Students will gain confidence using dry media (pencil/charcoal/pen), wet media (ink, watercolour, acrylic paint) and mixed media. They will also be introduced to Printmaking through a range of mediums such as; lino cut, etching and gelli prints). Students will develop work inspired by ‘Aotearoa, Our Place, Our Turangawaewae, Our whenua’ and use artist models to assist in the compositional planning and production of mixed media artworks. This course develops students visual thinking, idea development and problem solving. Whether students are thinking about a future in creative industries or simply love expressing themselves visually through the digital medium, this course allows students to build real skills, a stunning portfolio, and a strong creative voice.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of artists way of working. 

Using language, symbols and texts: Students will research, analyse and identify the meaning and intention in both artists and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.

Managing Self: Students will manage self by ensuing both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments.  They will work independently to explore their own subtheme, artists, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: Students relate to others by exploring different cultural contexts and artistic styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.

Participating and contributing: Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Careers and Pathways

Year 11 Painting and Printmaking leads on to the Level 2 and 3 specialist Visual Arts Courses: Painting, Printmaking, Design and Photography, which are all UE approved subjects.

This subject is suited for students interested in careers or industries such as;

• Interior or Architectural Design: Exterior, Spatial, Interior design
• Communications: Advertising, Content creation, media
• Film or Television Back of house Design; Costume, stage and set, lighting, sound, fashion, makeup
• Primary, Secondary or Tertiary Teaching
• Curator / Exhibition manager / Events coordinator / Arts business manager / Arts leader
• Designer: Graphic designer, animation, digital designer (web & other media), product designer, illustrator, computer gaming, CGI
• Photographer or Film maker: media and television industry

NCEA Level 1 Performance Music (1MUS)

Performance Music is more than learning to play an instrument or sing — it is about developing the skills, knowledge, and confidence that will serve you well throughout life. At NCEA Levels 1 to 3, Performance Music combines the thrill of live performance with composition, analysis, and research, giving students a rich academic experience that values creativity as much as critical thinking. You will have the opportunity to perform as a soloist or in groups, compose original music, and deepen your understanding of how music shapes and reflects the world we live in. This balance between practical performance, creative output, and academic study enables every student to find their own pathway through music, while building strong foundations for further study or career opportunities.

Choosing Performance Music is also a personal growth opportunity. Students develop resilience, discipline, ownership, and self-expression through practice and performance, while collaborative work fosters teamwork, leadership, and empathy. Music connects directly with culture and society, helping you to explore your own identity while gaining insight into others. It is an academic subject recognised for its rigor and depth, contributing to university entrance requirements while standing out as evidence of creativity, innovation, and commitment. Whether your passion is to perform, compose, or simply to grow through music’s unique challenges and rewards, Performance Music offers an inspiring and relevant academic pathway for 2026 and beyond.

“Performance Music showed me that chasing your creative dream isn’t a risk.  It’s an opportunity to grow, perform, and turn passion into a pathway.” - Kaipara College Student

“Through Performance Music, I’ve learned discipline, resilience, and how to be more confident. All skills that I’ll take with me wherever I go.” - Kaipara College Student

Curriculum Skills and Competencies

Taking Performance Music at Kaipara College for NCEA Levels 1 to 3 is about much more than playing an instrument or singing. These courses are developed from the Key Competencies identified in the New Zealand Curriculum, the skills that prepare you for life, study, and work, no matter where your pathway leads.

Thinking: In Performance Music, you’re constantly solving problems and making creative choices. Deciding how to interpret a song, arranging a piece for your band, or improving your own performance all require imagination and critical thinking. These are the same skills you’ll use in future study or careers when you’re asked to think outside the box.

Using language, symbols, and texts: Music is a language in itself. You’ll read notation, use chords and rhythms, and work with digital tools like recording and editing software. You’ll also learn how music communicates meaning and emotion,  giving you a whole new way to understand and express ideas.

Managing self: Success in Performance Music means setting goals, practising regularly, and being ready to perform. You’ll learn discipline, focus, and resilience as you work towards assessments and live performances. These habits carry through to every subject and any challenge you take on in the future.

Relating to others: Music is about people. Whether you’re rehearsing with others, performing on stage, or creating in a group, you’ll practise listening, cooperating, and leading. You’ll also learn empathy by connecting with your audience and supporting your peers. These are the teamwork skills that every employer and community values.

Participating and contributing: Through performance opportunities at school and in the wider community, you’ll gain the confidence to share your music and contribute to something bigger than yourself. This builds a sense of belonging and shows you the real impact your skills can have on others.

NCEA Performance Music at Kaipara College gives you so much more than musical ability; it builds confidence, creativity, a sense of ownership, and adaptability, while growing the Key Competencies that shape lifelong learners and future leaders.

Pathways While at Kaipara College

• Performance Opportunities: School productions, kapa haka, bands, choir, Band Factory, community performances, and live gigs, building stage experience and confidence.
• Composition & Recording: Use of digital tools (e.g. DAWs such as LogicPro and Studio One, notation software) that can link to music production and technology pathways.
• Leadership: Mentoring younger musicians, leading ensembles, or supporting community events.

NCEA Requirements Supported

University Entrance (UE): 

• Music Achievement Standards at Levels 2 and 3 can contribute to UE Literacy (both Reading and Writing credits are available through standards like research, analysis, and portfolio work). 
• Music standards contribute credits towards the 60 Level 3 credits needed for UE.

Vocational Pathways: 

• Music contributes to the Creative Industries pathway, but also develops transferable skills useful in Service Industries, Social & Community Services, and Manufacturing & Technology.

Apprenticeships and Trades: 

• While not a “trade” subject itself, Performance Music develops key employability skills (teamwork, discipline, confidence, communication) that employers in trades value highly. There are some opportunities available in the technical, event management and recording divisions of the sector. 

Further Education Opportunities

Polytechnic Diplomas / Certificates

• Diploma in Audio Engineering & Music Production (e.g., SAE Institute, MAINZ, or Massey)
• Diploma in Contemporary Music (e.g,. Whitireia, Ara Music Arts)
• Certificate in DJ and Electronic Music Production
• Universities
• Bachelor of Music (BMus), performance, composition, musicology, or technology streams (Auckland, Otago, Victoria, Waikato).
• Bachelor of Arts (BA) with Music Major, combining music with other subjects.
• Music Therapy (Master’s level, often through Victoria University Wellington, with undergraduate music as a foundation).
• Bachelor of Commercial Music (Massey Wellington, performance, industry, or technology focus).

Career Pathways

• Music Industry Careers: Performer, composer, songwriter, producer, sound engineer, DJ, music therapist, conductor, session musician.
• Education & Community: Music teacher (primary/secondary), private tutor, early childhood music specialist, community arts facilitator.
• Creative Industries: Film scoring, game sound design, theatre production, events management, arts administration, cultural performance.
• Transferable Skills into Other Pathways: Communication-heavy roles (sales, hospitality, tourism, trades), leadership roles, and any career valuing confidence, collaboration, and creativity.

Real-World Applications

• Performing at school and community events builds confidence in public speaking and presentation.
• Recording and producing music develops digital literacy and media skills.
• Group work fosters collaboration, leadership, and conflict resolution.
• Creative projects (composition/arrangement) mirror problem-solving and design thinking used in business and technology fields.

Level 1 Performing Arts Technology (1PAT)

The Performing Arts Technology course teaches students the practical and managerial skills needed to plan, produce, and operate various events, from school performances and concerts to conferences and festivals. Students learn about technical aspects like stage management, lighting, sound, and costume, as well as management skills such as marketing, budgeting, logistics, and stakeholder evaluation. The goal is to develop professionals who can bring different types of events to life, from concept to successful execution.

PAT is a Unit Standards Course and offers practical knowledge in events and entertainment technologies.

Key competencies for PAT include technical skills in areas like lighting, sound, rigging, and scenic construction, alongside essential transferable skills like safe work practices, problem-solving, and communication with crew and clients. These competencies, often gained through specific qualifications like the NZ Certificate in Entertainment, Event and Screen Production Technology, prepare individuals for various roles within the industry, such as assistant technicians and stage management. 

Technical & Practical Competencies

These are the core skills needed to operate and manage event and entertainment technologies:

• Lighting: Designing, installing, and operating lighting systems for performances and events. 
• Sound: Setting up, running, and dismantling audio equipment for live events and recordings. 
• Rigging: Safely installing and operating equipment, such as lighting rigs and sound speakers, for events and performances. 
• Stage Management: Coordinating production processes to ensure smooth event execution, managing schedules, and assisting with documentation. 
• Scenic Construction: Building and modifying stage sets, props, and backdrops using various construction methods and digital tools. 
• Video/Camera Operations: Shooting and managing video for productions and events. 

Professional & Transferable Competencies

These skills are critical for success in the entertainment and events industry:

• Health and Safety: Adhering to industry safety standards, following codes of conduct, and implementing safe working practices. 
• Problem-Solving: Identifying and troubleshooting technical issues that arise during events or performances. 
• Communication: Effectively communicating with other crew members, departments, and stakeholders to meet project requirements. 
• Teamwork & Collaboration: Working effectively as part of a technical crew and with various departments to achieve event goals. 
• Professional Conduct: Maintaining professional etiquette, being reliable, and demonstrating good customer service. 
• Self-Management: Organising work, meeting deadlines, and managing personal responsibilities within the demanding environment of events and productions. 

Technical Skills:

• Set and prop construction 
• Stage management and operations 
• Lighting and sound design, rigging, and programming 
• Costume design and creation 
• Makeup design and application 
• Video production 

Management Skills:

• Event planning, coordination, and project management 
• Marketing and promotion for events and artists 
• Budgeting and financial management 
• Logistics, including staffing, volunteers, and venue selection 
• Contract creation and stakeholder evaluation 
• Risk management and resource coordination 

Soft Skills:

• Communication and interpretation 
• Teamwork and collaboration 
• Problem-solving and creative thinking 
• Organizational and people management skills 

Types of Events Covered: 

• Performances (theatre, music)
• Concerts
• Social and cultural events
• Sports and leisure activities
• Assemblies and formal events

Careers and Pathways

Graduates can work in a variety of operational and supervisory roles within the entertainment and events industry, including event management, stage management, technical production, and marketing. Students who study PAT can look to take apprenticeships in theatres around New Zealand and continue on the PAT course into Level 4. Students can also look at university degrees in similar subjects.

NCEA Level 1 Photography and Design (1PHD)

Level 1 Photography and Design is a course where students develop foundational skills in graphic design and digital photography. Students gain skills and confidence using the manual functions of the Digital SLR Cameras, and the Adobe suite (Lightroom / Photoshop) to refine and edit images. Students produce their own typography, logo and poster, using their own imagery through hand rendering, collage and digital illustration. This course develops students visual thinking, compositional and lighting skills and an understanding of graphic design principals. Whether students are thinking about a future in creative industries or simply love expressing themselves visually through the digital medium, this course allows students to build real skills, a stunning digital portfolio, and a strong creative voice.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of photographers and designers way of working.

Using language, symbols and texts: Students will research, analyse and identify the meaning and intention in photographers and designers and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.

Managing Self: Students will manage self by ensuing both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments. They will work independently to explore their own subtheme, photographers / designers, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: Students relate to others by exploring different cultural contexts and photographic and graphic design styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.

Participating and contributing: Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Careers and Pathways

Year 11 Photography and Design leads on to the Level 2 and 3 specialist Visual Arts Courses: Design, Photography, Painting and Printmaking, which are all UE approved subjects. 

This subject is suited for students interested in careers or industries such as;

• Designer: Graphic designer, animation, digital designer (web & other media), product designer, illustrator, computer gaming, CGI
• Photographer or Film maker: media and television industry
• Film or Television Back of house Design; Costume, stage and set, lighting, sound, fashion, makeup
• Interior or Architectural Design: Exterior, Spatial, Interior design
• Communications: Advertising, Content creation, 
• Primary, Secondary or Tertiary Teaching
• Curator / Exhibition manager / Events coordinator / Arts business manager / Arts leader

NCEA Level 1 Physical Education (1PE)

1PEA is a course all about learning by moving and having fun! You’ll explore how physical activity contributes to your Hauora (wellbeing), builds your interpersonal skills, leadership and enriches your life through sport and games.  You’ll get the chance to try new activities, push yourself outside your comfort zone, and see how teamwork and kotahitanga can make a real impact both in sport and in everyday life.

Themes of Learning:

• Kotahitanga through ABL (Adventure Based Learning) - Take part in exciting challenges and group activities that push you to work together. Discover how trust, teamwork, and leadership strengthen relationships. Participate in the “Te Awaroa Te Wero” - A scavenger hunt around Helensville.
• Movement Strategies in Action - Learn the traditional Māori game of Kīorahi. Explore strategies, decision-making, and how communication helps your team succeed. Participate in a full day Kīorahi Tournament with all the 1PEA classes.
• Biophysical Principles in Sport - Get moving with 3x3 Basketball, Volleyball, and Turbo Touch while exploring how your body works in action. Learn how movement, force, and energy shape performance, and discover how Te Ao Māori principles influence the way we play and compete.
• How Fast 5 Netball influences your Hauora - Play the exciting, high energy game of Fast 5 Netball. Reflect on how physical activity positively impacts your Hauora – Taha Tinana, Taha Hinengaro, Taha Wairua, and Taha Whānau. Participate in a full day Fast 5 Netball Tournament with all the 1PEA classes down at Rautawhiri Park.

"This year in Level 1 PE, I have really enjoyed learning by moving and trying new activities. Participating in different sports and games has helped me understand how physical activity contributes to my Hauora not just physically, but also mentally, emotionally, and socially. Adventure Based Learning challenged me to work with others, trust my teammates, and step outside my comfort zone. I learned the importance of kotahitanga, and how working together as a team makes achieving goals more enjoyable and successful. Playing Kīorahi and other team games helped me think strategically and improve my decision making and communication skills. I also gained a better understanding of how my body moves by participating in sports like 3x3 Basketball, Volleyball, and Turbo Touch. Fast 5 Netball was one of my favourite parts of the course. It was fast-paced, fun, and exciting, and it helped me see how physical activity positively impacts all areas of my Hauora, my body, my mind, my relationships, and my sense of wellbeing. Overall, this Level 1 PE programme has taught me new skills, helped me build confidence, and given me opportunities to reflect on my personal growth. I feel more connected to others, and motivated to continue being active and caring for my Hauora in the future." - Year 11 PE Student

Curriculum Skills and Key Competencies

Thinking: Students develop critical and creative thinking by reflecting on how physical activity impacts their Hauora, analysing movement strategies in games such as Kīorahi, and applying biophysical principles to improve performance in sports like 3x3 Basketball, Volleyball, and Turbo Touch. Through Adventure Based Learning, students use problem-solving and thinking to evaluate their own decisions and teamwork, while considering how kotahitanga and Te Ao Māori principles influence participation and success both on and off the court.

Managing self: Students develop self-management skills by setting personal goals, taking responsibility for their learning, and pushing themselves outside their comfort zone in physical activities. They learn to monitor and adjust their own performance, manage emotions during competitive or challenging situations, and make healthy choices that support their physical and mental wellbeing.

Using language, symbols, and texts: Students enhance their communication and interpretation skills by understanding instructions, game rules, strategies, and performance feedback. They use diagrams, statistics, and biomechanical principles to analyse and explain movement, and effectively share ideas verbally and in writing to reflect on their learning and team performance.

Participating and contributing: Students actively engage in a wide range of physical activities, games, and sports, contributing positively to group tasks and team objectives. They develop confidence and resilience, encourage and support others, and apply knowledge of Hauora, Te Ao Māori principles, and kotahitanga to make meaningful contributions with their peers.

Relating to others: Students strengthen interpersonal skills through teamwork, leadership, and collaboration in activities like Adventure Based Learning, Kīorahi, and team sports. They learn to communicate effectively, support peers, resolve conflicts, and demonstrate respect, empathy, and kotahitanga in both sporting and everyday contexts.

Careers and Pathways

• Sport & Recreation Careers - Professional Athlete, Sports Coach, Referee, Umpire,Official, Sports Analyst, Strength & Conditioning Coach, Outdoor Education Instructor, Recreation & Leisure Coordinator.
• Health & Wellbeing Careers - Physiotherapist, Occupational Therapist, Chiropractor, Nutritionist, Dietitian, Exercise Physiologist, Personal Trainer, Massage Therapist, Sports Therapist, Mental Skills Coach, Sport Psychologist.
• Education Careers - Physical Education Teacher, Primary School Teacher, Outdoor Education Teacher, Tertiary Lecturer in Sport & Health Sciences.
• Medical & Health Careers - Sports Doctor, General Practitioner, Paramedic, Nurse, Rehabilitation Specialist, Kinesiologist
• Sport, Fitness & Event Management - Sport Development Officer, Event & Tournament Manager, High Performance Sport Manager, Gym, Fitness Centre Manager, Community Recreation Manager, Adventure Tourism Operator.
• Other Related Pathways - Police Officer, Firefighter, Defence Force Roles, Youth Worker, Community Health Promoter, Researcher in Sport, Health or Human Movement.

NCEA Level 1 Puāwai (1PUAWAI)

Need more time or support with your learning? Pūawai is a practical course designed to build confidence in reading, writing, and problem-solving. You’ll work on real-world tasks like budgeting, creating a CV, and exploring how you learn best. The course combines Unit Standards focused on everyday skills with Achievement Standards from across the curriculum, that emphasises literacy and numeracy skills. 

“I liked that I could work at my pace instead of feeling rushed.” - Year 12 Puāwai Student

“It was good having time to finish work for my other classes — and someone there if I got stuck.” - Year 11 Puāwai Student

You’ll develop essential skills for both academic success and life beyond school through:

• Learning in a supportive, practical environment
• Developing literacy and numeracy through real-life contexts
• Building skills for work, further study, and everyday life
• Growing confidence in your learning style and core subjects

This course is ideal if you learn best in a supportive environment and want to keep your future options open while building strong foundations.

"Learn your way, achieve your goals."

This course is by application only.

Curriculum Skills and Key Competencies

Pūawai is a supportive, individualised programme where you work at your own pace, set goals, and track your progress. You’ll get help with your other subjects and assessments, with regular check-ins to plan your next steps and keep everything on track.

Thinking: You’ll learn how you think and what helps you succeed. By setting goals, solving real-life problems, and reflecting on what works best for you, you’ll become more confident at making decisions inside and outside school.

Using language, symbols, and texts: You’ll build skills with words, numbers, and digital tools in ways that make sense to you. Whether it’s understanding phone plans, tracking your spending, or writing a plan for an assignment, you’ll learn to read and create information that matters.

Managing self: You’ll work at your own pace, learn to plan ahead, and stay organised. Regular check-ins will help you stay on top of deadlines and bounce back when things don’t go to plan.

Relating to others: You’ll collaborate with classmates and teachers to share ideas, give feedback, and support each other’s learning. Because Pūawai connects with your other subjects, you’ll also build good communication with different teachers.

Participating and contributing: You’ll use what you learn to help in real ways—whether that’s contributing to school projects, supporting classmates, or exploring what local employers and training providers look for. Your skills will connect to your whānau, school, and community.

Careers and Pathways

Pūawai helps you plan what comes next. You’ll have one-on-one conversations about your goals and interests. Together we’ll make a plan to meet with the school’s career advisor, and get support linking you with training providers or other agencies if you need it. Some of the Unit Standards we’ll work on are designed to help you explore different jobs and courses, understand what employers and tertiary providers look for, and work out the costs, time commitments, and steps involved. Pūawai will help you plan your courses the following year and ensure you have a plan to meet your NCEA goals.

NCEA Level 1 Science (1SCI)

This is a general science course that will explore the nature of science - how and why science is done. It will also give students an appreciation of why an understanding of science is vital if you are to engage in the most important questions facing the world in the 21st Century.  It will also provide a solid platform to go onto study science at Levels 2 and 3.

They will improve their ability to evaluate sources of information, think critically, empathize with different viewpoints and form  justified  opinions of their own. They will also gain a solid understanding of key science content that is necessary for further study in this subject.

Successful students could move onto Level 2 and 3 Science courses. 

A Science course at Level 1 is compulsory for all students at Kaipara College. Students will be automatically entered into L1SCI, however those who want to select L1 Agriculture & Horticulture to fulfil their compulsory Science component must email Mr Coleman to manually enter on SchoolPoint at [email protected] 

NCEA Level 1 Te Reo Māori (1TRM)

This course is for any student who is interested in the Māori language, cultural practices and knowledge. The course work combines a mix of practical activities as well as research and written tasks. There are no prerequisites for this course. However, taking Te Reo Māori at the Junior Level will help. 

This course will require students to participate and contribute, manage self and use language, symbols and text to complete the standards.

• 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 of Te Reo Māori 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 of Te Reo Māori 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 of Te Reo Māori, 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 of Te Reo Māori to be culturally confident and competent to participate in and contribute to Māorix language and culture revitalisation within their communities.

L1 Textiles and Garment Construction (1TEX)

This is an introductory course to Garment Construction. Students will follow instruction in the use of tools, assembly methods and techniques. At level 1 students will be introduced to simple pattern manipulation, however it is not intended to be driven by ‘freelance design’.

Prerequisites: A genuine interest in textiles and soft material construction is required to undertake this course, along with the ability to work independently.

NCEA Level 2 Agriculture, Horticulture & Sustainability (2HORT)

This integrated Year 12 course combines the practical skills of Horticulture with the environmental awareness of Sustainability, providing students with a hands-on and holistic understanding of sustainable land use, food production, and environmental stewardship.

Students will explore plant science, soil health, propagation techniques, and garden management while considering the social, economic, and environmental impacts of horticultural practices. The course places strong emphasis on sustainable agriculture, waste reduction, water management, climate-conscious gardening, and the role of plants in carbon reduction and biodiversity.

“This course made me choose what I wanted to be as it is a cool blend of art, in the form of a landscape plan, horticulture and environmental awareness.  I am going on to do Landscape Architecture at Unitec.” - Year 12 Student

Curriculum Skills and Key Competencies

Thinking: Students engage in critical and creative thinking as they plan and problem-solve around real-world environmental and horticultural issues.  They analyse the impacts of different growing methods, assess sustainability practices, and make decisions based on evidence.  Inquiry-based projects encourage innovation, systems thinking, and long-term environmental planning.

Using language, symbols and text: Students interpret a variety of horticultural and scientific texts, charts, and data, such as soil test results, planting guides, and sustainability reports.  They use technical language relevant to plant science, environmental systems, and sustainable practices. They communicate their ideas effectively through visual presentations, written reports, garden designs, and sustainability audits.

Managing self: The course builds self-motivation, goal-setting, and responsibility through hands-on tasks like maintaining gardens or leading sustainability initiatives. Students learn to manage time, resources, and project workflows independently and in teams.  Practical tasks require perseverance and adaptability—key traits for workplace and life success.

Relating to others: Students work collaboratively in garden groups, planning teams, and sustainability projects.  They learn to listen, negotiate roles, share knowledge, and respect diverse viewpoints and cultural values related to the land.  Māori perspectives on the environment (e.g. kaitiakitanga) are explored and valued.

Participating and Contributing: Students engage with the school and wider community by leading or supporting sustainability initiatives.  They apply their knowledge to real contexts—such as school composting systems, native planting, or food resilience planning. They develop a sense of agency and responsibility as citizens and future caretakers of the environment.

Careers and Pathways

Horticulture & Agriculture

• Horticulturist
• Nursery or Greenhouse Technician
• Landscape Gardener or Designer
• Arborist (Tree Care Specialist)
• Urban Farmer or Market Gardener
• Permaculture Designer
• Viticulturist (Grapevine Specialist)
• Agricultural Technician
• Crop or Soil Scientist (with further study)

Sustainability & Environment

• Environmental Officer
• Sustainability Consultant
• Conservation Field Worker
• Ecological Restoration Specialist
• Sustainable Land Management Advisor
• Carbon Farming Advisor
• Renewable Resource Manager
• Water Management Technician

Urban Planning & Green Infrastructure

• Urban Greening Specialist
• Community Garden Coordinator
• Green Infrastructure Planner
• Landscape Architect (with further study)

Food Systems & Education

• Sustainable Food Systems Coordinator
• Farm-to-Table Program Manager
• Environmental Educator
• School Garden Facilitator
• Agricultural Extension Officer

Trades & Technical Pathways

• Parks and Gardens Tradesperson
• Irrigation Technician
• Bush Regenerator
• Landscaping Contractor
• Organic Certification Inspector

Further Study Opportunities

This course can lead into:

• TAFE or Polytechnic Certificates/Diplomas (e.g. in Horticulture, Agriculture, Environmental Management)
• University degrees in:
  • Environmental Science
  • Agricultural Science
  • Landscape Architecture
  • Sustainability Studies
  • Urban Planning
  • Ecology
  • Education (Environmental or Agricultural focus)

NCEA Level 2 Biology (2BIO) 

Level 2 Biology offers an engaging journey into the intricate world of life processes, genetics, and ecosystems. This course is designed to ignite your curiosity and deepen your understanding of the biological world.

Curriculum skills that will be developed include:

• Design and conduct biological investigations, including planning fair tests, collecting and interpreting data, and evaluating outcomes
• Constructing detailed answers using complex scientific vocabulary.
• Working in teams to develop and carry out sophisticated practical work.

Level 2 Biology is ideal for students who are passionate about science and eager to explore the complexities of living systems. Whether you're considering a career in health, environmental science, or biotechnology, this course provides a solid foundation for your future studies.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical thinking through inquiry-based activities—like designing investigations or exploring ecological patterns—students generate multiple ways to approach a problem, see relationships between concepts, and develop their own explanations.

Using language, symbols and text: Students will learn to build fluency in scientific vocabulary and adopt conventions like graph labels, units, and symbols—tools that help communicate and shape scientific ideas in biology.

Managing self: In Level 2 Biology, students plan and schedule their practical investigations—selecting research topics, organizing data collection, and working steadily toward clear deadlines.

Relating to others: For the Level 2 Biology forest pattern practical as well as Osmosis investigation, students jointly plan and conduct a field / laboratory investigation. These group tasks demand coordination and timing, building skills in working efficiently with others.

Participating and Contributing: A trip to the local Waitakere Ranges helps link learning to our local native forest context. In Level 2 Biology practicals, each student takes on a specific role—ensuring that everyone actively contributes to the group's success. Lab work thrives when each member participates fully, rather than remaining a passive observer.

Careers and Pathways

A Level 2 Biology qualification in New Zealand opens doors to various careers and further study pathways in science and healthcare fields. These include roles in research, biotechnology, conservation, and various healthcare professions like nursing, and more. Furthermore, Level 2 Biology can be a stepping stone towards related vocational pathways like those in primary industries or social and community services. Level 2 Biology is needed as a prerequisite for L3 Biology. NCEA Biology is crucial for university-level science degrees like Biomedical Science, Marine Biology, or Microbiology, which lead to careers such as biomedical scientists, researchers, or technicians in the health and biotechnology sectors. While not always a direct requirement for entry-level jobs, it provides a strong scientific foundation for various roles in laboratories, research, and healthcare.

NCEA Level 2 Business (2BUS)

In this course, you’ll take your business knowledge to the next level by exploring how real organisations operate, make decisions, and respond to challenges. You’ll work on exciting, hands-on projects where you get to plan, create, and run a business activity, using creative ideas and practical skills to make it a success.

You’ll investigate how businesses solve problems, manage resources, and work with different stakeholders, while learning to use tools and strategies that real companies rely on. Through AS90846, you’ll carry out a business activity in a simulated or real market. AS90847 will see you examining how a large New Zealand business responds to opportunities and issues, and in AS90848 you’ll explore the external factors — like laws, technology, and the economy — that shape business decisions.

Whether you’re aiming for a career in business, marketing, finance, management, or just want to understand how organisations work, this course will build skills in teamwork, problem-solving, communication, and decision-making — all essential in any future pathway.

By the end of the year, you won’t just have studied business — you’ll have done business.

Curriculum Skills and Key Competencies

Thinking: Students develop critical and creative thinking by investigating how motivation theories are applied in real business settings (AS90847). They analyse how businesses use motivation strategies to improve employee performance and solve workplace challenges. This requires evaluating evidence, identifying cause and effect, and making informed conclusions. In AS90846 and AS90848, students plan and run a business activity, analysing market research data and making decisions that require strategic and logical thinking. 

Using Language, Symbols, and Texts: Students communicate complex business concepts clearly, using appropriate business terminology and formats. For AS90847, they explain motivation theories and how they are applied within organisations through a written business report. In AS90848, they create a business plan that incorporates business terminology and language. Developing these skills enhances literacy, numeracy, and professional communication vital for success in any career.

Managing Self: By planning and executing a business activity in AS90848, students develop skills in time management, organisation, and adaptability. They learn to set realistic goals, manage resources, and respond flexibly to challenges, showing resilience and self-motivation—traits essential for success in further education and the workforce. Additionally, AS90843 requires independent preparation for an external exam, where students demonstrate their understanding of business environments and concepts under timed conditions. Balancing coursework and exam study builds resilience, discipline, and effective study habits. These self-management skills are essential for success in further education, apprenticeships, and the workplace.

Relating to Others: Students work collaboratively during their business activity, sharing ideas, negotiating roles, and resolving conflicts. In AS90847, they study how motivation affects people in teams and organisations, deepening their understanding of interpersonal dynamics. These experiences improve communication, empathy, and teamwork skills—key to effective relationships in any context.

Participating and Contributing: Students actively engage with their school and wider community by planning and running a business activity with a community focus, a key requirement of AS90848. This hands-on experience helps them understand the real-world impact of business decisions on people and places around them. Through this involvement, students develop teamwork, leadership, and social responsibility. They learn how businesses contribute economically and socially, fostering a sense of belonging and civic awareness that encourages them to be thoughtful and active contributors to their communities now and in the future.

Careers and Pathways

• Progresses to Year 13 Business Studies
• Builds credits towards NCEA Level 2 and supports achievement of University Entrance Literacy requirements.
• Aligns with Vocational Pathways including Service Industries, Manufacturing & Technology, and Creative Industries.
• Prepares students for tertiary study in business-related degrees or diplomas.
• Develops skills useful for apprenticeships, trades, and small business ownership.
• Opens career pathways in retail, marketing, finance, event management, entrepreneurship, banking, government policy, economics, financial advisors, marketing,  human resources, and accounting.

NCEA Level 2 Calculus (2CAL)

This course provides students with a powerful toolkit for solving mathematical problems. It covers key areas including trigonometry, algebra, and graphical methods. Students will learn to apply concepts like the sine and cosine rules and manipulate complex algebraic expressions, including those with fractional and negative exponents. The course also teaches them how to analyze and interpret graphs and to form and solve systems of equations and inequations. By connecting these different mathematical approaches, students will develop a deep and interconnected understanding of the subject, preparing them for future studies and real-world applications.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical and creative thinking by applying a variety of mathematical methods to solve complex problems. They must analyze the problem's context, identify the most appropriate approach (e.g., using the sine rule vs. the cosine rule, or choosing between graphical and algebraic methods), and justify their solutions. The ability to manipulate expressions and solve different types of equations requires abstract reasoning and problem-solving skills that are essential in many fields. Students also engage in metacognition by reflecting on the effectiveness of different methods for solving the same problem.

Using language, symbols, and texts: Students will become proficient in using the language, symbols, and texts of mathematics. They will interpret and create a variety of representations, including algebraic expressions, equations, graphs, and geometric diagrams. They must effectively translate a real-world problem into a mathematical model and, conversely, interpret the mathematical solution within its original context. This involves moving fluidly between different representations of relations, functions, and equations, which strengthens their ability to communicate complex ideas precisely.

Managing self: This course encourages independence and self-management. Students will need to break down multi-step problems into manageable parts and manage their time to work through complex calculations and conceptual tasks. The abstract nature of manipulating algebraic expressions and solving equations requires resilience; students must persist through challenges and learn from their mistakes. The process of forming and solving equations, for example, is a testament to their ability to work through a process from start to finish.

Relating to others: While some problems are solved individually, many benefit from collaboration. Students will work together to discuss different approaches to solving a problem, negotiate which method to use, and explain their reasoning to peers. Whether they are interpreting a graph's features or manipulating complex algebraic expressions, peer collaboration allows them to strengthen their understanding and learn from different perspectives. This practice of teaching and learning from one another builds effective communication and team-working skills.

Participating and contributing: By applying these mathematical methods to solve problems, students are learning skills that have direct relevance to a wide range of fields, including science, engineering, and economics. They are building a foundation for understanding and contributing to a society that increasingly relies on quantitative data and logical reasoning. Whether it's interpreting data related to a social issue or solving a problem in a science lab, the skills learned in this course empower them to participate meaningfully in their communities and the wider world.

NCEA Level 2 Carpentry (2CAR)

The Level 2 carpentry course provides hands-on practical training to develop essential construction skills. This can prepare students for potential careers in construction and other allied trades. Students will study safe working practices, the use of hand tools and power tools, and gain understanding of construction technology and materials. Students will work on complex hands-on projects in the workshop, developing skills with tools and machinery. They will also develop skills in communication, Maths, and English. The course builds knowledge and confidence through continually exciting challenges.

NCEA Level 2 Chemistry (2CHEM) 

Students will learn about the structure of matter and how structure affects the properties of everyday solids.  They will learn how to analyse solutions to discover what they contain. This course gives students an excellent foundation to further Chemistry study.

Curriculum skills that will be developed include:

• Investigation skills including control of key variables
• Constructing detailed answers using complex scientific vocabulary.
• Working in teams to develop and carry out sophisticated practical work.

Successful students can move onto Level 3 Chemistry and then onto various degree/employment options after school.

“Level 2 Chemistry is my absolute favourite subject, no matter how hard the subject matter can become, or how bad the day has been - it always brightens my day. Some of my favourite memories of chemistry consist of elaborate, creative and fun explanations and experiments. Though at first chemistry might sound boring, all chemical equations and molecules ( though they are included ), it truly is a fascinating subject, which will give you a wide array of knowledge relating to multiple other subjects like level 2 calculus, and physics - plus you get to play with chemicals. If you enjoy science, level 2 Chemistry is an awesome and very intriguing subject to learn. I encourage everyone to give it a go :)” - Year 12 Chemistry student

This course has multiple opportunities for practical work and gives the students a real insight into the logical and fascinating world of chemistry.

Curriculum Skills and Key Competencies

Thinking: Students are introduced to more abstract models (e.g., electron configurations, bonding theories, thermochemistry).They have to interpret data from experiments, graphs, and tables, and link it to chemical concepts.For example, in an enthalpy change calculation, they must connect calorimetry data to mole concepts, then decide which formula to apply—this requires logical sequencing.

Using language, symbols and text: Students learn to use precise terminology (e.g., “enthalpy change,” “oxidising agent,” “covalent bonding”) in context. They practise shifting between everyday language (“rust forms on iron”) and scientific language (“iron undergoes oxidation in the presence of oxygen and water to form hydrated iron(III) oxide”). This develops the skill of tailoring communication to the audience—valuable beyond science.

Managing self: They often face multi-step problems (like stoichiometric calculations or multi-concept questions) that require sustained effort rather than quick answers.Lab work requires following safety protocols consistently without constant supervision. Students develop the habit of double-checking measurements, reading labels carefully, and taking responsibility for producing reliable data.

Relating to others: Many labs require shared use of equipment and chemicals, so students must negotiate roles (e.g., who measures, who records, who operates apparatus). Group tasks like titrations or reaction rate experiments demand coordination and timing, building skills in working efficiently with others.

Participating and Contributing: Experiments require students to take on specific roles—measuring, timing, mixing, recording data—so everyone contributes to the group’s success. They can’t just be passive observers; lab work only runs smoothly when each member participates actively.

Careers and Pathways

This course moves on from foundation knowledge acquired in Year 9, 10 and 11 around chemical reactions, properties of materials and atomic structure.

This course acts as the perfect base for further studies in Year 13 Chemistry where we go on to extend our knowledge in topics such as organic chemistry, structure and bonding and atomic structure.

Studying chemistry at school opens doors to a wide range of exciting careers in Aotearoa. From protecting our environment as a water quality scientist, to developing new materials in industrial research, to ensuring food and pharmaceutical safety, chemistry skills are in demand. You could work in health (pharmacist, laboratory technician, forensic scientist), energy and manufacturing (chemical engineer, process technician), or environmental management (air quality analyst, conservation chemist). Chemistry also underpins cutting-edge fields like biotechnology, nanotechnology, and renewable energy. Whether you go straight into the workforce or continue at university or polytechnic, chemistry provides the problem-solving, analytical, and practical skills that New Zealand employers value across science, technology, and industry.

NCEA Level 2 Design (2DES) 

Design for Sustainability - learning about contemporary Design practice

Level 2 Design is a mix of hand and digital based Visual Arts Design. It is a course for students who have achieved Level 1 Visual Arts or Level 1 DVC and want to expand their skills into a course with an emphasis on innovative visual thinking skills based on the United Nations 17 Sustainable Development Goals. The course involves learning about contemporary Design and Designers and their ways of working, with an emphasis on understanding and using Typography for effective communication.  In Design students combine their hand drawing skills with high level digital skills using Adobe Illustrator, Photoshop and InDesign. 

Visual Arts Design develops visual thinking, idea development and compositional skills. 

Curriculum Skills and Key Competencies

Thinking:

• Visual Arts Design develops visual thinking skills, idea development and compositional skills.
• Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of an artist's way of working. 
• The Level 2 Design course projects require an emphasis on innovative visual thinking skills based on the United Nations 17 Sustainable Development Goals.

Using language, symbols and texts: 

• The course involves learning about contemporary Design and Designers and their ways of working, with an emphasis on understanding and using Typography for effective communication. 
• Students combine their hand drawing skills with high level digital skills using Adobe Illustrator, Photoshop and InDesign. 
• Students will research, analyse and identify the meaning and intention in both artists and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.

Managing Self: 

• Designers learn to be independent and self manage as they choose and work through their individual projects. 
• Students will manage self by ensuing both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments.  They will work independently to explore their own subtheme, artists, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.
  
  
  

Relating to others: 

• Students relate to others by exploring different cultural contexts and artistic styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.
• At times Designers will share their ideas and ways of working, their progress in digital practice with others during class critique sessions.

Participating and contributing: 

• Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Through a Pedagogy of Guidance + Action + Experimentation - students who learn in the Arts Faculty will:

• Have opportunities to engage and experiment with a range of artistic expressions and genres in a safe supportive environment.  
• Develop a love of the arts as a form of self expression and a leisure activity that supports wellbeing.  
• Develop the skills and attitudes needed to gain access to further education and/or employment in the creative industries.
• Understand the role of the arts in the world as a tool for making diverse people/cultures visible and as a tool for social justice.  

Careers and Pathways

Visual Arts Design leads to Level 3 Visual Arts Design and other Design pathways within the Creative Industries, Visual Arts and Architecture. Further study in Fine Arts or Design will lead to rewarding career outcomes.

NCEA Level 2 Design & Visual Communication (2DVC)

Design and Visual Communication at Level 2 builds on the foundations of Level 1 and focuses on more advanced product and spatial design projects. Using student-centred design briefs, students extend their ability to conceptualise, develop, and communicate design ideas through a balance of traditional and digital methods.

Students will refine their skills in both freehand drawing and computer-based tools such as SketchUp, Twinmotion, Photoshop, Illustrator, and CAD software to produce professional and realistic design outcomes. They will develop the ability to create accurate 3D models, renderings, and digital presentations while also learning how to integrate physical model-making and manual drawing to strengthen their design process.

Visual communication at this level emphasises the effective communication of complex design ideas, requiring students to use a range of graphic and digital techniques to show detail, intent, and creative thinking. By integrating computers, students are able to produce higher-quality presentation graphics, animations, and design portfolios that reflect professional design practice.

Students will demonstrate understanding of, and skills in, advanced visual communication techniques, combining CAD, rendering, digital illustration, and presentation software with sketching and prototyping. Greater independence in decision-making and problem-solving is expected as students move towards producing a portfolio of work that communicates their design ideas at a professional standard.

“I chose DVC because I wanted a creative subject that also gives me real skills I can use in architecture, design or engineering later on.” - Y12 Kaipara College Student

“I like how DVC mixes creativity with problem-solving. It’s not just drawing; it’s thinking like a designer.” - Y12 Kaipara College Student

“DVC has helped me turn my ideas into real designs—I never thought I could make my sketches look professional until this course.” - Y12 Kaipara College Student

This is an excellent course to take if you are interested in careers such as Architecture, Industrial Design, Illustration, Graphic Design, Film or Gaming Design, or any other creative industry where digital and computer-based design skills are in high demand.

Curriculum Skills and Key Comptencies

Thinking

Students of Design and Visual Communication will:

• Use design thinking to explore, experiment, and solve problems.
• Consider multiple perspectives and cultural influences.
• Draw on design heritage and diverse voices for inspiration.
• Think independently and build confidence in generating ideas.
• Apply divergent thinking to take risks and innovate.
• Apply convergent thinking to refine and resolve design ideas.
• Value their own unique voice and background.
• Use design thinking for self-reflection.

Using Language, Symbols and Text

Students of Design and Visual Communication will:

• Develop visual communication skills to express ideas and narratives.
• Explore, generate, critique, and refine design ideas to strengthen visual literacy.
• Understand how design uses universal symbols and visual languages recognised worldwide.
• Apply visual communication systems such as drawing conventions.
• Gain fluency in design language, balancing aesthetics and function.
• Select techniques that best support improvement and progression of their design ideas.

Managing Self

Students of Design and Visual Communication will:

• Build skills in time management, resource use, and adaptability.
• Develop confidence to reflect on and commit to their ideas.
• Balance risk-taking with established procedures to achieve strong results.
• Take ownership of their processes, including curating design portfolios.
• Engage with diverse contexts and perspectives to refine awareness and challenge bias.
• Think on their feet, making decisions under pressure and using their strengths effectively.
• Integrate wellbeing and stress-management practices into their design process.
• Recognise how resilience and focus support innovative ideas and quality outcomes.

Relating to Others

Students of Design and Visual Communication will:

• Learn visual communication techniques to confidently present ideas to peers, whānau, communities, and potential users.
• Develop audience and user connections, translating solutions into valuable industry skills.
• Use critical inquiry and empathy to better understand and meet user needs.
• Connect with place and the whakapapa of the people they design for.
• Practise collaboration and critique, respecting and building on each other’s strengths.
• Engage with communities to form relationships and respectfully understand the places they design for.

Participating and Contributing

Students of Design and Visual Communication will:

• Use visual communication skills to connect ideas with people and place.
• Develop solutions that respond to others’ needs while considering social, cultural, and environmental impacts.
• Understand design as a cumulative process requiring sustained engagement.
• Value collaboration and teamwork as a source of new ideas.
• Recognise feedback and critique as tools for shared growth in a supportive learning environment.
• Build resilience and confidence by reframing mistakes as opportunities for reflection and improvement.

Careers and Pathways

This is an excellent course to take if you are interested in careers such as Architecture, Industrial Design, Illustration, Graphic Design, Film or Gaming Design, or any other creative industry where digital and computer-based design skills are in high demand.

There are benefits regarding the use of Instrumental Drawing and CAD software and Problem solving that would be beneficial in any vocational career.

NCEA Level 2 Drama (2DRA)

Drama is for everyone. We all have kōrero, pūrākau, and stories to share. Drama helps us to understand diverse cultural perspectives and worldviews and connect with our community. It allows us to recognise the uniqueness of our place in the Pacific, the identity of Aotearoa New Zealand, and the rich cultural histories and traditions from all over the world that are expressed through performance.

Ākonga will understand that the function of drama is to heal, educate, entertain, or transform society. They discover how theatre can either challenge the status quo or reinforce it, gaining an awareness of how impactful the medium can be. Drama provides opportunities for ākonga to express their identities and heritages, and explore the heritages of others, creating empathy and understanding for the experiences and whakapapa of people from diverse backgrounds.

Through the relationships creators and performers make with audiences, Drama exists as a powerful medium to foster hauora – nurturing and maintaining both individual and community wellbeing in its ability to empower and inspire others. Ākonga engage with the ways in which Drama can uplift and sustain the mana of communities, groups, and individuals.

Ākonga explore and manipulate ideas and take creative risks. They share, rework, construct, and deconstruct work that is dynamic and evolving. The progression of ākonga in Drama is demonstrated through their increasing sophistication in storytelling, independence, and communicating their creative vision, as well as increasing comprehension and deeper understanding of the creative vision of others.

Curriculum Skills and Key Competencies

Thinking 

Students of Drama will:

• reflect on ideas and explore them physically and in the moment
• listen and respond to creative offers and feedforward to advance the drama
• put their own thought into action
• respond and adapt their whakaaro (thoughts and ideas) based on mahi tahi (working collaboratively)
• reflect on work and adapt based on feedback and self-assessment
• develop understanding and critical thinking about the context of work – historical, social, cultural, political, and economic – in order to create meaningful drama
• develop subject-specific research skills, including dramatic inquiry, when exploring the contexts of dramatic work
• explore their own and others’ ideas in work they experience and work they create
• investigate roles, worlds, contexts, attitudes, and themes in drama to build new knowledge (including cultural, historical, social, and political knowledge).

Using language, symbols and texts 

Students of Drama will:

• develop their use of language in rehearsal, scripting, directing, and devising processes
• discuss their work and experiment with language used in performance
• understand and use discipline-specific vocabulary and develop multi-modal literacies including audio, gestural, linguistic (verbal and written), spatial, and visual
• interpret texts, stories, and direction
• engage with and explore what can be expressed through props, costume, set, technologies, motifs (recurring symbols), text, dialogue, movement, gesture, and conventions.

Relating to others

Students of Drama will:

• negotiate, cultivate, and explore a variety of relationships, such as:
• the relationships between performers
• the relationships between characters
• the relationship between the performer and the role
• the relationship between the performer and the audience
• the relationship between the playwright, director, and designer.
• practice whanaungatanga, manaakitanga, and vā in working with others with care and compassion
• explore the perspectives and experiences of others, increasing their cultural awareness, responsiveness, and acceptance
• understand and play to different strengths in order to uplift the work.

Managing Self

Students of Drama will:

• develop self-discipline and an understanding of their role as part of the group
• practise self-management in practical contexts – arriving to rehearsals on time, learning lines, being prepared, and taking responsibility for different aspects of production (eg props, costume etc), theatre, and performance protocols
• set goals
• self-review
• accept direction and feedback
• question and critique themselves and others
• follow the established kawa of their learning environment to create a shared relational space.

Participating and contributing

Students of Drama will:

• work together to contribute their own ideas and respond to the ideas of others
• establish kotahitanga in group work, value each other’s strengths, and improve the quality of the work
• build a kawa that will become established practice within their learning environment
• explore how to adapt and work in different environments with different people, and contribute to building a group dynamic that is responsive to the needs of the work and the participants
• develop courage and generosity in making offers to advance the drama and giving feedback as well as openness and humility in accepting feedback and extending the ideas of others.

Careers & Pathways

Ākonga in Drama enhance their interpersonal, collaborative, and communication skills, which will serve them well in all areas of learning and life. The ability to work with others, understand different points of view, and communicate ideas and information effectively is highly valued in any future pathway. Participating in, and responding to, drama allows ākonga to develop confidence in expressing their ideas as they seek to communicate with a variety of audiences.

Drama students demonstrate high engagement, empathy, and courage in their learning, as the subject allows them to have fun while taking creative risks within a safe environment. They quickly learn that they are responsible both for themselves and for others.

The collaborative, creative process of drama develops skills in giving and receiving constructive feedback. Drama students learn to share, develop, and extend ideas to realise a shared goal and serve the intention of the drama.

Drama examines and challenges established ideas and prejudices. It encourages critical and creative thinking and innovation. It generates new ideas and reflects on trends in society.

Studying Drama opens numerous pathways within the creative industries, particularly within theatre, film, and television. Careers include but are not limited to:

• performer
• director
• writer
• designer
• producer
• stage manager.

Beyond school, ākonga in Drama will have gained many transferrable skills and life experiences that help them greatly, both in tertiary education and the world of work. This includes:

• creativity
• innovation
• public speaking and performance skills
• idea generation and content creation
• self-reflection and analysis
• critical thinking
• lateral thinking
• communication
• collaboration and working with others
• relational empathy
• negotiation
• punctuality and time management
• reliability
• confidence and assertiveness
• self-esteem and self-efficacy
• delivering products to a deadline
• identifying target audiences and promoting work to them
• supporting the ideas of others and providing constructive feedback
• technical production skills, such as lighting, sound, and costume and prop design.

They will also understand the significance of whakapapa as they engage in the community, recognising and embracing diversity of cultures and perspectives. Whakawhanaungatanga and skills in relationship building will also be developed through their experience in forming, nurturing, and maintaining collaborative and reciprocal relationships (with performers, audiences, writers, designers, and directors).

SCHOLARSHIP DRAMA is available to L2 and L3 students. 

Scholarship drama is a practical exam. Students complete three performances a max of 7 students can be taken into the scholarship programme. 

NCEA L2 Earth and Space Science (2ESS)

In Earth and Space Science, you will start by studying the formation and shape of volcanoes. This will include a 3-day trip to Ruapehu where we will gather data and conduct investigations into the type of rock present, and how the altitude of the volcano affects plant growth. This trip should give you hands-on experience in geology, and the opportunity to gain 10 credits.

We will then study the necessary adaptations required to enable life in extreme environments. This will cover the features of an extreme environment, and the ability of extreme environments to sustain life as well as researching the adaptations of penguins at Kelly Tarltons.

Our learning around extreme environments will then lead to an investigation into the cause of the dinosaur extinction in which we will analyse the two leading theories surrounding this event.

You will have the option of two different exam topics - geological processes such as volcanoes, earthquakes and tsunamis; or the formation of stars, black holes and planetary systems.

Curriculum Skills and Key Competencies

Students will develop understanding that scientists have an obligation to connect ideas to current and historical research. They will use this information to analyse the extinction of the dinosaurs

Conduct investigations to extend scientific knowledge. This will occur on Mount Ruapehu, and will develop students' understanding of the importance of an accurate investigative process.

Students will consider the wider implications of scientific findings and how they could be used in the future to further understanding of the world around us.

Students will develop a coherent understanding of socio-scientific issues such as space travel and the potential of creating a society in space in the future.

This course leads directly to L3 Earth and Space Science. If you do well in this course you may also be able to move on to L3 Biology on a case-by-case basis.

NCEA Level 2 English (2ENG)

In this course, you’ll dive deeper into the power of language and discover how words shape the world around you. You’ll read a range of powerful texts — from short stories and films to poetry and articles — and explore how writers use language to make you feel, think, and act.

You’ll also become a creator yourself. Whether you're crafting a compelling essay, researching a topic, or analysing a film, this course gives you the chance to develop your unique voice and perspective. Expect to explore ideas that matter — identity, conflict, justice, belonging — and to discuss them in ways that are real and relevant to your world.

“Level 2 English really helped me find my own voice. I loved reading different kinds of texts - from poems to films - and learning how to think deeper about what they mean.” - Kaipara College Student

Students are strongly recommended to take NCEA Level 2 English for the UE Literacy component. If students do not wish to take English, please email Mr Coleman at [email protected] to confirm that this is the right decision for your pathway.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical thinking by analysing written and  visual texts, identifying how language choices shape meaning and influence audiences. Through close reading, essay writing, and discussion, students will form and support original arguments and reflect on their own interpretations and assumptions.

Using Language, Symbols, and Texts: Students will interpret and create a range of texts, developing confidence in reading for deeper meaning and writing with clarity and purpose. They will learn to use language and structure deliberately to inform, persuade, or entertain a variety of audiences.

Managing Self: Students will build independence and resilience by managing a range of projects with varying deadlines, including long-term writing portfolios and crafted responses. They will learn to revise their work based on feedback, reflect on their progress, and take ownership of their learning goals.

Relating to Others: Students will participate in peer workshops, group discussions, and collaborative analysis tasks. These experiences will require them to actively listen, share diverse viewpoints, give constructive feedback, and negotiate meaning in respectful, supportive ways.

Participating and Contributing: Through studying texts that explore cultural, social, and global issues, students will engage with perspectives beyond their own and consider how language can shape public thought. Opportunities for personal response and creative expression allow students to connect their learning to their own lives and communities.

Careers and Pathways

Level 2 English is a valuable course for all students, no matter your future direction. It not only deepens your communication, thinking, and writing skills — it also opens doors to a wide range of careers and learning pathways.

While at Kaipara College, this course:

• Prepares you for Level 3 English.
• Builds your portfolio of Achievement Standards that contribute to Level 2 NCEA, which is essential for most apprenticeships, trades, and tertiary study.
• Strengthens the reading and writing skills needed across other subjects, such as History, Geography, Media Studies, and Science.

University Entrance & Tertiary Study:

• This course offers standards that provide UE Literacy credits. (you must gain 5 reading and 5 writing credits from approved standards — many of which are available in Level 2 English).
• Supports pathways into Bachelor’s degrees in areas such as Law, Journalism, Teaching, Psychology, Communications, Politics, Business, and more.

Polytechnic Diplomas & Real-World Applications:

• Strong reading, writing, and speaking skills are essential for success in polytechnic diplomas and Level 4 certificates in areas like Social Work, Early Childhood Education, Tourism, Animal Care, and Business Administration.
• Many customer-facing, admin, creative, or support roles value the communication and problem-solving skills developed in English.

Trades and Apprenticeships:

• English is vital for success in trades and apprenticeships, particularly when reading technical documents, writing reports, and communicating on worksites.
• This course supports the Vocational Pathways, especially in Creative Industries, Social & Community Services, and Manufacturing & Technology, by strengthening the core literacy required in these fields.

NCEA Level 2 Geography (2GEO)

Geography at Level 2 develops your understanding of the world and your place in it. You will explore natural and cultural environments, investigate how people interact with landscapes, and evaluate the challenges communities face. The course builds critical thinking, research, mapping, and data analysis skills that are useful for a wide range of pathways.

Topics may include:

• Global issues such as climate change, human rights, or migration
• Natural processes shaping environments (e.g. rivers, coasts, volcanoes)
• Geographic skills (maps, graphs, spatial data, geographic information systems)
• Fieldwork and/or research in local environments

Assessment: A mix of internal and external Achievement Standards, with opportunities to gain University Entrance Literacy credits.

Pathways: Useful for careers in planning, tourism, resource management, environmental science, international relations, and community development.

NCEA Level 2 Health (2HEA)

“We like being able to actually take action and do some practical activities as well as being in the classroom” - Year 12 Health Student

“We like that you get lots of credits for each assessment” - Year 12 Health Student

“I like that I can work at my own pace with realistic deadlines and choose topics relevant to me and my interests”- Year 12 Health Student

In this course, you will dive into the big questions about health and wellbeing – for yourself, your friends, your community, and society. You’ll explore how people manage change, how different factors influence our choices, and how communities respond to health issues that affect us all.

This is a subject for students who are curious about people, passionate about making a difference, and interested in the real-world challenges that shape our lives. You will learn to critically evaluate the influences on health, examine issues such as relationships, resilience, and decision-making, and develop strategies to enhance wellbeing for yourself and others.

In this course, you’ll:

• Investigate how health issues affect individuals, groups, and communities in Aotearoa and around the world.
• Examine the impact of changing circumstances and develop strategies for managing them.
• Explore ethical, cultural, and social perspectives on health, and learn to evaluate information to make informed decisions.
• Contribute to projects and discussions that connect your learning to real-world contexts.

This course sets you up with knowledge and skills that are useful for life, study, and future careers. Health at Level 2 builds your ability to think critically, communicate effectively, and engage with issues that matter – whether you’re considering pathways in health sciences, teaching, sport, social services, psychology, medicine, or simply want to better understand yourself and others. If you want a course that is people-focused, relevant, and connected to today’s world, then Level 2 Health is for you.

Curriculum Skills and Key Competencies

Thinking: Students will strengthen their critical and creative thinking by analysing health issues that affect individuals, communities, and society. They will evaluate influences on wellbeing, explore strategies for managing change, and develop metacognitive skills through reflecting on their own learning and decision-making processes.

Using Language, Symbols, and Texts: Students will interpret and communicate health information in a variety of ways, including reports, discussions, research tasks, and presentations. They will critically examine messages from media, cultural sources, and wider society, and learn to create clear and convincing texts that promote wellbeing and positive health outcomes.

Managing Self: Students will be encouraged to take ownership of their learning by managing long-term projects, setting goals, and meeting deadlines. They will practise resilience when tackling challenging topics or personal reflections, and develop time management and self-motivation skills that support both academic success and personal wellbeing.

Relating to Others: Students will collaborate in group discussions, peer feedback sessions, and class projects that explore interpersonal and societal health issues. They will learn to listen actively, respect diverse perspectives, and negotiate shared understandings, building skills for effective teamwork and positive relationships.

Participating and Contributing: Students will connect their learning to the wider world by examining real health issues in Aotearoa and globally, considering cultural, ethical, and societal viewpoints. They will contribute ideas, share solutions, and engage with health-enhancing strategies that can make a difference in their school, community, and beyond.

Careers and Pathways

Studying Health at this level builds strong skills in critical thinking, communication, problem-solving, collaboration, and understanding wellbeing — all of which are highly valued in many professions. Students who complete this course may go on to:

Pathways at Kaipara College:

• Level 3 Health (AS91505–91508)
• University Entrance subjects in Health Science, Education, Social Sciences, Psychology, Nursing, or Sport Science
• Tertiary pathways at universities, polytechnics, and wānanga into health and wellbeing-related qualifications

Health and Wellbeing Professions

• Nursing & Midwifery – applying knowledge of wellbeing, decision-making, and health promotion.
• Medicine & Allied Health (doctor, physiotherapist, occupational therapist, dietitian, speech-language therapist).
• Public Health – designing and evaluating health initiatives, understanding influences on wellbeing.
• Mental Health Support – counselling, psychology, social work, youth work.

Education and Community Services

• Teaching (Health, PE, Science, Social Sciences) – skills in relating to others, managing self, and contributing to community wellbeing.
• Community Development & Social Services – working with diverse groups to improve health outcomes.
• Māori and Pasifika Health Services – connecting cultural perspectives with wellbeing initiatives.

Sport, Fitness, and Recreation

• Sport Science, Exercise Physiology, and Personal Training – applying knowledge of factors influencing health.
• Recreation and Leisure Management – designing health-promoting programmes for communities.

Policy, Communication, and Advocacy

• Health Promotion & Policy – working with organisations like the Ministry of Health or NGOs to address social issues.
• Media and Communication – interpreting and creating health-related messages.
• NGOs & Advocacy Work – tackling societal health issues (e.g., mental health awareness, drug harm reduction, sexual health).

Even beyond health-specific careers, this course strengthens skills employers want everywhere including but not limited to:

• Research and critical analysis
• Collaboration and leadership
• Cultural awareness and inclusivity
• Problem-solving in real-world context 

NCEA Level 2 History (2HIS) 

In this course, you’ll dive into some of the most powerful forces that have shaped our world—revolution, human rights, communism, and colonialism. You’ll see how people have challenged authority, fought for justice, and changed history. You’ll also ask big questions about morality, power, and the choices people make in times of conflict.

During the course, you’ll research a revolution or protest movement which has altered the course of history in some way. Options include the French, American, Cuban or Russian revolutions, the NZ Suffragette Movement, NZ Springbok Tour protests, NZ Bastion Point Protest, Parihaka, Irish Easter Rising, Stonewall Riots, and the Soweto Uprising. 

You’ll also examine the Invasion of the Waikato, uncover the causes and consequences of the Vietnam War, and confront hard truths about events like the My Lai Massacre.

You won’t just learn about the past—you’ll think critically, weigh up different perspectives, and sharpen your skills in research, analysis, and argument. Expect to dive into debates, explore sources from the time, and create work that shows your own insights.

“History made me see the world differently—I loved debating big ideas and connecting the past to what’s happening today.” - Level 2 History student

Take History to understand the world, challenge ideas, and build skills that open doors to your future.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical thinking by analysing historical evidence, questioning the usefulness, reliability and strengths and limitations of sources, weighing up different perspectives on key events, and drawing their own conclusions as an historian about what happened, why it happened and the significance of historical events. Through reflecting on their own interpretations and judgements, students build metacognitive skills, becoming more aware of how they form conclusions and how their own perspectives shape their understanding of history. These skills not only deepen their learning in History but also strengthen their ability to think independently and thoughtfully about the world around them.

Using language, symbols, and texts: Students will interpret a wide range of historical texts, sources, and perspectives, including letters, speeches, photographs, propaganda, and film. They will learn to decode the language and symbols of different times and cultures, and evaluate how meaning is constructed. Students will also create their own forms of communication, from research folders and reports to presentations and essays, developing the ability to express complex ideas with clarity and impact.

Managing self: Students will learn to manage themselves through independent research projects, where they set goals, plan their approach, and work to deadlines. The course encourages resilience as students tackle challenging content, weigh up complex perspectives, and refine their ideas through feedback. By taking responsibility for their own learning and managing their time effectively, students build independence and confidence that will support them in future study and beyond.

Relating to others: Students will collaborate in group and class discussions, debates, and activities that require them to share ideas and listen to different viewpoints. They will practise negotiating meaning, respecting diverse perspectives, and working together to build stronger arguments. Through peer and teacher feedback students develop the ability to communicate effectively and contribute positively to collective learning.

Participating and contributing: Students will explore events and movements that have shaped both New Zealand and the wider world, encouraging them to connect the past to issues that still matter in society today. By examining protests, revolutions, and struggles for rights, students consider how people participate in communities and bring about change. They will reflect on their own role as active citizens in a global world.

Careers and Pathways

• Progresses to Level 3 History
• Supports achievement of University Entrance Literacy requirements
• Prepares students for tertiary study in Social Science related degrees or diplomas - e.g. a Bachelor of Arts degree in History
• Develops critical thinking and communication skills that open doors to future study and careers in law, politics, media, business, education and beyond

NCEA Level 2 Hospitality (2HOS)

This course provides excellent foundation skills for anyone interested in entering the Hospitality industry. Includes learning of relevant health and safety practices, important theory knowledge, and a variety of practical skills.

The standards offered in this course are industry standards provided by ServiceIQ. They are aligned with the industry qualifications for the professional Hospitality sector.

Leads on to L3 Hospitality and careers in the Hospitality industry such as food preparation and service.

NCEA Level 2 Mechanical Engineering (2AUT)

This course is for students who are interested in mechanical engineering. This course will teach you  how to operate fixed workshop machines and learn how to use a MIG welder and an Oxy/Acetylene gas plant.

Leads on to L3 Mechanical Engineering.

NCEA Level 2 Media Studies (2MED)

In this University-approved course, you’ll explore how the media shapes the way we see the world — and how you can shape the media in return. You’ll study a genre of film to learn to question the messages, analyse media texts, and understand the powerful role media plays in culture and everyday life.

Even better — you won’t just study media, you’ll make it. You'll plan and produce your own media project, such as a short film, podcast, magazine, or online campaign. You'll get hands-on experience with creative tools while developing skills in storytelling, design, production, and audience awareness.

"Media Studies at Level 2 was one of the most creative and practical subjects I’ve taken. I learned how to plan and produce real media projects, from writing a screenplay to filming and editing a short film. It wasn’t just about using cameras and software – we explored how stories are told in different genres and how media influences audiences.” - Kaipara College Student

Media Studies prepares you for careers in film, journalism, communications, digital marketing, game design, broadcasting, and content creation, and builds key skills for any future involving creative thinking, collaboration, and strong communication.

Curriculum Skills and Key Competencies

Thinking 

• Students develop critical and creative thinking by analysing how media texts are constructed to influence audiences. They examine issues such as representation, bias, power, and purpose, and use this understanding to question how the media reflects and shapes society.
• For example, students compare the portrayal of gender roles in a  film genre over time and evaluate the effect on audience perception.

Using Language, Symbols, and Texts

• Students interpret and create a range of visual, written, and digital texts, learning how to use language, design elements, and technology to communicate ideas. They explore the codes and conventions of a film genre. 
• For example, students storyboard, script, film, and edit their own short media product, using industry-style planning and terminology.

Managing Self

• Students learn to take responsibility for their own learning by planning and managing long-term creative projects, meeting deadlines, and responding to feedback. They build resilience by problem-solving through technical and creative challenges.
• For example, students manage all stages of a production project from initial pitch to final edit, including time and resource planning.

Relating to Others

• Collaboration is central to Media Studies. Students work in teams during production tasks, learning to communicate clearly, resolve conflict, share responsibilities, and support one another’s ideas.
• For example, students form production groups, take on assigned roles (e.g., director, editor), and work together to complete a short film or digital media campaign.

Participating and Contributing

• Students engage with real-world issues by creating media that responds to social, cultural, or community-based topics. This helps them understand how media connects to current events, public opinion, and civic engagement.

By the end of Level 2 Media Studies, students are not only more media-literate — they are confident communicators, critical thinkers, creative makers, and active participants in their world.

Careers and Pathways

Media Studies opens exciting pathways in our digital-first world. 

This course supports a wide range of career and further study opportunities by building the communication, analytical, and creative skills valued in both academic and vocational fields.

During their time at Kaipara College, students can use the skills developed in this course to:

• 7 University Entrance Literacy Writing credits are available.
• Build strong skills in written, visual, or media work for scholarship applications.
• Gain credits that contribute towards Vocational Pathways such as Creative Industries, Social & Community Services, and Service Industries.

Career Pathways & Further Education Opportunities:

• University study in fields such as Media Studies, Communications, Journalism, Education, Law, Marketing, or the Arts.
• Polytechnic diplomas in Digital Media, Graphic Design, Broadcasting, Event Management, Public Relations, or Creative Writing.
• Apprenticeships and Trades that benefit from strong communication and customer-service skills, such as Printing & Signwriting, Broadcasting Technician, or Tourism & Hospitality roles.
• Tertiary training in film production, or digital content creation.
• Workplace pathways including copywriting, social media management, advertising, retail management, or public-facing government roles.

Real-world applications:

• Producing and editing media content for community projects or businesses.
• Presenting and pitching ideas to employers or clients.
• Analysing and interpreting information to make decisions in business, community, or creative contexts.

By the end of the course, students will have gained a set of transferable skills—critical thinking, collaboration, digital literacy—that provide a foundation for success in both further study and the workplace.

NCEA Level 2 Painting (2PAI) 

Developing a knowledge of contemporary painting practice

Level 2 Painting students explore a wide range of painting and drawing methods that relate to contemporary Art Practices and to their own personal investigations. It is a course for students who have achieved  Level 1 Visual Arts and want to expand their painting skills and their thinking. Students are expected to work in new ways and undertake experimentation,engage in research and artist analysis to help further develop and regenerate their ideas.

The course involves learning about contemporary Painters and their ways of working, with an emphasis on building practical skills and combining this with high level thinking skills leading onto the making of strong compositional artworks.   

Curriculum Skills and Key Compentencies

In Visual Arts Painting Students will explore a range of Art and Artists and their ways of working. Students will develop, extend and regenerate a wide range of ideas and refine their fine painting skills. The course involves learning about contemporary painters and their ways of working, with an emphasis on developing a knowledge of and using media, conventions, application of paint and communication of ideas.

Thinking: 

• Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of an artist's way of working. 

Using language, symbols and texts: 

• Students will research, analyse and identify the meaning and intention in both artists and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.
• In Level 2 Painting students communicate their ideas using hand drawing skills and a high level of practical paint application skills.

Managing Self:

• Painters learn to be independent and self manage as they choose and work through their individual projects.
• Students will manage self by ensuring both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments.  They will work independently to explore their own subtheme, artists, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: 

• Students relate to others by exploring different cultural contexts and artistic styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.

Participating and contributing: 

• Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Through a Pedagogy of Guidance + Action + Experimentation - students who learn in the Arts Faculty will:

• Have opportunities to engage and experiment with a range of artistic expressions and genres in a safe supportive environment.  
• Develop a love of the arts as a form of self expression and a leisure activity that supports wellbeing.  
• Develop the skills and attitudes needed to gain access to further education and/or employment in the creative industries.
• Understand the role of the arts in the world as a tool for making diverse people/cultures visible and as a tool for social justice.  

Careers and Pathways

Visual Arts Painting develops fine art skill, visual thinking, idea development and compositional skills. 

Level 2 Painting leads on to Level 3 Painting and afterwards to pathways within the Creative Industries, Design and Visual Arts. Further study in Fine Arts, Design or Architecture will lead to rewarding career outcomes.

NCEA Level 2 PE Leadership (2PEL)

2PEL is packed with epic experiences! Take on Tree Adventures, tackle challenges at outdoor experiences with an overnight camp and battle it out in a Turbo Touch tournament. You’ll coach primary kids, lead sports and build leadership, teamwork, communication and responsibility. You will develop life skills you can use in the future at work and everyday life!

“I enjoyed getting to experience heaps of different sports and push myself in new ways. Every lesson brought exciting challenges, new games, different skills, and plenty of physical activities. It was such a cool chance to explore testing my limits and learn with friends." - Y12 PE Leadership Student

Curriculum Skills and Key Competencies

Students will develop awareness in outdoor environments, reflecting on their contribution to group performance and evaluating outcomes of events such as coaching at primary schools. They will also grow creative and strategic thinking by problem solving in team sports like Turbo Touch and adapting to unpredictable situations in outdoor challenges. Metacognitive thinking is fostered through reflecting on their actions, decisions and responsibilities and considering how these can be improved and applied in future contexts 

Students learn to interpret and communicate information in multiple contexts, contribute to a group, following safety instructions at Tree Adventures, or non verbal language in sport. They also practice expressing ideas clearly when coaching younger students, giving feedback or recording reflections, strengthening their ability to use language and symbols in sport, outdoor education and beyond.

Through outdoor activities and tournaments, students build responsibility, resilience and self discipline. They learn to prepare effectively, manage risk and persevere through challenges, developing confidence and initiative for future work and life situations.

Students develop empathy, respect and teamwork by coaching younger students, supporting peers in teams and considering group needs in outdoor challenges. They practice listening, collaborating and leading, which builds strong interpersonal and leadership skills.

Students learn to take an active role in tournaments, outdoor camps and leadership opportunities. By contributing fairly and responsibly, they see how their actions impact group success, building confidence to engage positively in wider communities.

Careers and Pathways

• Recreation leader / Sport development officer
• Outdoor adventure guide / Adventure tourism guide (diving, tramping, rock climbing)
• Environmental education / Conservation roles
• Tourism operations
• Teacher (PE/Health/Primary)
• Sport Coach / Referee / Trainer / Mentor / Sport Scientist (high performance)
• Event Management (sport/community events/ school sports co-ordinator)
• Defence Force / Emergency Services
• Youth Work / Community Development / Workplace leadership / Team-building industries

NCEA Level 2 PE Outdoor Education (2OED)

“ Being able to get out into places like Woohill forest to use and connect with the amazing environment we have around us, and not just within school grounds is key reason why I loved outdoor ed this year. “ - Yr 12 OED Student

“When I first started outdoor education, I wasn’t sure what to expect, but I decided to try everything. I pushed myself to give each activity a go, and along the way, I discovered new skills I didn’t know I had and even enjoyed things I had never tried before. It was a great experience that helped me step up in the outdoors. I believe that outdoor education is a great way to learn and explore the outdoors” - Yr 12 OED Student

“Outdoor Educations is all about being outdoors doing physical activities with minimal in-class time. This course is loads of fun and will get you out of your comfort zone. I recommend this subject to any wanting to push themselves and build self confidence. “ - Yr 12 OED Student

Step out of the classroom and into adventure! In this course, you’ll take on Mountain Biking, Climbing at Tree Adventures and an overnight hike where you’ll stay at a DOC Hut. You’ll also learn new skills and sports such as Disc Golf, Spike Ball as well as improving your physical fitness through a Running programme. Every challenge helps you build confidence, resilience, and teamwork while making the most of the great outdoors.

Outdoor Ed is more than just fun, it’s about discovering your strengths, growing as a leader, and learning skills you can use in life, study, and future careers. If you want a challenge, adventure, and experiences you’ll never forget, this course is for you. 

This course requires an application form filled out and returned to Mrs Connew and Mrs Enoka if you want to be considered for a place in this course. There are a few short questions asking you to express why you wish to participate in a course of study in Outdoor Education and what you hope to achieve from participating in this course of learning.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical and creative thinking by planning, problem-solving, and reflecting on outdoor challenges. From preparing for an overnight hike to navigating a mountain bike trail, they will learn to assess risks, make decisions under pressure, and evaluate their performance. These experiences encourage metacognitive skills, helping students understand how they learn and adapt in new environments.

Using Language, Symbols, and Texts: Outdoor Education requires students to interpret and communicate in multiple ways from reading maps, trail markers, and safety instructions, to sharing plans, strategies, and reflections with others. Students will use a mix of verbal communication, symbolic systems, and written or visual formats to both understand and present information effectively.

Managing Self: The course challenges students to take responsibility for their own preparation, gear, fitness, and safety. Activities such as climbing, hiking, and trail running demand resilience, self-motivation, and time management. Students will learn to set personal goals, manage setbacks, and grow their independence in a supportive but challenging environment.

Relating to Others: Collaboration is at the heart of Outdoor Education. Students will work closely in pairs and groups to plan, problem-solve, and achieve success together. They will practise negotiation, active listening, and supporting others, developing empathy and strong interpersonal skills through shared outdoor experiences.

Participating and Contributing: Outdoor Education connects students to the environment and wider community. Through group challenges, overnight expeditions, and adventure activities, they contribute positively to collective goals, develop a sense of responsibility for others, and deepen their understanding of kaitiakitanga (guardianship of the land). This builds a strong foundation for lifelong participation in outdoor recreation and community life.

Careers and Pathways

Further Study

• NCEA Level 3 Outdoor Education and Physical Education
• Gateway programmes in sport, recreation, or tourism
• Tertiary study in Sport and Exercise Science, Outdoor Recreation, Adventure Tourism, Environmental Studies, or Teaching

Careers

• Outdoor instructor (climbing, kayaking, mountain biking, etc.)
• Adventure and eco-tourism operator or guide
• Fitness trainer, coach, or physiotherapist
• Emergency services (police, defence, fire, paramedic)
• Education (PE or Outdoor Education teaching)
• Environmental management and conservation roles

Life Skills & Transferable Skills

• Leadership, teamwork, and communication skills valuable in any workplace
• Resilience, self-management, and problem-solving in challenging situations
• Understanding of health, safety, and risk management — crucial in many careers
• Appreciation of sustainability, kaitiakitanga, and the natural environment

NCEA Level 1 Performance Music (1MUS)

Performance Music is more than learning to play an instrument or sing — it is about developing the skills, knowledge, and confidence that will serve you well throughout life. At NCEA Levels 1 to 3, Performance Music combines the thrill of live performance with composition, analysis, and research, giving students a rich academic experience that values creativity as much as critical thinking. You will have the opportunity to perform as a soloist or in groups, compose original music, and deepen your understanding of how music shapes and reflects the world we live in. This balance between practical performance, creative output, and academic study enables every student to find their own pathway through music, while building strong foundations for further study or career opportunities.

Choosing Performance Music is also a personal growth opportunity. Students develop resilience, discipline, ownership, and self-expression through practice and performance, while collaborative work fosters teamwork, leadership, and empathy. Music connects directly with culture and society, helping you to explore your own identity while gaining insight into others. It is an academic subject recognised for its rigor and depth, contributing to university entrance requirements while standing out as evidence of creativity, innovation, and commitment. Whether your passion is to perform, compose, or simply to grow through music’s unique challenges and rewards, Performance Music offers an inspiring and relevant academic pathway for 2026 and beyond.

“Performance Music showed me that chasing your creative dream isn’t a risk.  It’s an opportunity to grow, perform, and turn passion into a pathway.” - Kaipara College Student

“Through Performance Music, I’ve learned discipline, resilience, and how to be more confident. All skills that I’ll take with me wherever I go.” - Kaipara College Student

Curriculum Skills and Competencies

Taking Performance Music at Kaipara College for NCEA Levels 1 to 3 is about much more than playing an instrument or singing. These courses are developed from the Key Competencies identified in the New Zealand Curriculum, the skills that prepare you for life, study, and work, no matter where your pathway leads.

Thinking: In Performance Music, you’re constantly solving problems and making creative choices. Deciding how to interpret a song, arranging a piece for your band, or improving your own performance all require imagination and critical thinking. These are the same skills you’ll use in future study or careers when you’re asked to think outside the box.

Using language, symbols, and texts: Music is a language in itself. You’ll read notation, use chords and rhythms, and work with digital tools like recording and editing software. You’ll also learn how music communicates meaning and emotion,  giving you a whole new way to understand and express ideas.

Managing self: Success in Performance Music means setting goals, practising regularly, and being ready to perform. You’ll learn discipline, focus, and resilience as you work towards assessments and live performances. These habits carry through to every subject and any challenge you take on in the future.

Relating to others: Music is about people. Whether you’re rehearsing with others, performing on stage, or creating in a group, you’ll practise listening, cooperating, and leading. You’ll also learn empathy by connecting with your audience and supporting your peers. These are the teamwork skills that every employer and community values.

Participating and contributing: Through performance opportunities at school and in the wider community, you’ll gain the confidence to share your music and contribute to something bigger than yourself. This builds a sense of belonging and shows you the real impact your skills can have on others.

NCEA Performance Music at Kaipara College gives you so much more than musical ability; it builds confidence, creativity, a sense of ownership, and adaptability, while growing the Key Competencies that shape lifelong learners and future leaders.

Pathways While at Kaipara College

• Performance Opportunities: School productions, kapa haka, bands, choir, Band Factory, community performances, and live gigs, building stage experience and confidence.
• Composition & Recording: Use of digital tools (e.g. DAWs such as LogicPro and Studio One, notation software) that can link to music production and technology pathways.
• Leadership: Mentoring younger musicians, leading ensembles, or supporting community events.

NCEA Requirements Supported

University Entrance (UE): 

• Music Achievement Standards at Levels 2 and 3 can contribute to UE Literacy (both Reading and Writing credits are available through standards like research, analysis, and portfolio work). 
• Music standards contribute credits towards the 60 Level 3 credits needed for UE.

Vocational Pathways: 

• Music contributes to the Creative Industries pathway, but also develops transferable skills useful in Service Industries, Social & Community Services, and Manufacturing & Technology.

Apprenticeships and Trades: 

• While not a “trade” subject itself, Performance Music develops key employability skills (teamwork, discipline, confidence, communication) that employers in trades value highly. There are some opportunities available in the technical, event management and recording divisions of the sector. 

Further Education Opportunities

Polytechnic Diplomas / Certificates

• Diploma in Audio Engineering & Music Production (e.g., SAE Institute, MAINZ, or Massey)
• Diploma in Contemporary Music (e.g,. Whitireia, Ara Music Arts)
• Certificate in DJ and Electronic Music Production
• Universities
• Bachelor of Music (BMus), performance, composition, musicology, or technology streams (Auckland, Otago, Victoria, Waikato).
• Bachelor of Arts (BA) with Music Major, combining music with other subjects.
• Music Therapy (Master’s level, often through Victoria University Wellington, with undergraduate music as a foundation).
• Bachelor of Commercial Music (Massey Wellington, performance, industry, or technology focus).

Career Pathways

• Music Industry Careers: Performer, composer, songwriter, producer, sound engineer, DJ, music therapist, conductor, session musician.
• Education & Community: Music teacher (primary/secondary), private tutor, early childhood music specialist, community arts facilitator.
• Creative Industries: Film scoring, game sound design, theatre production, events management, arts administration, cultural performance.
• Transferable Skills into Other Pathways: Communication-heavy roles (sales, hospitality, tourism, trades), leadership roles, and any career valuing confidence, collaboration, and creativity.

Real-World Applications

• Performing at school and community events builds confidence in public speaking and presentation.
• Recording and producing music develops digital literacy and media skills.
• Group work fosters collaboration, leadership, and conflict resolution.
• Creative projects (composition/arrangement) mirror problem-solving and design thinking used in business and technology fields.

NCEA Level 2 Performing Arts Technology (2PAT)

The Performing Arts Technology course teaches students the practical and managerial skills needed to plan, produce, and operate various events, from school performances and concerts to conferences and festivals. Students learn about technical aspects like stage management, lighting, sound, and costume, as well as management skills such as marketing, budgeting, logistics, and stakeholder evaluation. The goal is to develop professionals who can bring different types of events to life, from concept to successful execution.

PAT is a Unit Standards Course and offers practical knowledge in events and entertainment technologies.

Key competencies for PAT include technical skills in areas like lighting, sound, rigging, and scenic construction, alongside essential transferable skills like safe work practices, problem-solving, and communication with crew and clients. These competencies, often gained through specific qualifications like the NZ Certificate in Entertainment, Event and Screen Production Technology, prepare individuals for various roles within the industry, such as assistant technicians and stage management. 

Technical & Practical Competencies

These are the core skills needed to operate and manage event and entertainment technologies:

• Lighting: Designing, installing, and operating lighting systems for performances and events. 
• Sound: Setting up, running, and dismantling audio equipment for live events and recordings. 
• Rigging: Safely installing and operating equipment, such as lighting rigs and sound speakers, for events and performances. 
• Stage Management: Coordinating production processes to ensure smooth event execution, managing schedules, and assisting with documentation. 
• Scenic Construction: Building and modifying stage sets, props, and backdrops using various construction methods and digital tools. 
• Video/Camera Operations: Shooting and managing video for productions and events. 

Professional & Transferable Competencies

These skills are critical for success in the entertainment and events industry:

• Health and Safety: Adhering to industry safety standards, following codes of conduct, and implementing safe working practices. 
• Problem-Solving: Identifying and troubleshooting technical issues that arise during events or performances. 
• Communication: Effectively communicating with other crew members, departments, and stakeholders to meet project requirements. 
• Teamwork & Collaboration: Working effectively as part of a technical crew and with various departments to achieve event goals. 
• Professional Conduct: Maintaining professional etiquette, being reliable, and demonstrating good customer service. 
• Self-Management: Organising work, meeting deadlines, and managing personal responsibilities within the demanding environment of events and productions. 

Technical Skills:

• Set and prop construction 
• Stage management and operations 
• Lighting and sound design, rigging, and programming 
• Costume design and creation 
• Makeup design and application 
• Video production 

Management Skills:

• Event planning, coordination, and project management 
• Marketing and promotion for events and artists 
• Budgeting and financial management 
• Logistics, including staffing, volunteers, and venue selection 
• Contract creation and stakeholder evaluation 
• Risk management and resource coordination 

Soft Skills:

• Communication and interpretation 
• Teamwork and collaboration 
• Problem-solving and creative thinking 
• Organizational and people management skills 

Types of Events Covered: 

• Performances (theatre, music)
• Concerts
• Social and cultural events
• Sports and leisure activities
• Assemblies and formal events

Careers and Pathways

Graduates can work in a variety of operational and supervisory roles within the entertainment and events industry, including event management, stage management, technical production, and marketing. Students who study PAT can look to take apprenticeships in theatres around New Zealand and continue on the PAT course into Level 4. Students can also look at university degrees in similar subjects.

NCEA Level 2 Photography (2PHO)

Journey and Transformation - an introduction to contemporary photography practice

Level 2 Photography is a camera-based Visual Arts course designed for students to deepen their skills in digital photography as a form of artistic expression. The overarching theme for Level 2 Photography is Journey and Transformation, where students will explore still life, architecture and landscape photography. This course focuses on developing technical abilities with Digital SLR cameras, studio lighting, and editing softwear from the Adobe Creative Suite, including; Lightroom, Photoshop, and InDesign. Students research established photographic practices to inspire the planning and execution of photoshoots that experiment with composition, lighting, and viewpoint. Throughout the course, students document their creative process by refining, editing, and sequencing images to communicate clear and considered ideas as cohesive series of work. Their visual diaries support assessment for internal standards and complement practical investigations for the external folio. This course leads to Level 3 Photography and compliments many pathways within the Creative Industries and Fine Arts.

Curriculum Skills and Key Competencies

Thinking: 

• Students extend their critical and creative thinking by investigating the processes, conventions, and practices of established photographers. They evaluate how these influence meaning and intention in photographic work and apply this understanding to refine, extend, and regenerate their own practice. Through this, students develop transferable skills such as problem-solving, conceptual thinking, visual literacy, and adaptability across different contexts.

Using language, symbols and texts: 

• Students research and interpret the meaning and intention behind the work of established photographers and their own photographic projects. They develop visual literacy to express complex ideas and communicate meaning effectively through images. Throughout their creative process, students independently reflect on and evaluate their artistic decisions, refining their work to strengthen both concept and technical execution. These skills enhance critical thinking, visual communication, and effective self-expression.

Managing Self: 

• Students build self-management skills by planning and completing photoshoots, workbook tasks, and portfolio submissions within set checkpoints and deadlines. They demonstrate resilience by overcoming creative challenges and adapting their approaches when needed. Students take initiative by researching sophisticated themes, photographers, and techniques, actively seeking and responding to feedback to deepen the meaning and quality of their photographic work.

Relating to others: 

• Students are encouraged to explore diverse cultural contexts, identities, and perspectives, considering how photography can challenge social norms and promote social justice. They develop an understanding of visual arts as a tool for cultural dialogue and social commentary. Through collaborative critique and contextual research, students learn to engage thoughtfully and respectfully with others in the arts community, gaining insight into how their artistic choices affect different audiences and communities.

Participating and contributing:

• Students engage in analysis and constructive feedback, learning to give and receive responses respectfully and supportively. They articulate reflections on diverse perspectives that enrich their own and their peers’ photographic practice. This fosters a collaborative community where ideas are shared and refined, preparing students to participate meaningfully in professional conversations.

Careers and Pathways

Year 12 Photography leads onto the Level 3 specialist Visual Arts Courses: Design, Photography, Painting and Printmaking, which are all UE approved subjects.

This subject is suited for students interested in careers or industries such as:

• Photographer or Film maker: media and television industry
• Communications: Advertising, Content creation, journalism
• Film or Television Back of house Design; Costume, stage and set, lighting, sound, fashion, makeup
• Designer: Graphic designer, animation, digital designer (web & other media), product designer, illustrator, computer gaming, CGI
• Interior or Architectural Design: Exterior, Spatial, Interior design
• Primary, Secondary or Tertiary Teaching
• Curator / Exhibition manager / Events coordinator / Arts business manager / Arts leader

NCEA Level 2 Physical Education Academic (2PEA)

Level 2 Physical Education is an exciting mix of classroom learning and real-world experiences that challenge both body and mind. You’ll study anatomy and biomechanics, exploring how the body moves and apply this knowledge to improve technique and performance. You’ll also design and complete a training programme, using scientific principles to push your own physical development.

A highlight of the year is our outdoor education camp in Waipū, where you’ll experience caving, abseiling, and surfing. These adventures develop resilience and teamwork while providing opportunities to demonstrate and grow your leadership skills.

Practical performance is central to the course. You’ll be assessed in a range of contexts focusing on skill execution & training application.

By the end of the year, you’ll not only have enhanced your physical abilities, but also built confidence, leadership, and teamwork.

Curriculum Skills and Key Competencies

Thinking: Students develop critical and creative thinking through analysing biomechanics and anatomy to understand how the body moves. For example, they evaluate movement patterns in their chosen sport, apply biomechanical principles, and design evidence-based training programmes. Reflection on personal performance also builds metacognitive awareness—learning how they learn, train, and lead.

Using Language, Symbols, and Texts: In both theory and practice, students interpret and communicate ideas using scientific concepts (e.g., energy systems, training principles) and movement notation. This competency supports clarity in reporting, coaching, and presenting findings, useful across academic and workplace settings.

Managing Self: Completing a personal training programme requires goal-setting, planning, and resilience. The Waipū camp and practical assessments demand self-management in challenging, unfamiliar environments, building confidence and adaptability—skills transferable to study, work, and life.

Relating to Others: Team-based outdoor pursuits like caving, abseiling, and surfing require empathy, trust, and collaboration. Students learn to support peers under pressure, communicate effectively, and respect diverse abilities and perspectives.

Participating and Contributing: Leadership roles—whether guiding a group during abseiling or organising practice sessions—give students opportunities to contribute positively to group success and the wider class culture. These experiences mirror community and workplace leadership demands.

Careers and Pathways

While at Kaipara College

• Pathway to Level 3 Physical Education - builds on anatomy, biomechanics, leadership, and practical performance, with opportunities to gain University Entrance Literacy credits.
• Sport Leadership / Coaching roles– through school sport, camps, and junior mentoring, students can step into leadership positions, supporting their CVs and scholarship applications.
• Outdoor Education & Adventure Programmes– skills in caving, abseiling, surfing, and camp-based leadership provide a foundation for senior outdoor education experiences.

Career Pathways

• Teaching (PE, Health, Outdoor Ed)
• Sports Coaching & Development
• Physiotherapy & Rehabilitation
• Personal Training & Fitness Instructing
• Adventure & Outdoor Tourism (caving, surf instruction, guiding)
• Police, Defence Forces, and Fire & Emergency (where physical fitness and leadership are core)

NCEA Level 2 Physics (2PHY)

Mechanics is the fundamental concept underpinning all physics understanding.  Physics seeks to understand nature at its most fundamental level. Physicists – and students studying physics – attempt to discover and apply the general laws that govern force and motion, matter and energy, and space and time. Mechanics is fundamental to a range of professional and exciting careers including engineering, astrophysics and geophysics. Physics students should develop sufficient scientific awareness and skills to be able to engage with these areas and nurture further interest in them.

"I enjoyed knowing that there is only one answer and that it never changes, along with that the laws of physics are constant." - Year 12 Physics Student 

"I like the problem solving aspect of physics where I get to use my brain to navigate complicated questions that have many layers. I also find that I can use some of the knowledge I have found and identify it in everyday life to understand why things act the way they do." - Year 12 Physics Student 

"I enjoy the problem solving side of it mainly in mechanics, I like being able to use a bit of common sense rather than very complicated thinking." - Year 12 Physics Student 

"I enjoyed being able to relate what we learnt to things that happen in our lives daily." - Year 12 Physics Student 

"I enjoyed the math and history aspects. I would only request more terminology and definitions." - Year 12 Physics Student

Skills taught:

• Research skills - Finding and evaluating information and apply physics concepts to a real-world example
• Communication skills using language, symbols and text - Write comprehensive statements that demonstrate understanding of connections between mechanical physics concepts
• Managing self - Safely plan and carry out practical investigations to demonstrate physical phenomena
• Participating and contributing - Carry out practical activities in groups
• Relating to others - apply physics concepts to a real-world example
• Mathematical skills -  Complete 2+ - step mathematical calculations

Key Competencies

Thinking: Students develop critical thinking by analysing experimental results for accuracy, evaluating evidence, and identifying patterns in data. They are encouraged to question assumptions, consider alternative explanations, and make predictions based on scientific reasoning. Creative thinking is fostered through designing and adapting experiments, modelling real-world situations, and applying physical principles to unfamiliar contexts such as sustainability challenges or emerging technologies. Metacognitive skills are built as students reflect on their problem-solving strategies, monitor their progress, and make adjustments to improve outcomes.

Using Language, Symbols, and Texts: Students learn to interpret a variety of scientific representations, including graphs, equations, diagrams, and technical reports. They develop the ability to translate between everyday language, symbolic notation, and visual forms, ensuring clarity and precision in communication. This includes writing formal lab reports, explaining concepts verbally to peers, and using the correct physics vocabulary, units, and conventions. The course also strengthens data literacy by teaching students to extract meaning from numerical and graphical information and to present findings in a logical, well-structured way.

Managing Self: Students manage themselves by planning and conducting independent and group investigations, meeting deadlines for practical and written assessments, and maintaining consistent engagement with learning tasks. They are encouraged to develop resilience by persisting with complex, multi-step problems and learning from mistakes. Time management is reinforced through long-term projects that require students to set goals, monitor their progress, and adapt their work plan as needed. These habits of self-discipline, perseverance, and responsibility are directly transferable to future academic, vocational, and personal contexts.

Relating to Others: Aligned with the NZC Key Competency of Relating to Others, Level 2 Physics requires students to work effectively in groups during both practical and theoretical tasks. In investigations, students negotiate roles, share ideas, and collaborate to design and carry out experiments. They practise active listening, value diverse perspectives, and provide constructive feedback to peers. These skills connect directly to the Level 7 Physics achievement objectives, which include working with others to design investigations, interpret evidence, and develop explanations.

Participating and Contributing: This course also fosters the Key Competency of Participating and Contributing by linking physics learning to local and global contexts. Students investigate real-world applications such as renewable energy, sustainable transport, and medical technologies, considering their societal and environmental impacts. Opportunities to connect with local industries, science outreach activities, or community initiatives encourage students to apply their knowledge beyond the classroom. These experiences align with the Level 7 Physics objectives of applying physics ideas in familiar and unfamiliar situations, while also building students’ awareness of science as a tool for responsible, informed participation in society.

By integrating these competencies into the teaching and learning programme, the course prepares students not only for success in Level 2 Physics but also for active, informed participation in a range of real-world settings.

Careers and Pathways

• University Entrance Literacy: Completing Level 2 Physics supports NCEA UE Literacy requirements by developing academic reading, writing, and interpretation skills through lab reports, scientific explanations, and analysis of data. It provides a strong foundation for Level 3 Physics and related university subjects such as Engineering, Science, Environmental Studies, or Health Sciences.
• Trades or Apprenticeships: The problem-solving, measurement, and analytical skills gained in Physics are directly applicable to trades and apprenticeships, including electrical, mechanical, automotive, and construction pathways. Students can link practical investigations at Kaipara College to hands-on workshop or work experience opportunities.
• Tertiary Study: Level 2 Physics prepares students for polytechnic and university-level study in Science, Engineering, Technology, and related STEM fields by building understanding of fundamental principles, scientific methods, and independent learning habits.
• Polytechnic Diplomas: Students considering diplomas in engineering, electronics, applied science, or renewable energy fields gain relevant knowledge and numeracy skills through NCEA Level 2 Physics internal and external assessments.
• Real-World Applications: Physics encourages understanding of real-world contexts, including renewable energy systems, transportation, medical technologies, and electronics, helping students make connections between theoretical concepts and practical problem-solving.
• Kaipara College Pathways: Students can integrate Physics learning with other subjects such as Mathematics, Digital Technologies, and Technology courses to build interdisciplinary skills. Participation in science clubs, competitions, and local industry projects provides hands-on experience and career exploration.

NCEA Level 2 Printmaking (2PRINT)

Developing a knowledge of contemporary Printmaking  practice

Level 2 Printmaking is a mix of hand and digital based Visual Arts Printmaking. It is a course for students who have achieved  Level 1 Visual Arts and want to expand their skills into a course with an emphasis on learning skills to plan and execute various forms of Printmaking. The course involves learning about contemporary Printmaking and Printmakers and their ways of working, with an emphasis on understanding and using various printmaking techniques for effective communication.

Curriculum Skills and Key Competencies

In Visual Arts Printmaking Students will explore a range of Art and Artists and their ways of working. Students will develop, extend and regenerate a wide range of ideas and techniques and will develop their printmaking skills. The course involves learning about contemporary Printmaking and Printmakers and their ways of working, with an emphasis on understanding and using various printmaking techniques for effective communication of ideas. 

Thinking: 

• Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of artists way of working.

Using language, symbols and texts: 

• In L2 Printmaking students communicate their ideas using hand drawing skills and a high level of practical plate making, ink application and printing skills.
• Students will research, analyse and identify the meaning and intention in both artists and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.

Managing Self:

• Printmakers learn to be independent and self manage as they choose and work through their individual projects.
• Students will manage self by ensuing both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments.  They will work independently to explore their own subtheme, artists, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: 

• Students relate to others by exploring different cultural contexts and artistic styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.
• At times Printmakers will share their ideas and ways of working, their progress and practice with others during class critique sessions. 

Participating and contributing: 

• Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Through a Pedagogy of Guidance + Action + Experimentation - students who learn in the Arts Faculty will:

• Have opportunities to engage and experiment with a range of artistic expressions and genres in a safe supportive environment.  
• Develop a love of the arts as a form of self expression and a leisure activity that supports wellbeing.  
• Develop the skills and attitudes needed to gain access to further education and/or employment in the creative industries.
• Understand the role of the arts in the world as a tool for making diverse people/cultures visible and as a tool for social justice.

Careers and Pathways

Visual Arts Printmaking develops fine art skill, visual thinking, idea development and compositional skills. 

Level 2 Printmaking leads on to Level 3 Printmaking and afterwards to pathways within the Creative Industries, Design and Visual Arts. Further study in Fine Arts, Design or Architecture will lead to rewarding career outcomes.

NCEA Level 2 Puāwai (2PUAWAI)

Need more time or support with your learning? Pūawai is a practical course designed to build confidence in reading, writing, and problem-solving. You’ll work on real-world tasks like budgeting, creating a CV, and exploring how you learn best. The course combines Unit Standards focused on everyday skills with Achievement Standards from across the curriculum, that emphasises literacy and numeracy skills. 

“I liked that I could work at my pace instead of feeling rushed.” - Year 12 Puāwai Student

“It was good having time to finish work for my other classes — and someone there if I got stuck.” - Year 11 Puāwai Student

You’ll develop essential skills for both academic success and life beyond school through:

• Learning in a supportive, practical environment
• Developing literacy and numeracy through real-life contexts
• Building skills for work, further study, and everyday life
• Growing confidence in your learning style and core subjects

This course is ideal if you learn best in a supportive environment and want to keep your future options open while building strong foundations.

"Learn your way, achieve your goals."

This course is by application only.

Curriculum Skills and Key Competencies

Pūawai is a supportive, individualised programme where you work at your own pace, set goals, and track your progress. You’ll get help with your other subjects and assessments, with regular check-ins to plan your next steps and keep everything on track.

Thinking: You’ll learn how you think and what helps you succeed. By setting goals, solving real-life problems, and reflecting on what works best for you, you’ll become more confident at making decisions inside and outside school.

Using language, symbols, and texts: You’ll build skills with words, numbers, and digital tools in ways that make sense to you. Whether it’s understanding phone plans, tracking your spending, or writing a plan for an assignment, you’ll learn to read and create information that matters.

Managing self: You’ll work at your own pace, learn to plan ahead, and stay organised. Regular check-ins will help you stay on top of deadlines and bounce back when things don’t go to plan.

Relating to others: You’ll collaborate with classmates and teachers to share ideas, give feedback, and support each other’s learning. Because Pūawai connects with your other subjects, you’ll also build good communication with different teachers.

Participating and contributing: You’ll use what you learn to help in real ways—whether that’s contributing to school projects, supporting classmates, or exploring what local employers and training providers look for. Your skills will connect to your whānau, school, and community.

Careers and Pathways

Pūawai helps you plan what comes next. You’ll have one-on-one conversations about your goals and interests. Together we’ll make a plan to meet with the school’s career advisor, and get support linking you with training providers or other agencies if you need it. Some of the Unit Standards we’ll work on are designed to help you explore different jobs and courses, understand what employers and tertiary providers look for, and work out the costs, time commitments, and steps involved. Pūawai will help you plan your courses the following year and ensure you have a plan to meet your NCEA goals.

NCEA Level 2 Statistics (2STAT) 

Have you ever wondered, “Why does that happen?” or “What are the chances of that?” Level 2 Statistics helps you answer those questions using real data and practical tools. This course is about exploring the world around you — from trends in sport and health to social issues and business — by collecting, analysing, and interpreting data to find meaning and patterns.

You will:

• Work with real-world data on topics that interest you.
• Design and carry out your own surveys and investigations.
• Use digital tools and software to visualise and analyse information.
• Explore probability, risk, and chance in everyday contexts.
• Develop critical thinking skills to evaluate data in the media and research.

Statistics matters because it helps you make informed decisions, back up ideas with evidence, and understand uncertainty. Whether you're interested in psychology, science, economics, or just want to understand the world better, Statistics gives you a strong foundation for further study and a wide range of careers. It's a subject for curious minds, problem-solvers, and future decision-makers.

"Level 2 Statistics helped me understand the world better by showing how data shapes everything around us.” – Year 12 Statistics Student

“I enjoyed discovering the stories behind the numbers and using stats to make real-life decisions.” – Year 12 Statistics Student

Curriculum Skills and Key Competencies

Thinking: Students develop critical thinking by analysing data, questioning assumptions, and evaluating the validity and reliability of statistical information. Creative thinking is encouraged as students design investigations, develop innovative methods for data collection, and create clear, insightful presentations of their findings. Through reflection on their choices and methods, students build metacognitive skills, understanding how different approaches affect outcomes. This combination strengthens problem-solving abilities and supports confident, evidence-based decision-making, aligned with the NZ Curriculum’s emphasis on critical and creative thinking.

Using language, symbols and texts: Students learn to interpret and create a variety of statistical texts, including graphs, charts, tables, and written reports. They develop skills to translate complex data into clear, meaningful visual representations and communicate findings accurately using appropriate statistical language and symbols. By analysing statistical texts from real-world sources, students deepen their understanding of how information is presented and critically evaluate its clarity and reliability. These skills enhance their ability to communicate evidence effectively, supporting NZC goals around literacy, numeracy, and the use of language to understand and convey ideas confidently.

Managing Self: Students develop independence by planning and conducting their own investigations, managing multiple tasks and deadlines throughout the course. They build resilience as they encounter challenges in data collection and analysis, learning to adapt and refine their approaches. Time management skills are strengthened through setting goals, prioritising work, and meeting project milestones. This encourages self-motivation and accountability, empowering students to take ownership of their learning. These capabilities align with the NZ Curriculum’s focus on self-management, helping students prepare for future study and work environments where independent, organised, and persistent approaches are essential.

Relating to others: Students develop collaboration skills by working in groups to design investigations, collect data, and present findings. They practice effective communication, negotiation, and active listening to share ideas and solve problems collectively. Peer feedback and group discussions encourage respect for diverse perspectives and build teamwork abilities. These experiences help students develop empathy and cooperation, essential for successful interpersonal relationships. This aligns with the NZ Curriculum’s emphasis on participating and contributing, preparing students to engage confidently and respectfully in varied social and professional contexts.

Participating and Contributing: Students connect their learning to real-world issues by investigating topics relevant to ther community and society, such as health, environment, or social trends. They co-create projects that address these challenges, using data to inform meaningful conclusions and potential solutions. Through presentations and discussions, students contribute their insights to class and wider audiences, fostering a sense of social responsibility. This active engagement aligns with the NZ Curriculum’s focus on participation and contribution, encouraging students to become informed, responsible citizens who use evidence to make positive impacts locally and globally.

Careers and Pathways

• Supports University Entrance (UE) Literacy requirements by developing critical thinking and communication skills essential for tertiary study.
• Provides a strong foundation for university degrees in Psychology, Economics, Health Sciences, Business, Engineering, and Environmental Science.
• Prepares students for polytechnic diplomas in Data Analytics, Information Technology, and Applied Science.
• Enhances skills valuable for trades and apprenticeships involving measurement, quality control, and risk assessment (e.g., Construction, Manufacturing, Engineering).
• Equips students with data literacy for careers in business, marketing, social research, and public health.
• Builds transferable skills for lifelong learning, problem-solving, and evidence-based decision-making across many vocational and professional pathways.

NCEA Level 2 Te Ao Māori (2TAM)

This course is for any student who is interested in Māori cultural practices and knowledge. The course work combines a mix of practical activities as well as research and written tasks. There are no prerequisites for this course. 

This course will require students to participate and contribute, manage self and use language, symbols and text to complete the standards.

This is a unit standard course and does not lead to a University Entrance approved subject at Level 3 . 

NCEA Level 2 Te Reo Māori (2TRM) 

Level 2 Te Reo Māori is an intermediate-level course designed to deepen your understanding and proficiency in the Māori language. Building upon the foundational knowledge gained in Level 1, this course aims to enhance your ability to communicate effectively in various everyday situations and expand your knowledge of Māori culture and customs.

Language Proficiency:

• Expand vocabulary to discuss a broader range of topics and concepts.

Listening Skills:

• Listen actively and comprehend main ideas and details in spoken Māori conversations.

Reading and Writing:

• Read and comprehend longer texts, such as stories, articles, and cultural materials.- 

Cultural Awareness:

• Demonstrate understanding and appreciation of Māori cultural values, customs, and traditions.

Cultural Protocol:

• Apply appropriate greetings and introductions in Māori, showing respect for cultural protocols.

Cultural Responsiveness:

•  Demonstrate sensitivity and respect towards Māori culture and language in various settings.

This course is for any student who is interested in the Māori language, cultural practices and knowledge. The course work combines a mix of practical activities as well as research and written tasks. Students must have taken Level 1 Te Reo Māori.  Any other candidate who wishes to join will be screen tested.

This course will require students to participate and contribute, manage self and use language, symbols and text to complete the standards. 

NCEA Level 2 Tourism (2TOU) 

This course offers 18-21 Level 2 vocationally based unit standard credits in Tourism. It is especially suitable for students who are interested in working with people and is NOT a university approved course.

This course compliments other subjects including hospitality,  geography and business studies. It also provides skills and knowledge for various industries such as retail, customer service roles, banking , administration and hospitality.

This course is an introduction to the travel and tourism industry: 

• This course will introduce students to the process of tourism and tourism terminology.
• Students will investigate the history of tourism, globally and nationally.
• This course will also introduce students to the destination knowledge required in the industry. 
•  Students will learn to identify various work-roles in the tourism and travel industry and their related personal and professional requirements.
• The course will enable students to apply the skills and knowledge to the travel and tourism industry in its widest context and/or further study or training for the industry.
• Students will gain an overview of travel and tourism in New Zealand.

Note:

1. Tourism has been a significant industry in New Zealand and worldwide and directly employed 8% of the total New Zealand workforce. Although this has changed the main skills and attributes required in the workplace have not so this course will give you the opportunity to explore job opportunities within various industries.  In 2022 Airlines, Hospitality and the Travel and Tourism Industries are actively trying to recruit staff back into the industry.
2. The New Zealand tourism industry is diverse and is made up of five main sectors. These sectors, that include  transportation, accommodation, sales and activities, attractions and events, provide a vast range of work opportunities.
3. The Tourism skills and knowledge that you gain in this course can be transferred to many other industries and jobs.  
4.  In 2022 Airlines, Hospitality and the Travel and Tourism Industries are actively trying to recruit staff back into the industry.

This course is for students who will be completing study time in the Faculty of Special Education.

This course is for students who will be completing study time in the Faculty of Special Education.

Kōtui Ako - Virtual Learning Network Aotearoa New Zealand

If you are interested in taking a subject that we do not currently offer at Kaipara College or if you are already taking a subject through Kōtui Ako (Virtual Learning Network Aotearoa New Zealand) and you wish to continue with the subject in 2026, please select this option. 

Taking an online learning course with a teacher online from another school comes with its own set of challenges when navigating a regular school timetable of classes too. As such, entry into this option requires approval from Mr Coleman (Deputy Principal). Students must be able to self-study, lead their own learning, and have a proven track record of this prior to applying. During the course online, students meet with their e-teacher once a week for an online lesson and maintain regular communication with their e-teacher and Kaipara College's e-Dean to ensure they are keeping on top of their studies.

In the required notes section, please enter the subject and level of the subject for 2026 that you would like to select. Please note, you MUST have approval to complete this course through Mr Coleman. Students who have taken this option in the past have studied subjects such as French, German, Spanish, Chinese, Japanese, Psychology, Economics, Classical Studies, Accounting, Digital Technology, Geography and other subjects. 

Please see Mr Coleman if you have any further questions about Kōtui Ako Virtual Learning Network Aotearoa courses.

NCEA L1 Agriculture & Horticulture

Discover the foundation of one of New Zealand’s fastest-growing industries! Level 1 Horticulture offers hands-on learning that connects you to the land, teaching essential skills in plant care, soil science, propagation, and sustainable growing practices. Whether you're aiming for a career in agriculture, landscaping, or food production—or just love working outdoors—this course gives you the practical knowledge and confidence to grow your future.

Get started with real tools, real experience, and real opportunities in a field that feeds the world. No prior experience needed—just a passion for plants and a willingness to learn!

A Science course at Level 1 is compulsory for all students at Kaipara College. Students who want to select L1 Agriculture & Horticulture to fulfil their compulsory Science component instead of L1 Science must email Mr Coleman to manually enter on SchoolPoint at [email protected] 

Curriculum Skills and Key Competencies

Thinking: Horticulture/agriculture encourages critical and creative thinking. Students solve real-world problems (e.g. how to improve soil health), make decisions based on observations, and apply scientific knowledge practically. E.g. Investigating why a plant is wilting leads students to consider water levels, soil quality, or disease.

Using language, symbols and text: Students engage with technical vocabulary, measurement tools, charts (like pH levels), and written instructions. This competency grows as they read and interpret horticultural information and record their own observations.  E.g. Recording data on plant growth in a table, or reading labels on fertilizer packaging.

Managing Self: Horticulture involves planning tasks, working independently, meeting deadlines (e.g. planting times), and caring for living things over time. Students learn responsibility, perseverance, and how to manage their time and resources effectively.  E.g. A student managing their own garden plot must monitor plant growth, water regularly, and respond to problems like pests or weather changes.

Relating to others: Horticulture often requires teamwork—whether in group planting projects or maintaining shared gardens. Students must communicate clearly, listen to others, and work cooperatively.  E.g. Students working in pairs to build a compost bin learn to negotiate tasks and share responsibilities.

Participating and Contributing: Horticulture involves planning tasks, working independently, meeting deadlines (e.g. planting times), and caring for living things over time. Students learn responsibility, perseverance, and how to manage their time and resources effectively.  E.g. A student managing their own garden plot must monitor plant growth, water regularly, and respond to problems like pests or weather changes.

Careers and Pathways

Entry-Level Jobs (Post-School or Apprenticeship)

• Horticulture Worker – Planting, pruning, harvesting in orchards, vineyards, nurseries.
• Farm Assistant – Supporting livestock or crop farming operations.
• Greenhouse Assistant – Helping grow and maintain plants in controlled environments.
• Landscaping Labourer – Assisting with outdoor space maintenance and construction.
• Nursery Worker – Growing and selling plants, seedlings, and trees.

With Further Study (Level 2/3+ or Tertiary Education)

• Horticulturist – Expert in plant cultivation and care.
• Agronomist – Advises farmers on soil, crops, and sustainable practices.
• Viticulturist – Specialises in growing grapes for wine production.
• Farm Manager – Oversees daily operations of a farm or station.
• Agricultural Technician – Conducts field trials, tests, and research.
• Landscape Designer – Plans and designs functional, beautiful outdoor spaces.

Emerging and Tech-Based Roles

• Precision Agriculture Technician – Uses drones, sensors, and data to improve farming.
• Environmental Consultant – Advises on sustainable land use and resource protection.
• Biosecurity Officer – Protects NZ’s primary industries from pests and disease.

Trade and Business Opportunities

• Contract Grower – Runs their own small farming or horticulture operation.
• Agricultural Machinery Operator – Specialises in tractors, harvesters, drones, etc.
• Rural Business Owner – Market gardening, beekeeping, flower production, and more.

Pathways into Science and Research

• Plant Scientist / Botanist
• Soil Scientist
• Entomologist – Studies beneficial and harmful insects in agriculture.

Why it matters: New Zealand’s agriculture and horticulture sectors need skilled, passionate people to lead sustainable food production, protect the environment, and innovate for the future. Starting at Level 1, students build foundational knowledge and hands-on experience that can lead to high-demand, rewarding careers.

NCEA Level 1 Commerce (1COM)

In this course, you’ll step into the world of business and bring your own ideas to life. You’ll learn how businesses work, how to make smart financial decisions, and how to understand the bigger picture of our economy. Working individually or in small groups, you’ll plan, create, and sell a real product at the school market — gaining hands-on experience in marketing, budgeting, and problem-solving.

We’ll cover how to identify opportunities, set the right price, and understand the effects that businesses, households, and the government have on each other. You’ll develop skills in analysing information, making decisions, and working as part of a team — skills that employers and future courses value highly.

Whether you’re interested in starting your own business, working in finance, marketing, or management, or just want to understand how the world of commerce shapes everyday life, this course will give you the tools and confidence to succeed.

By the end of the year, you won’t just have studied business — you’ll have run one.

Curriculum Skills and Key Competencies

This course develops all five Key Competencies outlined in the New Zealand Curriculum, preparing students for both further study and the workplace.

Thinking: Students develop critical and creative thinking as they explore how businesses operate and make decisions. For AS92029, they evaluate pricing options using break-even calculations, weighing up risks and potential returns. For AS92030, they consider direct and flow-on effects of economic events, applying logical reasoning to identify connections between households, businesses, and government. Through AS92028, students research and interpret market information, then decide on product features that will appeal to their target audience. This involves questioning assumptions, generating alternatives, and reflecting on feedback to improve outcomes. These thinking skills are essential in both business and everyday problem-solving contexts.

Using Language, Symbols, and Texts: Students interpret and communicate information using a range of formats, including graphs, tables, marketing materials, and formal written reports. For AS92029, they use financial statements and pricing models to justify decisions. For AS92028, they create clear and persuasive marketing messages to connect with customers, applying economic and business terminology accurately. In AS92030, they explain relationships within the circular flow model, using diagrams to illustrate how money, goods, and services move between sectors. This competency develops the ability to read, write, and present business concepts in a way that is meaningful to different audiences, a skill valued in all career paths.

Managing Self: Students take responsibility for their own learning and project deadlines, particularly when producing and selling their product for AS92028. They plan production schedules, monitor budgets, and adjust when faced with challenges. For AS92029, they work independently to prepare evidence-based recommendations for pricing strategies. In AS92030, they organise research into local and national economic interactions, ensuring their work is complete, accurate and memorised for their exam. This competency ensures students can work independently towards clear goals.

Relating to Others: Students practise teamwork, active listening, and negotiation while developing and selling their market product for AS92028. They collaborate to divide tasks, resolve differences, and use each team member’s strengths. In AS92029, students may consult with teachers, peers, or community members to gather pricing feedback, building interpersonal communication skills. For AS92030, they discuss real-world economic situations, listening to others’ perspectives before forming conclusions. Through this, they learn to adapt their communication style depending on the audience and context, a vital skill for both professional and personal settings. The ability to work well with others underpins success in almost every career field.

Participating and Contributing: Students engage actively with the school and wider community by selling their products at the market for AS92028, gaining first-hand experience of customer interaction and community engagement. In AS92029, they consider how pricing affects not only their own business but also customers and other market participants. For AS92030, they explore the role of businesses, households, and government in sustaining the economy, and how their own activities contribute to that system. This competency helps students see themselves as active contributors in society, making informed decisions that have real-world impacts, and fostering a sense of responsibility beyond the classroom.

Transferable skills include teamwork, problem-solving, customer service, numeracy in real contexts, time management, and the confidence to take an idea from concept to reality. These skills are valuable for any career path, not just business.

Careers and Pathways

• Progresses to Year 12 and Year 13 Business Studies at Kaipara College.
• Supports achievement of NCEA Level 1 credits (AS92028, AS92029, AS92030) and builds skills towards University Entrance Literacy at higher levels.
• Links to Vocational Pathways in Manufacturing & Technology, Service Industries, Social & Community Services, and Creative Industries.
• Prepares students for tertiary study (e.g. Bachelor of Commerce/Business, NZ Diploma in Business, Marketing, or Accounting).
• Builds transferable skills useful for apprenticeships, trades, and running a small business.
• Opens career pathways in retail, marketing, finance, event management, entrepreneurship, banking, government policy, economics, financial advisors, marketing,  human resources, and accounting.

NCEA Level 1 Design & Visual Communication (1DVC)

Design and Visual Communication focuses on product and spatial design using student-centred design briefs to enhance students’ ability to conceptualise, develop, and communicate design ideas and potential outcomes.

Students will learn to use both traditional sketching and computer-based tools to bring their ideas to life. This includes working with software such as SketchUp, Twinmotion, Photoshop, and Illustrator to create 3D models, render realistic scenes, and develop professional presentation graphics. Students will also learn to use digital drawing tablets and presentation software to showcase their design concepts effectively.

Visual communication refers to the effective communication and presentation of design ideas using modelling, digital media, and graphic design techniques. By integrating computers, students can explore more advanced design possibilities, produce high-quality presentations, and gain experience with tools commonly used in the design industry.

Students will demonstrate understanding of, and skills in, complex visual communication techniques by combining CAD, 3D modelling, rendering, digital illustration, and presentation design with sketching and physical model-making.

This is a great course to take if you are interested in becoming an Architect, Industrial Designer, Illustrator, Graphic Designer, Film or Gaming Designer, or pursuing any other creative endeavour where digital and computer-based design skills are essential.

Curriculum Skills and Key Competencies

Thinking

Students of Design and Visual Communication will:

• Use design thinking to explore, experiment, and solve problems.
• Consider multiple perspectives and cultural influences.
• Draw on design heritage and diverse voices for inspiration.
• Think independently and build confidence in generating ideas.
• Apply divergent thinking to take risks and innovate.
• Apply convergent thinking to refine and resolve design ideas.
• Value their own unique voice and background.
• Use design thinking for self-reflection.

Using language, symbol and text

Students of Design and Visual Communication will:

• Develop visual communication skills to express ideas and narratives.
• Explore, generate, critique, and refine design ideas to strengthen visual literacy.
• Understand how design uses universal symbols and visual languages recognised worldwide.
• Apply visual communication systems such as drawing conventions.
• Gain fluency in design language, balancing aesthetics and function.
• Select techniques that best support improvement and progression of their design ideas.

Managing Self

Students of Design and Visual Communication will:

• Build skills in time management, resource use, and adaptability.
• Develop confidence to reflect on and commit to their ideas.
• Balance risk-taking with established procedures to achieve strong results.
• Take ownership of their processes, including curating design portfolios.
• Engage with diverse contexts and perspectives to refine awareness and challenge bias.
• Think on their feet, making decisions under pressure and using their strengths effectively.
• Integrate wellbeing and stress-management practices into their design process.
• Recognise how resilience and focus support innovative ideas and quality outcomes.

Relating to others

Students of Design and Visual Communication will:

• Learn visual communication techniques to confidently present ideas to peers, whānau, communities, and potential users.
• Develop audience and user connections, translating solutions into valuable industry skills.
• Use critical inquiry and empathy to better understand and meet user needs.
• Connect with place and the whakapapa of the people they design for.
• Practise collaboration and critique, respecting and building on each other’s strengths.
• Engage with communities to form relationships and respectfully understand the places they design for.

Participating and Contributing

Students of Design and Visual Communication will:

• Use visual communication skills to connect ideas with people and place.
• Develop solutions that respond to others’ needs while considering social, cultural, and environmental impacts.
• Understand design as a cumulative process requiring sustained engagement.
• Value collaboration and teamwork as a source of new ideas.
• Recognise feedback and critique as tools for shared growth in a supportive learning environment.
• Build resilience and confidence by reframing mistakes as opportunities for reflection and improvement.

Careers and Pathways

This is a great course to take if you are interested in becoming an Architect, Industrial Designer, Illustrator, Graphic Designer, Film or Gaming Designer, or pursuing any other creative endeavour where digital and computer-based design skills are essential.

There are benefits regarding the use of Instrumental Drawing and CAD software and Problem solving that would be beneficial in any vocational career.

NCEA Level 1 Digital Technology (1DIGI)

This course is designed for students who have an interest in any of the various aspects of digital technology, such as programming, website development, animations.

The student-led, project-based nature of this course means students will be able to develop digital technology skills relevant to their interests.

Can lead into any Digital or Information Technology pathways including game development, animation, web development.

NCEA Level 1 Drama (1DRA)

Drama is for everyone. We all have kōrero, pūrākau, and stories to share. Drama helps us to understand diverse cultural perspectives and worldviews and connect with our community. It allows us to recognise the uniqueness of our place in the Pacific, the identity of Aotearoa New Zealand, and the rich cultural histories and traditions from all over the world that are expressed through performance.

Ākonga will understand that the function of drama is to heal, educate, entertain, or transform society. They discover how theatre can either challenge the status quo or reinforce it, gaining an awareness of how impactful the medium can be. Drama provides opportunities for ākonga to express their identities and heritages, and explore the heritages of others, creating empathy and understanding for the experiences and whakapapa of people from diverse backgrounds.

Through the relationships creators and performers make with audiences, Drama exists as a powerful medium to foster hauora – nurturing and maintaining both individual and community wellbeing in its ability to empower and inspire others. Ākonga engage with the ways in which Drama can uplift and sustain the mana of communities, groups, and individuals.

Ākonga explore and manipulate ideas and take creative risks. They share, rework, construct, and deconstruct work that is dynamic and evolving. The progression of ākonga in Drama is demonstrated through their increasing sophistication in storytelling, independence, and communicating their creative vision, as well as increasing comprehension and deeper understanding of the creative vision of others.

Curriculum Skills and Key Competencies

Thinking 

Students of Drama will:

• reflect on ideas and explore them physically and in the moment
• listen and respond to creative offers and feedforward to advance the drama
• put their own thought into action
• respond and adapt their whakaaro (thoughts and ideas) based on mahi tahi (working collaboratively)
• reflect on work and adapt based on feedback and self-assessment
• develop understanding and critical thinking about the context of work – historical, social, cultural, political, and economic – in order to create meaningful drama
• develop subject-specific research skills, including dramatic inquiry, when exploring the contexts of dramatic work
• explore their own and others’ ideas in work they experience and work they create
• investigate roles, worlds, contexts, attitudes, and themes in drama to build new knowledge (including cultural, historical, social, and political knowledge).

Using language, symbols and texts 

Students of Drama will:

• develop their use of language in rehearsal, scripting, directing, and devising processes
• discuss their work and experiment with language used in performance
• understand and use discipline-specific vocabulary and develop multi-modal literacies including audio, gestural, linguistic (verbal and written), spatial, and visual
• interpret texts, stories, and direction
• engage with and explore what can be expressed through props, costume, set, technologies, motifs (recurring symbols), text, dialogue, movement, gesture, and conventions.

Relating to others

Students of Drama will:

• negotiate, cultivate, and explore a variety of relationships, such as:
• the relationships between performers
• the relationships between characters
• the relationship between the performer and the role
• the relationship between the performer and the audience
• the relationship between the playwright, director, and designer.
• practice whanaungatanga, manaakitanga, and vā in working with others with care and compassion
• explore the perspectives and experiences of others, increasing their cultural awareness, responsiveness, and acceptance
• understand and play to different strengths in order to uplift the work.

Managing Self

Students of Drama will:

• develop self-discipline and an understanding of their role as part of the group
• practise self-management in practical contexts – arriving to rehearsals on time, learning lines, being prepared, and taking responsibility for different aspects of production (eg props, costume etc), theatre, and performance protocols
• set goals
• self-review
• accept direction and feedback
• question and critique themselves and others
• follow the established kawa of their learning environment to create a shared relational space.

Participating and contributing

Students of Drama will:

• work together to contribute their own ideas and respond to the ideas of others
• establish kotahitanga in group work, value each other’s strengths, and improve the quality of the work
• build a kawa that will become established practice within their learning environment
• explore how to adapt and work in different environments with different people, and contribute to building a group dynamic that is responsive to the needs of the work and the participants
• develop courage and generosity in making offers to advance the drama and giving feedback as well as openness and humility in accepting feedback and extending the ideas of others.

Careers & Pathways

Ākonga in Drama enhance their interpersonal, collaborative, and communication skills, which will serve them well in all areas of learning and life. The ability to work with others, understand different points of view, and communicate ideas and information effectively is highly valued in any future pathway. Participating in, and responding to, drama allows ākonga to develop confidence in expressing their ideas as they seek to communicate with a variety of audiences.

Drama students demonstrate high engagement, empathy, and courage in their learning, as the subject allows them to have fun while taking creative risks within a safe environment. They quickly learn that they are responsible both for themselves and for others.

The collaborative, creative process of drama develops skills in giving and receiving constructive feedback. Drama students learn to share, develop, and extend ideas to realise a shared goal and serve the intention of the drama.

Drama examines and challenges established ideas and prejudices. It encourages critical and creative thinking and innovation. It generates new ideas and reflects on trends in society.

Studying Drama opens numerous pathways within the creative industries, particularly within theatre, film, and television. Careers include but are not limited to:

• performer
• director
• writer
• designer
• producer
• stage manager.

Beyond school, ākonga in Drama will have gained many transferrable skills and life experiences that help them greatly, both in tertiary education and the world of work. This includes:

• creativity
• innovation
• public speaking and performance skills
• idea generation and content creation
• self-reflection and analysis
• critical thinking
• lateral thinking
• communication
• collaboration and working with others
• relational empathy
• negotiation
• punctuality and time management
• reliability
• confidence and assertiveness
• self-esteem and self-efficacy
• delivering products to a deadline
• identifying target audiences and promoting work to them
• supporting the ideas of others and providing constructive feedback
• technical production skills, such as lighting, sound, and costume and prop design.

They will also understand the significance of whakapapa as they engage in the community, recognising and embracing diversity of cultures and perspectives. Whakawhanaungatanga and skills in relationship building will also be developed through their experience in forming, nurturing, and maintaining collaborative and reciprocal relationships (with performers, audiences, writers, designers, and directors).

NCEA Level 1 English (1ENG)

Level 1 English lays the foundation for strong communication — in writing, speaking, and understanding the world around us. You will explore a wide range of texts, from film to short stories to articles, and learn how to think critically and respond with insight. You will sharpen your writing skills for both creative and formal purposes, and develop confidence in expressing your ideas clearly. These are skills that don’t just support success in English — they’re essential for every subject, and for life beyond the classroom.

Curriculum Skills and Key Competencies

Level 1 English supports students to become confident, thoughtful communicators. They will analyse a range of written, visual, and oral texts to understand how language shapes meaning, and how context influences the messages we receive. Students will develop critical thinking by exploring themes, perspectives, and language techniques, and forming original responses to literature and media.

Through creative and formal writing, visual design, and oral presentations, students will interpret and produce a range of text types, learning to communicate their ideas with clarity and impact. The course encourages independence and resilience, as students manage assessments, meet deadlines, and reflect on their progress to improve.

Collaboration is also key — students take part in group discussions, peer feedback workshops, and cooperative tasks where they negotiate meaning and share perspectives. Many activities encourage students to connect their learning to real-world issues, exploring texts that reflect diverse voices, current events, and their own lived experiences.

Level 1 English strengthens skills that are essential for success across all learning areas — and in life beyond school.

"Level 1 English helped me become more confident in my writing and taught me how to express my ideas in a way that actually made people listen." - Kaipara College Student

Careers and Pathways

Level 1 English provides a vital foundation for future learning and employment. Strong communication, reading, and writing skills are essential in every area of study and life, and this course builds those skills through a variety of text types, thinking processes, and expressive opportunities.

• To Level 2 English: Students who succeed in Level 1 are well-prepared for the deeper analysis, structured argumentation, and creative thinking required at Level 2. They will have built the literacy confidence needed to tackle more complex texts and ideas.
• To Tertiary Education: English supports all tertiary study by developing critical thinking, research skills, essay writing, and the ability to understand and respond to complex information — all of which are essential for success in university, polytechnic, or private training institutions.
• To the Trades: Literacy and communication are key to success in vocational pathways. From understanding safety protocols and technical documents to writing reports and communicating with clients or team members, English provides the core competencies required for trades training and apprenticeships.
• To Employment: No matter the career path, employers consistently rate communication as one of the top skills they seek. Level 1 English helps students learn to present themselves well, follow written instructions, complete forms and applications, and communicate clearly and respectfully in the workplace.

In short, Level 1 English doesn’t just open doors — it gives students the tools to walk through them with confidence.

NCEA Level 1 Hard Materials (1MAT)

The Level 1 Hard Materials course is a broad-based course which lays a foundation for entry into Engineering and Carpentry at senior levels. Related curriculum skills include the use of calculations, safe practice, knowledge of properties of materials, and demonstrating foundational carpentry and engineering workshop skills under supervision. This course has both practical and theoretical components. 

The unit standards listed below are indicative of what students will do in this course and subject to change.

NCEA Level 1 Health (1HEA)

“I love that we get the freedom at times to work independently, with realistic deadlines for assessments” - Year 11 Health Student

“We love the fun, creative practicals that we get to do like yoga and walks to the park” - Year 11 Health Student

Through Food and Nutrition, Mental Health and Relationships and Sexuality Education, students develop an understanding of strategies, influences and decision making skills relevant to enhance the well being of self, others and society. Students will get to participate in activities and learning directly related to topical and relevant adolescent issues. Students get to experience practical activities and guest speakers related to the subject material and work both individually and collaboratively to develop knowledge and understanding related to the areas of Food and Nutrition, Mental Health and Relationships and Sexuality Education. You will get the opportunity to get out of the classroom, explore your local community and tap into resources and experiences that will help you better understand how to manage your own well being and support the well being of others and society in many different contexts and scenarios.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical and creative thinking by analysing factors that influence wellbeing, identifying strategies to enhance health, and evaluating different perspectives on health-related issues. They will engage in metacognitive thinking as they reflect on their own decision-making and problem-solving processes in relation to personal, interpersonal, and societal health contexts.

Using language, symbols, and texts: Students will interpret and communicate health information using a variety of formats, including written reports, visual presentations, and oral discussions. They will learn to critically evaluate messages from media, peers, and wider society, and to create texts that clearly convey strategies for promoting wellbeing.

Managing Self: Through independent inquiry tasks and health-related projects, students will build self-management skills such as time management, setting goals, and following through with action plans. They will demonstrate resilience by working through challenges, taking responsibility for their learning, and making informed decisions to enhance their own wellbeing and that of others.

Relating to others: Students will actively collaborate in group tasks, discussions, and role-play activities that explore interpersonal and societal health issues. They will practise listening, negotiating, and valuing diverse perspectives to build inclusive and respectful relationships while working towards shared outcomes.

Participating and Contributing: Students will connect their learning to real-world health issues within their school, community, and society. By examining health-enhancing strategies and the factors that influence wellbeing, they will contribute ideas, share knowledge, and participate in initiatives that support the wellbeing of others.

Careers and Pathways

Study and Pathways at Kaipara College:

• Level 2 Health leads into Level 3 Health, Health Science, and other NCEA UE pathways.
• Tertiary pathways at universities, polytechnics, and wānanga into health and wellbeing-related qualifications

Health and Wellbeing Professions

• Nursing & Midwifery – applying knowledge of wellbeing, decision-making, and health promotion.
• Medicine & Allied Health (doctor, physiotherapist, occupational therapist, dietitian, speech-language therapist).
• Public Health – designing and evaluating health initiatives, understanding influences on wellbeing.
• Mental Health Support – counselling, psychology, social work, youth work.

Education and Community Services

• Teaching (Health, PE, Science, Social Sciences) – skills in relating to others, managing self, and contributing to community wellbeing.
• Community Development & Social Services – working with diverse groups to improve health outcomes.
• Māori and Pasifika Health Services – connecting cultural perspectives with wellbeing initiatives.

Sport, Fitness, and Recreation

• Sport Science, Exercise Physiology, and Personal Training – applying knowledge of factors influencing health.
• Recreation and Leisure Management – designing health-promoting programmes for communities.

Policy, Communication, and Advocacy

• Health Promotion & Policy – working with organisations like the Ministry of Health or NGOs to address social issues.
• Media and Communication – interpreting and creating health-related messages.
• NGOs & Advocacy Work – tackling societal health issues (e.g., mental health awareness, drug harm reduction, sexual health).

Even beyond health-specific careers, this course strengthens skills employers want everywhere including skills like:

• Research and critical analysis
• Collaboration and leadership
• Cultural awareness and inclusivity
• Problem-solving in real-world contexts

NCEA Level 1 History (1HIS) 

Studying history is important for helping us understand the world around us and why things are the way they are. The present-day is shaped by past events, and the study of History gives us the opportunity to ask and understand complex questions about these events and their significance. History explores the ‘how’ and ‘why’ of events, to give us a richer and deeper look at the bigger picture. History is interesting and exciting!

This course will provide students with an opportunity to develop an understanding of key historical events that have changed both global and New Zealand History over the 20th Century. Events include : The Black Civil Rights Movement in America, The Dawn Raids/Polynesian Panthers, The Life of Whina Cooper , The Life of Julius Caesar, and World War Two/Bombing of Hiroshima and Nagasaki.

Curriculum Skills and Key Competencies

This course will provoke students to think deeply and critically about the world around them and to analyse and critique the actions and perspectives of others. Students will act as historians, analysing historical sources to reach their own judgements about what happened, why it happened and the significance of these events.

Careers and Pathways

Level 1 History equips students with the knowledge and skills to excel in Level 2 and 3 History. At a deeper level, the study of History provides students with the critical thinking and communication skills necessary to succeed in a variety of careers in such areas as law, government policy, economics, social work, journalism, counseling, teaching, human resources, market research, travel advisor.

NCEA Level 1 Hospitality (1HOS)

This course provides students with the foundational skills and knowledge for anyone interested in entering the Hospitality industry. Includes learning of relevant health and safety practices, important theory knowledge, and a variety of practical skills.

The standards offered in this course are industry standards provided by ServiceIQ. They are aligned with the industry qualifications for the professional Hospitality sector.

Leads on to L2 Hospitality and careers in the Hospitality industry such as food preparation and service.

NCEA Level 1 Mathematics (1MATH)

Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data. These two disciplines are related but involve different ways of thinking and solving problems. Both equip ākonga with effective means for modelling, analysing, and interpreting the world in which they live.

Mathematicians and statisticians use symbols, graphs, displays, and diagrams to help them find and communicate patterns and relationships. They evaluate information to make informed decisions and create models to represent both real-life and hypothetical situations. These situations are drawn from a wide range of social, cultural, scientific, technological, environmental, and economic contexts.

This course will provide a strong foundation for the skills needed to study mathematics at higher levels of the mathematics curriculum. It will provide the opportunity to gain the numeracy qualification, via the new US32406, or from 10 achievement standard credits.

This course covers strands at levels 5 and 6 for the mathematics curriculum.

NCEA Level 1 Painting and Printmaking (1ART)

Aotearoa, Our Place, Our Turangawaewae, Our whenua

Level 1 Painting and Printmaking is a ‘mixed media’ course where students build on their skills from Year 9 and 10 Practical Visual Arts. Students will gain confidence using dry media (pencil/charcoal/pen), wet media (ink, watercolour, acrylic paint) and mixed media. They will also be introduced to Printmaking through a range of mediums such as; lino cut, etching and gelli prints). Students will develop work inspired by ‘Aotearoa, Our Place, Our Turangawaewae, Our whenua’ and use artist models to assist in the compositional planning and production of mixed media artworks. This course develops students visual thinking, idea development and problem solving. Whether students are thinking about a future in creative industries or simply love expressing themselves visually through the digital medium, this course allows students to build real skills, a stunning portfolio, and a strong creative voice.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of artists way of working. 

Using language, symbols and texts: Students will research, analyse and identify the meaning and intention in both artists and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.

Managing Self: Students will manage self by ensuing both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments.  They will work independently to explore their own subtheme, artists, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: Students relate to others by exploring different cultural contexts and artistic styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.

Participating and contributing: Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Careers and Pathways

Year 11 Painting and Printmaking leads on to the Level 2 and 3 specialist Visual Arts Courses: Painting, Printmaking, Design and Photography, which are all UE approved subjects.

This subject is suited for students interested in careers or industries such as;

• Interior or Architectural Design: Exterior, Spatial, Interior design
• Communications: Advertising, Content creation, media
• Film or Television Back of house Design; Costume, stage and set, lighting, sound, fashion, makeup
• Primary, Secondary or Tertiary Teaching
• Curator / Exhibition manager / Events coordinator / Arts business manager / Arts leader
• Designer: Graphic designer, animation, digital designer (web & other media), product designer, illustrator, computer gaming, CGI
• Photographer or Film maker: media and television industry

NCEA Level 1 Performance Music (1MUS)

Performance Music is more than learning to play an instrument or sing — it is about developing the skills, knowledge, and confidence that will serve you well throughout life. At NCEA Levels 1 to 3, Performance Music combines the thrill of live performance with composition, analysis, and research, giving students a rich academic experience that values creativity as much as critical thinking. You will have the opportunity to perform as a soloist or in groups, compose original music, and deepen your understanding of how music shapes and reflects the world we live in. This balance between practical performance, creative output, and academic study enables every student to find their own pathway through music, while building strong foundations for further study or career opportunities.

Choosing Performance Music is also a personal growth opportunity. Students develop resilience, discipline, ownership, and self-expression through practice and performance, while collaborative work fosters teamwork, leadership, and empathy. Music connects directly with culture and society, helping you to explore your own identity while gaining insight into others. It is an academic subject recognised for its rigor and depth, contributing to university entrance requirements while standing out as evidence of creativity, innovation, and commitment. Whether your passion is to perform, compose, or simply to grow through music’s unique challenges and rewards, Performance Music offers an inspiring and relevant academic pathway for 2026 and beyond.

“Performance Music showed me that chasing your creative dream isn’t a risk.  It’s an opportunity to grow, perform, and turn passion into a pathway.” - Kaipara College Student

“Through Performance Music, I’ve learned discipline, resilience, and how to be more confident. All skills that I’ll take with me wherever I go.” - Kaipara College Student

Curriculum Skills and Competencies

Taking Performance Music at Kaipara College for NCEA Levels 1 to 3 is about much more than playing an instrument or singing. These courses are developed from the Key Competencies identified in the New Zealand Curriculum, the skills that prepare you for life, study, and work, no matter where your pathway leads.

Thinking: In Performance Music, you’re constantly solving problems and making creative choices. Deciding how to interpret a song, arranging a piece for your band, or improving your own performance all require imagination and critical thinking. These are the same skills you’ll use in future study or careers when you’re asked to think outside the box.

Using language, symbols, and texts: Music is a language in itself. You’ll read notation, use chords and rhythms, and work with digital tools like recording and editing software. You’ll also learn how music communicates meaning and emotion,  giving you a whole new way to understand and express ideas.

Managing self: Success in Performance Music means setting goals, practising regularly, and being ready to perform. You’ll learn discipline, focus, and resilience as you work towards assessments and live performances. These habits carry through to every subject and any challenge you take on in the future.

Relating to others: Music is about people. Whether you’re rehearsing with others, performing on stage, or creating in a group, you’ll practise listening, cooperating, and leading. You’ll also learn empathy by connecting with your audience and supporting your peers. These are the teamwork skills that every employer and community values.

Participating and contributing: Through performance opportunities at school and in the wider community, you’ll gain the confidence to share your music and contribute to something bigger than yourself. This builds a sense of belonging and shows you the real impact your skills can have on others.

NCEA Performance Music at Kaipara College gives you so much more than musical ability; it builds confidence, creativity, a sense of ownership, and adaptability, while growing the Key Competencies that shape lifelong learners and future leaders.

Pathways While at Kaipara College

• Performance Opportunities: School productions, kapa haka, bands, choir, Band Factory, community performances, and live gigs, building stage experience and confidence.
• Composition & Recording: Use of digital tools (e.g. DAWs such as LogicPro and Studio One, notation software) that can link to music production and technology pathways.
• Leadership: Mentoring younger musicians, leading ensembles, or supporting community events.

NCEA Requirements Supported

University Entrance (UE): 

• Music Achievement Standards at Levels 2 and 3 can contribute to UE Literacy (both Reading and Writing credits are available through standards like research, analysis, and portfolio work). 
• Music standards contribute credits towards the 60 Level 3 credits needed for UE.

Vocational Pathways: 

• Music contributes to the Creative Industries pathway, but also develops transferable skills useful in Service Industries, Social & Community Services, and Manufacturing & Technology.

Apprenticeships and Trades: 

• While not a “trade” subject itself, Performance Music develops key employability skills (teamwork, discipline, confidence, communication) that employers in trades value highly. There are some opportunities available in the technical, event management and recording divisions of the sector. 

Further Education Opportunities

Polytechnic Diplomas / Certificates

• Diploma in Audio Engineering & Music Production (e.g., SAE Institute, MAINZ, or Massey)
• Diploma in Contemporary Music (e.g,. Whitireia, Ara Music Arts)
• Certificate in DJ and Electronic Music Production
• Universities
• Bachelor of Music (BMus), performance, composition, musicology, or technology streams (Auckland, Otago, Victoria, Waikato).
• Bachelor of Arts (BA) with Music Major, combining music with other subjects.
• Music Therapy (Master’s level, often through Victoria University Wellington, with undergraduate music as a foundation).
• Bachelor of Commercial Music (Massey Wellington, performance, industry, or technology focus).

Career Pathways

• Music Industry Careers: Performer, composer, songwriter, producer, sound engineer, DJ, music therapist, conductor, session musician.
• Education & Community: Music teacher (primary/secondary), private tutor, early childhood music specialist, community arts facilitator.
• Creative Industries: Film scoring, game sound design, theatre production, events management, arts administration, cultural performance.
• Transferable Skills into Other Pathways: Communication-heavy roles (sales, hospitality, tourism, trades), leadership roles, and any career valuing confidence, collaboration, and creativity.

Real-World Applications

• Performing at school and community events builds confidence in public speaking and presentation.
• Recording and producing music develops digital literacy and media skills.
• Group work fosters collaboration, leadership, and conflict resolution.
• Creative projects (composition/arrangement) mirror problem-solving and design thinking used in business and technology fields.

Level 1 Performing Arts Technology (1PAT)

The Performing Arts Technology course teaches students the practical and managerial skills needed to plan, produce, and operate various events, from school performances and concerts to conferences and festivals. Students learn about technical aspects like stage management, lighting, sound, and costume, as well as management skills such as marketing, budgeting, logistics, and stakeholder evaluation. The goal is to develop professionals who can bring different types of events to life, from concept to successful execution.

PAT is a Unit Standards Course and offers practical knowledge in events and entertainment technologies.

Key competencies for PAT include technical skills in areas like lighting, sound, rigging, and scenic construction, alongside essential transferable skills like safe work practices, problem-solving, and communication with crew and clients. These competencies, often gained through specific qualifications like the NZ Certificate in Entertainment, Event and Screen Production Technology, prepare individuals for various roles within the industry, such as assistant technicians and stage management. 

Technical & Practical Competencies

These are the core skills needed to operate and manage event and entertainment technologies:

• Lighting: Designing, installing, and operating lighting systems for performances and events. 
• Sound: Setting up, running, and dismantling audio equipment for live events and recordings. 
• Rigging: Safely installing and operating equipment, such as lighting rigs and sound speakers, for events and performances. 
• Stage Management: Coordinating production processes to ensure smooth event execution, managing schedules, and assisting with documentation. 
• Scenic Construction: Building and modifying stage sets, props, and backdrops using various construction methods and digital tools. 
• Video/Camera Operations: Shooting and managing video for productions and events. 

Professional & Transferable Competencies

These skills are critical for success in the entertainment and events industry:

• Health and Safety: Adhering to industry safety standards, following codes of conduct, and implementing safe working practices. 
• Problem-Solving: Identifying and troubleshooting technical issues that arise during events or performances. 
• Communication: Effectively communicating with other crew members, departments, and stakeholders to meet project requirements. 
• Teamwork & Collaboration: Working effectively as part of a technical crew and with various departments to achieve event goals. 
• Professional Conduct: Maintaining professional etiquette, being reliable, and demonstrating good customer service. 
• Self-Management: Organising work, meeting deadlines, and managing personal responsibilities within the demanding environment of events and productions. 

Technical Skills:

• Set and prop construction 
• Stage management and operations 
• Lighting and sound design, rigging, and programming 
• Costume design and creation 
• Makeup design and application 
• Video production 

Management Skills:

• Event planning, coordination, and project management 
• Marketing and promotion for events and artists 
• Budgeting and financial management 
• Logistics, including staffing, volunteers, and venue selection 
• Contract creation and stakeholder evaluation 
• Risk management and resource coordination 

Soft Skills:

• Communication and interpretation 
• Teamwork and collaboration 
• Problem-solving and creative thinking 
• Organizational and people management skills 

Types of Events Covered: 

• Performances (theatre, music)
• Concerts
• Social and cultural events
• Sports and leisure activities
• Assemblies and formal events

Careers and Pathways

Graduates can work in a variety of operational and supervisory roles within the entertainment and events industry, including event management, stage management, technical production, and marketing. Students who study PAT can look to take apprenticeships in theatres around New Zealand and continue on the PAT course into Level 4. Students can also look at university degrees in similar subjects.

NCEA Level 1 Photography and Design (1PHD)

Level 1 Photography and Design is a course where students develop foundational skills in graphic design and digital photography. Students gain skills and confidence using the manual functions of the Digital SLR Cameras, and the Adobe suite (Lightroom / Photoshop) to refine and edit images. Students produce their own typography, logo and poster, using their own imagery through hand rendering, collage and digital illustration. This course develops students visual thinking, compositional and lighting skills and an understanding of graphic design principals. Whether students are thinking about a future in creative industries or simply love expressing themselves visually through the digital medium, this course allows students to build real skills, a stunning digital portfolio, and a strong creative voice.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of photographers and designers way of working.

Using language, symbols and texts: Students will research, analyse and identify the meaning and intention in photographers and designers and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.

Managing Self: Students will manage self by ensuing both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments. They will work independently to explore their own subtheme, photographers / designers, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: Students relate to others by exploring different cultural contexts and photographic and graphic design styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.

Participating and contributing: Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Careers and Pathways

Year 11 Photography and Design leads on to the Level 2 and 3 specialist Visual Arts Courses: Design, Photography, Painting and Printmaking, which are all UE approved subjects. 

This subject is suited for students interested in careers or industries such as;

• Designer: Graphic designer, animation, digital designer (web & other media), product designer, illustrator, computer gaming, CGI
• Photographer or Film maker: media and television industry
• Film or Television Back of house Design; Costume, stage and set, lighting, sound, fashion, makeup
• Interior or Architectural Design: Exterior, Spatial, Interior design
• Communications: Advertising, Content creation, 
• Primary, Secondary or Tertiary Teaching
• Curator / Exhibition manager / Events coordinator / Arts business manager / Arts leader

NCEA Level 1 Physical Education (1PE)

1PEA is a course all about learning by moving and having fun! You’ll explore how physical activity contributes to your Hauora (wellbeing), builds your interpersonal skills, leadership and enriches your life through sport and games.  You’ll get the chance to try new activities, push yourself outside your comfort zone, and see how teamwork and kotahitanga can make a real impact both in sport and in everyday life.

Themes of Learning:

• Kotahitanga through ABL (Adventure Based Learning) - Take part in exciting challenges and group activities that push you to work together. Discover how trust, teamwork, and leadership strengthen relationships. Participate in the “Te Awaroa Te Wero” - A scavenger hunt around Helensville.
• Movement Strategies in Action - Learn the traditional Māori game of Kīorahi. Explore strategies, decision-making, and how communication helps your team succeed. Participate in a full day Kīorahi Tournament with all the 1PEA classes.
• Biophysical Principles in Sport - Get moving with 3x3 Basketball, Volleyball, and Turbo Touch while exploring how your body works in action. Learn how movement, force, and energy shape performance, and discover how Te Ao Māori principles influence the way we play and compete.
• How Fast 5 Netball influences your Hauora - Play the exciting, high energy game of Fast 5 Netball. Reflect on how physical activity positively impacts your Hauora – Taha Tinana, Taha Hinengaro, Taha Wairua, and Taha Whānau. Participate in a full day Fast 5 Netball Tournament with all the 1PEA classes down at Rautawhiri Park.

"This year in Level 1 PE, I have really enjoyed learning by moving and trying new activities. Participating in different sports and games has helped me understand how physical activity contributes to my Hauora not just physically, but also mentally, emotionally, and socially. Adventure Based Learning challenged me to work with others, trust my teammates, and step outside my comfort zone. I learned the importance of kotahitanga, and how working together as a team makes achieving goals more enjoyable and successful. Playing Kīorahi and other team games helped me think strategically and improve my decision making and communication skills. I also gained a better understanding of how my body moves by participating in sports like 3x3 Basketball, Volleyball, and Turbo Touch. Fast 5 Netball was one of my favourite parts of the course. It was fast-paced, fun, and exciting, and it helped me see how physical activity positively impacts all areas of my Hauora, my body, my mind, my relationships, and my sense of wellbeing. Overall, this Level 1 PE programme has taught me new skills, helped me build confidence, and given me opportunities to reflect on my personal growth. I feel more connected to others, and motivated to continue being active and caring for my Hauora in the future." - Year 11 PE Student

Curriculum Skills and Key Competencies

Thinking: Students develop critical and creative thinking by reflecting on how physical activity impacts their Hauora, analysing movement strategies in games such as Kīorahi, and applying biophysical principles to improve performance in sports like 3x3 Basketball, Volleyball, and Turbo Touch. Through Adventure Based Learning, students use problem-solving and thinking to evaluate their own decisions and teamwork, while considering how kotahitanga and Te Ao Māori principles influence participation and success both on and off the court.

Managing self: Students develop self-management skills by setting personal goals, taking responsibility for their learning, and pushing themselves outside their comfort zone in physical activities. They learn to monitor and adjust their own performance, manage emotions during competitive or challenging situations, and make healthy choices that support their physical and mental wellbeing.

Using language, symbols, and texts: Students enhance their communication and interpretation skills by understanding instructions, game rules, strategies, and performance feedback. They use diagrams, statistics, and biomechanical principles to analyse and explain movement, and effectively share ideas verbally and in writing to reflect on their learning and team performance.

Participating and contributing: Students actively engage in a wide range of physical activities, games, and sports, contributing positively to group tasks and team objectives. They develop confidence and resilience, encourage and support others, and apply knowledge of Hauora, Te Ao Māori principles, and kotahitanga to make meaningful contributions with their peers.

Relating to others: Students strengthen interpersonal skills through teamwork, leadership, and collaboration in activities like Adventure Based Learning, Kīorahi, and team sports. They learn to communicate effectively, support peers, resolve conflicts, and demonstrate respect, empathy, and kotahitanga in both sporting and everyday contexts.

Careers and Pathways

• Sport & Recreation Careers - Professional Athlete, Sports Coach, Referee, Umpire,Official, Sports Analyst, Strength & Conditioning Coach, Outdoor Education Instructor, Recreation & Leisure Coordinator.
• Health & Wellbeing Careers - Physiotherapist, Occupational Therapist, Chiropractor, Nutritionist, Dietitian, Exercise Physiologist, Personal Trainer, Massage Therapist, Sports Therapist, Mental Skills Coach, Sport Psychologist.
• Education Careers - Physical Education Teacher, Primary School Teacher, Outdoor Education Teacher, Tertiary Lecturer in Sport & Health Sciences.
• Medical & Health Careers - Sports Doctor, General Practitioner, Paramedic, Nurse, Rehabilitation Specialist, Kinesiologist
• Sport, Fitness & Event Management - Sport Development Officer, Event & Tournament Manager, High Performance Sport Manager, Gym, Fitness Centre Manager, Community Recreation Manager, Adventure Tourism Operator.
• Other Related Pathways - Police Officer, Firefighter, Defence Force Roles, Youth Worker, Community Health Promoter, Researcher in Sport, Health or Human Movement.

NCEA Level 1 Puāwai (1PUAWAI)

Need more time or support with your learning? Pūawai is a practical course designed to build confidence in reading, writing, and problem-solving. You’ll work on real-world tasks like budgeting, creating a CV, and exploring how you learn best. The course combines Unit Standards focused on everyday skills with Achievement Standards from across the curriculum, that emphasises literacy and numeracy skills. 

“I liked that I could work at my pace instead of feeling rushed.” - Year 12 Puāwai Student

“It was good having time to finish work for my other classes — and someone there if I got stuck.” - Year 11 Puāwai Student

You’ll develop essential skills for both academic success and life beyond school through:

• Learning in a supportive, practical environment
• Developing literacy and numeracy through real-life contexts
• Building skills for work, further study, and everyday life
• Growing confidence in your learning style and core subjects

This course is ideal if you learn best in a supportive environment and want to keep your future options open while building strong foundations.

"Learn your way, achieve your goals."

This course is by application only.

Curriculum Skills and Key Competencies

Pūawai is a supportive, individualised programme where you work at your own pace, set goals, and track your progress. You’ll get help with your other subjects and assessments, with regular check-ins to plan your next steps and keep everything on track.

Thinking: You’ll learn how you think and what helps you succeed. By setting goals, solving real-life problems, and reflecting on what works best for you, you’ll become more confident at making decisions inside and outside school.

Using language, symbols, and texts: You’ll build skills with words, numbers, and digital tools in ways that make sense to you. Whether it’s understanding phone plans, tracking your spending, or writing a plan for an assignment, you’ll learn to read and create information that matters.

Managing self: You’ll work at your own pace, learn to plan ahead, and stay organised. Regular check-ins will help you stay on top of deadlines and bounce back when things don’t go to plan.

Relating to others: You’ll collaborate with classmates and teachers to share ideas, give feedback, and support each other’s learning. Because Pūawai connects with your other subjects, you’ll also build good communication with different teachers.

Participating and contributing: You’ll use what you learn to help in real ways—whether that’s contributing to school projects, supporting classmates, or exploring what local employers and training providers look for. Your skills will connect to your whānau, school, and community.

Careers and Pathways

Pūawai helps you plan what comes next. You’ll have one-on-one conversations about your goals and interests. Together we’ll make a plan to meet with the school’s career advisor, and get support linking you with training providers or other agencies if you need it. Some of the Unit Standards we’ll work on are designed to help you explore different jobs and courses, understand what employers and tertiary providers look for, and work out the costs, time commitments, and steps involved. Pūawai will help you plan your courses the following year and ensure you have a plan to meet your NCEA goals.

NCEA Level 1 Science (1SCI)

This is a general science course that will explore the nature of science - how and why science is done. It will also give students an appreciation of why an understanding of science is vital if you are to engage in the most important questions facing the world in the 21st Century.  It will also provide a solid platform to go onto study science at Levels 2 and 3.

They will improve their ability to evaluate sources of information, think critically, empathize with different viewpoints and form  justified  opinions of their own. They will also gain a solid understanding of key science content that is necessary for further study in this subject.

Successful students could move onto Level 2 and 3 Science courses. 

A Science course at Level 1 is compulsory for all students at Kaipara College. Students will be automatically entered into L1SCI, however those who want to select L1 Agriculture & Horticulture to fulfil their compulsory Science component must email Mr Coleman to manually enter on SchoolPoint at [email protected] 

NCEA Level 1 Te Reo Māori (1TRM)

This course is for any student who is interested in the Māori language, cultural practices and knowledge. The course work combines a mix of practical activities as well as research and written tasks. There are no prerequisites for this course. However, taking Te Reo Māori at the Junior Level will help. 

This course will require students to participate and contribute, manage self and use language, symbols and text to complete the standards.

• 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 of Te Reo Māori 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 of Te Reo Māori 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 of Te Reo Māori, 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 of Te Reo Māori to be culturally confident and competent to participate in and contribute to Māorix language and culture revitalisation within their communities.

L1 Textiles and Garment Construction (1TEX)

This is an introductory course to Garment Construction. Students will follow instruction in the use of tools, assembly methods and techniques. At level 1 students will be introduced to simple pattern manipulation, however it is not intended to be driven by ‘freelance design’.

Prerequisites: A genuine interest in textiles and soft material construction is required to undertake this course, along with the ability to work independently.

NCEA Level 2 Agriculture, Horticulture & Sustainability (2HORT)

This integrated Year 12 course combines the practical skills of Horticulture with the environmental awareness of Sustainability, providing students with a hands-on and holistic understanding of sustainable land use, food production, and environmental stewardship.

Students will explore plant science, soil health, propagation techniques, and garden management while considering the social, economic, and environmental impacts of horticultural practices. The course places strong emphasis on sustainable agriculture, waste reduction, water management, climate-conscious gardening, and the role of plants in carbon reduction and biodiversity.

“This course made me choose what I wanted to be as it is a cool blend of art, in the form of a landscape plan, horticulture and environmental awareness.  I am going on to do Landscape Architecture at Unitec.” - Year 12 Student

Curriculum Skills and Key Competencies

Thinking: Students engage in critical and creative thinking as they plan and problem-solve around real-world environmental and horticultural issues.  They analyse the impacts of different growing methods, assess sustainability practices, and make decisions based on evidence.  Inquiry-based projects encourage innovation, systems thinking, and long-term environmental planning.

Using language, symbols and text: Students interpret a variety of horticultural and scientific texts, charts, and data, such as soil test results, planting guides, and sustainability reports.  They use technical language relevant to plant science, environmental systems, and sustainable practices. They communicate their ideas effectively through visual presentations, written reports, garden designs, and sustainability audits.

Managing self: The course builds self-motivation, goal-setting, and responsibility through hands-on tasks like maintaining gardens or leading sustainability initiatives. Students learn to manage time, resources, and project workflows independently and in teams.  Practical tasks require perseverance and adaptability—key traits for workplace and life success.

Relating to others: Students work collaboratively in garden groups, planning teams, and sustainability projects.  They learn to listen, negotiate roles, share knowledge, and respect diverse viewpoints and cultural values related to the land.  Māori perspectives on the environment (e.g. kaitiakitanga) are explored and valued.

Participating and Contributing: Students engage with the school and wider community by leading or supporting sustainability initiatives.  They apply their knowledge to real contexts—such as school composting systems, native planting, or food resilience planning. They develop a sense of agency and responsibility as citizens and future caretakers of the environment.

Careers and Pathways

Horticulture & Agriculture

• Horticulturist
• Nursery or Greenhouse Technician
• Landscape Gardener or Designer
• Arborist (Tree Care Specialist)
• Urban Farmer or Market Gardener
• Permaculture Designer
• Viticulturist (Grapevine Specialist)
• Agricultural Technician
• Crop or Soil Scientist (with further study)

Sustainability & Environment

• Environmental Officer
• Sustainability Consultant
• Conservation Field Worker
• Ecological Restoration Specialist
• Sustainable Land Management Advisor
• Carbon Farming Advisor
• Renewable Resource Manager
• Water Management Technician

Urban Planning & Green Infrastructure

• Urban Greening Specialist
• Community Garden Coordinator
• Green Infrastructure Planner
• Landscape Architect (with further study)

Food Systems & Education

• Sustainable Food Systems Coordinator
• Farm-to-Table Program Manager
• Environmental Educator
• School Garden Facilitator
• Agricultural Extension Officer

Trades & Technical Pathways

• Parks and Gardens Tradesperson
• Irrigation Technician
• Bush Regenerator
• Landscaping Contractor
• Organic Certification Inspector

Further Study Opportunities

This course can lead into:

• TAFE or Polytechnic Certificates/Diplomas (e.g. in Horticulture, Agriculture, Environmental Management)
• University degrees in:
  • Environmental Science
  • Agricultural Science
  • Landscape Architecture
  • Sustainability Studies
  • Urban Planning
  • Ecology
  • Education (Environmental or Agricultural focus)

NCEA Level 2 Biology (2BIO) 

Level 2 Biology offers an engaging journey into the intricate world of life processes, genetics, and ecosystems. This course is designed to ignite your curiosity and deepen your understanding of the biological world.

Curriculum skills that will be developed include:

• Design and conduct biological investigations, including planning fair tests, collecting and interpreting data, and evaluating outcomes
• Constructing detailed answers using complex scientific vocabulary.
• Working in teams to develop and carry out sophisticated practical work.

Level 2 Biology is ideal for students who are passionate about science and eager to explore the complexities of living systems. Whether you're considering a career in health, environmental science, or biotechnology, this course provides a solid foundation for your future studies.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical thinking through inquiry-based activities—like designing investigations or exploring ecological patterns—students generate multiple ways to approach a problem, see relationships between concepts, and develop their own explanations.

Using language, symbols and text: Students will learn to build fluency in scientific vocabulary and adopt conventions like graph labels, units, and symbols—tools that help communicate and shape scientific ideas in biology.

Managing self: In Level 2 Biology, students plan and schedule their practical investigations—selecting research topics, organizing data collection, and working steadily toward clear deadlines.

Relating to others: For the Level 2 Biology forest pattern practical as well as Osmosis investigation, students jointly plan and conduct a field / laboratory investigation. These group tasks demand coordination and timing, building skills in working efficiently with others.

Participating and Contributing: A trip to the local Waitakere Ranges helps link learning to our local native forest context. In Level 2 Biology practicals, each student takes on a specific role—ensuring that everyone actively contributes to the group's success. Lab work thrives when each member participates fully, rather than remaining a passive observer.

Careers and Pathways

A Level 2 Biology qualification in New Zealand opens doors to various careers and further study pathways in science and healthcare fields. These include roles in research, biotechnology, conservation, and various healthcare professions like nursing, and more. Furthermore, Level 2 Biology can be a stepping stone towards related vocational pathways like those in primary industries or social and community services. Level 2 Biology is needed as a prerequisite for L3 Biology. NCEA Biology is crucial for university-level science degrees like Biomedical Science, Marine Biology, or Microbiology, which lead to careers such as biomedical scientists, researchers, or technicians in the health and biotechnology sectors. While not always a direct requirement for entry-level jobs, it provides a strong scientific foundation for various roles in laboratories, research, and healthcare.

NCEA Level 2 Business (2BUS)

In this course, you’ll take your business knowledge to the next level by exploring how real organisations operate, make decisions, and respond to challenges. You’ll work on exciting, hands-on projects where you get to plan, create, and run a business activity, using creative ideas and practical skills to make it a success.

You’ll investigate how businesses solve problems, manage resources, and work with different stakeholders, while learning to use tools and strategies that real companies rely on. Through AS90846, you’ll carry out a business activity in a simulated or real market. AS90847 will see you examining how a large New Zealand business responds to opportunities and issues, and in AS90848 you’ll explore the external factors — like laws, technology, and the economy — that shape business decisions.

Whether you’re aiming for a career in business, marketing, finance, management, or just want to understand how organisations work, this course will build skills in teamwork, problem-solving, communication, and decision-making — all essential in any future pathway.

By the end of the year, you won’t just have studied business — you’ll have done business.

Curriculum Skills and Key Competencies

Thinking: Students develop critical and creative thinking by investigating how motivation theories are applied in real business settings (AS90847). They analyse how businesses use motivation strategies to improve employee performance and solve workplace challenges. This requires evaluating evidence, identifying cause and effect, and making informed conclusions. In AS90846 and AS90848, students plan and run a business activity, analysing market research data and making decisions that require strategic and logical thinking. 

Using Language, Symbols, and Texts: Students communicate complex business concepts clearly, using appropriate business terminology and formats. For AS90847, they explain motivation theories and how they are applied within organisations through a written business report. In AS90848, they create a business plan that incorporates business terminology and language. Developing these skills enhances literacy, numeracy, and professional communication vital for success in any career.

Managing Self: By planning and executing a business activity in AS90848, students develop skills in time management, organisation, and adaptability. They learn to set realistic goals, manage resources, and respond flexibly to challenges, showing resilience and self-motivation—traits essential for success in further education and the workforce. Additionally, AS90843 requires independent preparation for an external exam, where students demonstrate their understanding of business environments and concepts under timed conditions. Balancing coursework and exam study builds resilience, discipline, and effective study habits. These self-management skills are essential for success in further education, apprenticeships, and the workplace.

Relating to Others: Students work collaboratively during their business activity, sharing ideas, negotiating roles, and resolving conflicts. In AS90847, they study how motivation affects people in teams and organisations, deepening their understanding of interpersonal dynamics. These experiences improve communication, empathy, and teamwork skills—key to effective relationships in any context.

Participating and Contributing: Students actively engage with their school and wider community by planning and running a business activity with a community focus, a key requirement of AS90848. This hands-on experience helps them understand the real-world impact of business decisions on people and places around them. Through this involvement, students develop teamwork, leadership, and social responsibility. They learn how businesses contribute economically and socially, fostering a sense of belonging and civic awareness that encourages them to be thoughtful and active contributors to their communities now and in the future.

Careers and Pathways

• Progresses to Year 13 Business Studies
• Builds credits towards NCEA Level 2 and supports achievement of University Entrance Literacy requirements.
• Aligns with Vocational Pathways including Service Industries, Manufacturing & Technology, and Creative Industries.
• Prepares students for tertiary study in business-related degrees or diplomas.
• Develops skills useful for apprenticeships, trades, and small business ownership.
• Opens career pathways in retail, marketing, finance, event management, entrepreneurship, banking, government policy, economics, financial advisors, marketing,  human resources, and accounting.

NCEA Level 2 Calculus (2CAL)

This course provides students with a powerful toolkit for solving mathematical problems. It covers key areas including trigonometry, algebra, and graphical methods. Students will learn to apply concepts like the sine and cosine rules and manipulate complex algebraic expressions, including those with fractional and negative exponents. The course also teaches them how to analyze and interpret graphs and to form and solve systems of equations and inequations. By connecting these different mathematical approaches, students will develop a deep and interconnected understanding of the subject, preparing them for future studies and real-world applications.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical and creative thinking by applying a variety of mathematical methods to solve complex problems. They must analyze the problem's context, identify the most appropriate approach (e.g., using the sine rule vs. the cosine rule, or choosing between graphical and algebraic methods), and justify their solutions. The ability to manipulate expressions and solve different types of equations requires abstract reasoning and problem-solving skills that are essential in many fields. Students also engage in metacognition by reflecting on the effectiveness of different methods for solving the same problem.

Using language, symbols, and texts: Students will become proficient in using the language, symbols, and texts of mathematics. They will interpret and create a variety of representations, including algebraic expressions, equations, graphs, and geometric diagrams. They must effectively translate a real-world problem into a mathematical model and, conversely, interpret the mathematical solution within its original context. This involves moving fluidly between different representations of relations, functions, and equations, which strengthens their ability to communicate complex ideas precisely.

Managing self: This course encourages independence and self-management. Students will need to break down multi-step problems into manageable parts and manage their time to work through complex calculations and conceptual tasks. The abstract nature of manipulating algebraic expressions and solving equations requires resilience; students must persist through challenges and learn from their mistakes. The process of forming and solving equations, for example, is a testament to their ability to work through a process from start to finish.

Relating to others: While some problems are solved individually, many benefit from collaboration. Students will work together to discuss different approaches to solving a problem, negotiate which method to use, and explain their reasoning to peers. Whether they are interpreting a graph's features or manipulating complex algebraic expressions, peer collaboration allows them to strengthen their understanding and learn from different perspectives. This practice of teaching and learning from one another builds effective communication and team-working skills.

Participating and contributing: By applying these mathematical methods to solve problems, students are learning skills that have direct relevance to a wide range of fields, including science, engineering, and economics. They are building a foundation for understanding and contributing to a society that increasingly relies on quantitative data and logical reasoning. Whether it's interpreting data related to a social issue or solving a problem in a science lab, the skills learned in this course empower them to participate meaningfully in their communities and the wider world.

NCEA Level 2 Carpentry (2CAR)

The Level 2 carpentry course provides hands-on practical training to develop essential construction skills. This can prepare students for potential careers in construction and other allied trades. Students will study safe working practices, the use of hand tools and power tools, and gain understanding of construction technology and materials. Students will work on complex hands-on projects in the workshop, developing skills with tools and machinery. They will also develop skills in communication, Maths, and English. The course builds knowledge and confidence through continually exciting challenges.

NCEA Level 2 Chemistry (2CHEM) 

Students will learn about the structure of matter and how structure affects the properties of everyday solids.  They will learn how to analyse solutions to discover what they contain. This course gives students an excellent foundation to further Chemistry study.

Curriculum skills that will be developed include:

• Investigation skills including control of key variables
• Constructing detailed answers using complex scientific vocabulary.
• Working in teams to develop and carry out sophisticated practical work.

Successful students can move onto Level 3 Chemistry and then onto various degree/employment options after school.

“Level 2 Chemistry is my absolute favourite subject, no matter how hard the subject matter can become, or how bad the day has been - it always brightens my day. Some of my favourite memories of chemistry consist of elaborate, creative and fun explanations and experiments. Though at first chemistry might sound boring, all chemical equations and molecules ( though they are included ), it truly is a fascinating subject, which will give you a wide array of knowledge relating to multiple other subjects like level 2 calculus, and physics - plus you get to play with chemicals. If you enjoy science, level 2 Chemistry is an awesome and very intriguing subject to learn. I encourage everyone to give it a go :)” - Year 12 Chemistry student

This course has multiple opportunities for practical work and gives the students a real insight into the logical and fascinating world of chemistry.

Curriculum Skills and Key Competencies

Thinking: Students are introduced to more abstract models (e.g., electron configurations, bonding theories, thermochemistry).They have to interpret data from experiments, graphs, and tables, and link it to chemical concepts.For example, in an enthalpy change calculation, they must connect calorimetry data to mole concepts, then decide which formula to apply—this requires logical sequencing.

Using language, symbols and text: Students learn to use precise terminology (e.g., “enthalpy change,” “oxidising agent,” “covalent bonding”) in context. They practise shifting between everyday language (“rust forms on iron”) and scientific language (“iron undergoes oxidation in the presence of oxygen and water to form hydrated iron(III) oxide”). This develops the skill of tailoring communication to the audience—valuable beyond science.

Managing self: They often face multi-step problems (like stoichiometric calculations or multi-concept questions) that require sustained effort rather than quick answers.Lab work requires following safety protocols consistently without constant supervision. Students develop the habit of double-checking measurements, reading labels carefully, and taking responsibility for producing reliable data.

Relating to others: Many labs require shared use of equipment and chemicals, so students must negotiate roles (e.g., who measures, who records, who operates apparatus). Group tasks like titrations or reaction rate experiments demand coordination and timing, building skills in working efficiently with others.

Participating and Contributing: Experiments require students to take on specific roles—measuring, timing, mixing, recording data—so everyone contributes to the group’s success. They can’t just be passive observers; lab work only runs smoothly when each member participates actively.

Careers and Pathways

This course moves on from foundation knowledge acquired in Year 9, 10 and 11 around chemical reactions, properties of materials and atomic structure.

This course acts as the perfect base for further studies in Year 13 Chemistry where we go on to extend our knowledge in topics such as organic chemistry, structure and bonding and atomic structure.

Studying chemistry at school opens doors to a wide range of exciting careers in Aotearoa. From protecting our environment as a water quality scientist, to developing new materials in industrial research, to ensuring food and pharmaceutical safety, chemistry skills are in demand. You could work in health (pharmacist, laboratory technician, forensic scientist), energy and manufacturing (chemical engineer, process technician), or environmental management (air quality analyst, conservation chemist). Chemistry also underpins cutting-edge fields like biotechnology, nanotechnology, and renewable energy. Whether you go straight into the workforce or continue at university or polytechnic, chemistry provides the problem-solving, analytical, and practical skills that New Zealand employers value across science, technology, and industry.

NCEA Level 2 Design (2DES) 

Design for Sustainability - learning about contemporary Design practice

Level 2 Design is a mix of hand and digital based Visual Arts Design. It is a course for students who have achieved Level 1 Visual Arts or Level 1 DVC and want to expand their skills into a course with an emphasis on innovative visual thinking skills based on the United Nations 17 Sustainable Development Goals. The course involves learning about contemporary Design and Designers and their ways of working, with an emphasis on understanding and using Typography for effective communication.  In Design students combine their hand drawing skills with high level digital skills using Adobe Illustrator, Photoshop and InDesign. 

Visual Arts Design develops visual thinking, idea development and compositional skills. 

Curriculum Skills and Key Competencies

Thinking:

• Visual Arts Design develops visual thinking skills, idea development and compositional skills.
• Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of an artist's way of working. 
• The Level 2 Design course projects require an emphasis on innovative visual thinking skills based on the United Nations 17 Sustainable Development Goals.

Using language, symbols and texts: 

• The course involves learning about contemporary Design and Designers and their ways of working, with an emphasis on understanding and using Typography for effective communication. 
• Students combine their hand drawing skills with high level digital skills using Adobe Illustrator, Photoshop and InDesign. 
• Students will research, analyse and identify the meaning and intention in both artists and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.

Managing Self: 

• Designers learn to be independent and self manage as they choose and work through their individual projects. 
• Students will manage self by ensuing both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments.  They will work independently to explore their own subtheme, artists, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.
  
  
  

Relating to others: 

• Students relate to others by exploring different cultural contexts and artistic styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.
• At times Designers will share their ideas and ways of working, their progress in digital practice with others during class critique sessions.

Participating and contributing: 

• Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Through a Pedagogy of Guidance + Action + Experimentation - students who learn in the Arts Faculty will:

• Have opportunities to engage and experiment with a range of artistic expressions and genres in a safe supportive environment.  
• Develop a love of the arts as a form of self expression and a leisure activity that supports wellbeing.  
• Develop the skills and attitudes needed to gain access to further education and/or employment in the creative industries.
• Understand the role of the arts in the world as a tool for making diverse people/cultures visible and as a tool for social justice.  

Careers and Pathways

Visual Arts Design leads to Level 3 Visual Arts Design and other Design pathways within the Creative Industries, Visual Arts and Architecture. Further study in Fine Arts or Design will lead to rewarding career outcomes.

NCEA Level 2 Design & Visual Communication (2DVC)

Design and Visual Communication at Level 2 builds on the foundations of Level 1 and focuses on more advanced product and spatial design projects. Using student-centred design briefs, students extend their ability to conceptualise, develop, and communicate design ideas through a balance of traditional and digital methods.

Students will refine their skills in both freehand drawing and computer-based tools such as SketchUp, Twinmotion, Photoshop, Illustrator, and CAD software to produce professional and realistic design outcomes. They will develop the ability to create accurate 3D models, renderings, and digital presentations while also learning how to integrate physical model-making and manual drawing to strengthen their design process.

Visual communication at this level emphasises the effective communication of complex design ideas, requiring students to use a range of graphic and digital techniques to show detail, intent, and creative thinking. By integrating computers, students are able to produce higher-quality presentation graphics, animations, and design portfolios that reflect professional design practice.

Students will demonstrate understanding of, and skills in, advanced visual communication techniques, combining CAD, rendering, digital illustration, and presentation software with sketching and prototyping. Greater independence in decision-making and problem-solving is expected as students move towards producing a portfolio of work that communicates their design ideas at a professional standard.

“I chose DVC because I wanted a creative subject that also gives me real skills I can use in architecture, design or engineering later on.” - Y12 Kaipara College Student

“I like how DVC mixes creativity with problem-solving. It’s not just drawing; it’s thinking like a designer.” - Y12 Kaipara College Student

“DVC has helped me turn my ideas into real designs—I never thought I could make my sketches look professional until this course.” - Y12 Kaipara College Student

This is an excellent course to take if you are interested in careers such as Architecture, Industrial Design, Illustration, Graphic Design, Film or Gaming Design, or any other creative industry where digital and computer-based design skills are in high demand.

Curriculum Skills and Key Comptencies

Thinking

Students of Design and Visual Communication will:

• Use design thinking to explore, experiment, and solve problems.
• Consider multiple perspectives and cultural influences.
• Draw on design heritage and diverse voices for inspiration.
• Think independently and build confidence in generating ideas.
• Apply divergent thinking to take risks and innovate.
• Apply convergent thinking to refine and resolve design ideas.
• Value their own unique voice and background.
• Use design thinking for self-reflection.

Using Language, Symbols and Text

Students of Design and Visual Communication will:

• Develop visual communication skills to express ideas and narratives.
• Explore, generate, critique, and refine design ideas to strengthen visual literacy.
• Understand how design uses universal symbols and visual languages recognised worldwide.
• Apply visual communication systems such as drawing conventions.
• Gain fluency in design language, balancing aesthetics and function.
• Select techniques that best support improvement and progression of their design ideas.

Managing Self

Students of Design and Visual Communication will:

• Build skills in time management, resource use, and adaptability.
• Develop confidence to reflect on and commit to their ideas.
• Balance risk-taking with established procedures to achieve strong results.
• Take ownership of their processes, including curating design portfolios.
• Engage with diverse contexts and perspectives to refine awareness and challenge bias.
• Think on their feet, making decisions under pressure and using their strengths effectively.
• Integrate wellbeing and stress-management practices into their design process.
• Recognise how resilience and focus support innovative ideas and quality outcomes.

Relating to Others

Students of Design and Visual Communication will:

• Learn visual communication techniques to confidently present ideas to peers, whānau, communities, and potential users.
• Develop audience and user connections, translating solutions into valuable industry skills.
• Use critical inquiry and empathy to better understand and meet user needs.
• Connect with place and the whakapapa of the people they design for.
• Practise collaboration and critique, respecting and building on each other’s strengths.
• Engage with communities to form relationships and respectfully understand the places they design for.

Participating and Contributing

Students of Design and Visual Communication will:

• Use visual communication skills to connect ideas with people and place.
• Develop solutions that respond to others’ needs while considering social, cultural, and environmental impacts.
• Understand design as a cumulative process requiring sustained engagement.
• Value collaboration and teamwork as a source of new ideas.
• Recognise feedback and critique as tools for shared growth in a supportive learning environment.
• Build resilience and confidence by reframing mistakes as opportunities for reflection and improvement.

Careers and Pathways

This is an excellent course to take if you are interested in careers such as Architecture, Industrial Design, Illustration, Graphic Design, Film or Gaming Design, or any other creative industry where digital and computer-based design skills are in high demand.

There are benefits regarding the use of Instrumental Drawing and CAD software and Problem solving that would be beneficial in any vocational career.

NCEA Level 2 Drama (2DRA)

Drama is for everyone. We all have kōrero, pūrākau, and stories to share. Drama helps us to understand diverse cultural perspectives and worldviews and connect with our community. It allows us to recognise the uniqueness of our place in the Pacific, the identity of Aotearoa New Zealand, and the rich cultural histories and traditions from all over the world that are expressed through performance.

Ākonga will understand that the function of drama is to heal, educate, entertain, or transform society. They discover how theatre can either challenge the status quo or reinforce it, gaining an awareness of how impactful the medium can be. Drama provides opportunities for ākonga to express their identities and heritages, and explore the heritages of others, creating empathy and understanding for the experiences and whakapapa of people from diverse backgrounds.

Through the relationships creators and performers make with audiences, Drama exists as a powerful medium to foster hauora – nurturing and maintaining both individual and community wellbeing in its ability to empower and inspire others. Ākonga engage with the ways in which Drama can uplift and sustain the mana of communities, groups, and individuals.

Ākonga explore and manipulate ideas and take creative risks. They share, rework, construct, and deconstruct work that is dynamic and evolving. The progression of ākonga in Drama is demonstrated through their increasing sophistication in storytelling, independence, and communicating their creative vision, as well as increasing comprehension and deeper understanding of the creative vision of others.

Curriculum Skills and Key Competencies

Thinking 

Students of Drama will:

• reflect on ideas and explore them physically and in the moment
• listen and respond to creative offers and feedforward to advance the drama
• put their own thought into action
• respond and adapt their whakaaro (thoughts and ideas) based on mahi tahi (working collaboratively)
• reflect on work and adapt based on feedback and self-assessment
• develop understanding and critical thinking about the context of work – historical, social, cultural, political, and economic – in order to create meaningful drama
• develop subject-specific research skills, including dramatic inquiry, when exploring the contexts of dramatic work
• explore their own and others’ ideas in work they experience and work they create
• investigate roles, worlds, contexts, attitudes, and themes in drama to build new knowledge (including cultural, historical, social, and political knowledge).

Using language, symbols and texts 

Students of Drama will:

• develop their use of language in rehearsal, scripting, directing, and devising processes
• discuss their work and experiment with language used in performance
• understand and use discipline-specific vocabulary and develop multi-modal literacies including audio, gestural, linguistic (verbal and written), spatial, and visual
• interpret texts, stories, and direction
• engage with and explore what can be expressed through props, costume, set, technologies, motifs (recurring symbols), text, dialogue, movement, gesture, and conventions.

Relating to others

Students of Drama will:

• negotiate, cultivate, and explore a variety of relationships, such as:
• the relationships between performers
• the relationships between characters
• the relationship between the performer and the role
• the relationship between the performer and the audience
• the relationship between the playwright, director, and designer.
• practice whanaungatanga, manaakitanga, and vā in working with others with care and compassion
• explore the perspectives and experiences of others, increasing their cultural awareness, responsiveness, and acceptance
• understand and play to different strengths in order to uplift the work.

Managing Self

Students of Drama will:

• develop self-discipline and an understanding of their role as part of the group
• practise self-management in practical contexts – arriving to rehearsals on time, learning lines, being prepared, and taking responsibility for different aspects of production (eg props, costume etc), theatre, and performance protocols
• set goals
• self-review
• accept direction and feedback
• question and critique themselves and others
• follow the established kawa of their learning environment to create a shared relational space.

Participating and contributing

Students of Drama will:

• work together to contribute their own ideas and respond to the ideas of others
• establish kotahitanga in group work, value each other’s strengths, and improve the quality of the work
• build a kawa that will become established practice within their learning environment
• explore how to adapt and work in different environments with different people, and contribute to building a group dynamic that is responsive to the needs of the work and the participants
• develop courage and generosity in making offers to advance the drama and giving feedback as well as openness and humility in accepting feedback and extending the ideas of others.

Careers & Pathways

Ākonga in Drama enhance their interpersonal, collaborative, and communication skills, which will serve them well in all areas of learning and life. The ability to work with others, understand different points of view, and communicate ideas and information effectively is highly valued in any future pathway. Participating in, and responding to, drama allows ākonga to develop confidence in expressing their ideas as they seek to communicate with a variety of audiences.

Drama students demonstrate high engagement, empathy, and courage in their learning, as the subject allows them to have fun while taking creative risks within a safe environment. They quickly learn that they are responsible both for themselves and for others.

The collaborative, creative process of drama develops skills in giving and receiving constructive feedback. Drama students learn to share, develop, and extend ideas to realise a shared goal and serve the intention of the drama.

Drama examines and challenges established ideas and prejudices. It encourages critical and creative thinking and innovation. It generates new ideas and reflects on trends in society.

Studying Drama opens numerous pathways within the creative industries, particularly within theatre, film, and television. Careers include but are not limited to:

• performer
• director
• writer
• designer
• producer
• stage manager.

Beyond school, ākonga in Drama will have gained many transferrable skills and life experiences that help them greatly, both in tertiary education and the world of work. This includes:

• creativity
• innovation
• public speaking and performance skills
• idea generation and content creation
• self-reflection and analysis
• critical thinking
• lateral thinking
• communication
• collaboration and working with others
• relational empathy
• negotiation
• punctuality and time management
• reliability
• confidence and assertiveness
• self-esteem and self-efficacy
• delivering products to a deadline
• identifying target audiences and promoting work to them
• supporting the ideas of others and providing constructive feedback
• technical production skills, such as lighting, sound, and costume and prop design.

They will also understand the significance of whakapapa as they engage in the community, recognising and embracing diversity of cultures and perspectives. Whakawhanaungatanga and skills in relationship building will also be developed through their experience in forming, nurturing, and maintaining collaborative and reciprocal relationships (with performers, audiences, writers, designers, and directors).

SCHOLARSHIP DRAMA is available to L2 and L3 students. 

Scholarship drama is a practical exam. Students complete three performances a max of 7 students can be taken into the scholarship programme. 

NCEA L2 Earth and Space Science (2ESS)

In Earth and Space Science, you will start by studying the formation and shape of volcanoes. This will include a 3-day trip to Ruapehu where we will gather data and conduct investigations into the type of rock present, and how the altitude of the volcano affects plant growth. This trip should give you hands-on experience in geology, and the opportunity to gain 10 credits.

We will then study the necessary adaptations required to enable life in extreme environments. This will cover the features of an extreme environment, and the ability of extreme environments to sustain life as well as researching the adaptations of penguins at Kelly Tarltons.

Our learning around extreme environments will then lead to an investigation into the cause of the dinosaur extinction in which we will analyse the two leading theories surrounding this event.

You will have the option of two different exam topics - geological processes such as volcanoes, earthquakes and tsunamis; or the formation of stars, black holes and planetary systems.

Curriculum Skills and Key Competencies

Students will develop understanding that scientists have an obligation to connect ideas to current and historical research. They will use this information to analyse the extinction of the dinosaurs

Conduct investigations to extend scientific knowledge. This will occur on Mount Ruapehu, and will develop students' understanding of the importance of an accurate investigative process.

Students will consider the wider implications of scientific findings and how they could be used in the future to further understanding of the world around us.

Students will develop a coherent understanding of socio-scientific issues such as space travel and the potential of creating a society in space in the future.

This course leads directly to L3 Earth and Space Science. If you do well in this course you may also be able to move on to L3 Biology on a case-by-case basis.

NCEA Level 2 English (2ENG)

In this course, you’ll dive deeper into the power of language and discover how words shape the world around you. You’ll read a range of powerful texts — from short stories and films to poetry and articles — and explore how writers use language to make you feel, think, and act.

You’ll also become a creator yourself. Whether you're crafting a compelling essay, researching a topic, or analysing a film, this course gives you the chance to develop your unique voice and perspective. Expect to explore ideas that matter — identity, conflict, justice, belonging — and to discuss them in ways that are real and relevant to your world.

“Level 2 English really helped me find my own voice. I loved reading different kinds of texts - from poems to films - and learning how to think deeper about what they mean.” - Kaipara College Student

Students are strongly recommended to take NCEA Level 2 English for the UE Literacy component. If students do not wish to take English, please email Mr Coleman at [email protected] to confirm that this is the right decision for your pathway.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical thinking by analysing written and  visual texts, identifying how language choices shape meaning and influence audiences. Through close reading, essay writing, and discussion, students will form and support original arguments and reflect on their own interpretations and assumptions.

Using Language, Symbols, and Texts: Students will interpret and create a range of texts, developing confidence in reading for deeper meaning and writing with clarity and purpose. They will learn to use language and structure deliberately to inform, persuade, or entertain a variety of audiences.

Managing Self: Students will build independence and resilience by managing a range of projects with varying deadlines, including long-term writing portfolios and crafted responses. They will learn to revise their work based on feedback, reflect on their progress, and take ownership of their learning goals.

Relating to Others: Students will participate in peer workshops, group discussions, and collaborative analysis tasks. These experiences will require them to actively listen, share diverse viewpoints, give constructive feedback, and negotiate meaning in respectful, supportive ways.

Participating and Contributing: Through studying texts that explore cultural, social, and global issues, students will engage with perspectives beyond their own and consider how language can shape public thought. Opportunities for personal response and creative expression allow students to connect their learning to their own lives and communities.

Careers and Pathways

Level 2 English is a valuable course for all students, no matter your future direction. It not only deepens your communication, thinking, and writing skills — it also opens doors to a wide range of careers and learning pathways.

While at Kaipara College, this course:

• Prepares you for Level 3 English.
• Builds your portfolio of Achievement Standards that contribute to Level 2 NCEA, which is essential for most apprenticeships, trades, and tertiary study.
• Strengthens the reading and writing skills needed across other subjects, such as History, Geography, Media Studies, and Science.

University Entrance & Tertiary Study:

• This course offers standards that provide UE Literacy credits. (you must gain 5 reading and 5 writing credits from approved standards — many of which are available in Level 2 English).
• Supports pathways into Bachelor’s degrees in areas such as Law, Journalism, Teaching, Psychology, Communications, Politics, Business, and more.

Polytechnic Diplomas & Real-World Applications:

• Strong reading, writing, and speaking skills are essential for success in polytechnic diplomas and Level 4 certificates in areas like Social Work, Early Childhood Education, Tourism, Animal Care, and Business Administration.
• Many customer-facing, admin, creative, or support roles value the communication and problem-solving skills developed in English.

Trades and Apprenticeships:

• English is vital for success in trades and apprenticeships, particularly when reading technical documents, writing reports, and communicating on worksites.
• This course supports the Vocational Pathways, especially in Creative Industries, Social & Community Services, and Manufacturing & Technology, by strengthening the core literacy required in these fields.

NCEA Level 2 Geography (2GEO)

Geography at Level 2 develops your understanding of the world and your place in it. You will explore natural and cultural environments, investigate how people interact with landscapes, and evaluate the challenges communities face. The course builds critical thinking, research, mapping, and data analysis skills that are useful for a wide range of pathways.

Topics may include:

• Global issues such as climate change, human rights, or migration
• Natural processes shaping environments (e.g. rivers, coasts, volcanoes)
• Geographic skills (maps, graphs, spatial data, geographic information systems)
• Fieldwork and/or research in local environments

Assessment: A mix of internal and external Achievement Standards, with opportunities to gain University Entrance Literacy credits.

Pathways: Useful for careers in planning, tourism, resource management, environmental science, international relations, and community development.

NCEA Level 2 Health (2HEA)

“We like being able to actually take action and do some practical activities as well as being in the classroom” - Year 12 Health Student

“We like that you get lots of credits for each assessment” - Year 12 Health Student

“I like that I can work at my own pace with realistic deadlines and choose topics relevant to me and my interests”- Year 12 Health Student

In this course, you will dive into the big questions about health and wellbeing – for yourself, your friends, your community, and society. You’ll explore how people manage change, how different factors influence our choices, and how communities respond to health issues that affect us all.

This is a subject for students who are curious about people, passionate about making a difference, and interested in the real-world challenges that shape our lives. You will learn to critically evaluate the influences on health, examine issues such as relationships, resilience, and decision-making, and develop strategies to enhance wellbeing for yourself and others.

In this course, you’ll:

• Investigate how health issues affect individuals, groups, and communities in Aotearoa and around the world.
• Examine the impact of changing circumstances and develop strategies for managing them.
• Explore ethical, cultural, and social perspectives on health, and learn to evaluate information to make informed decisions.
• Contribute to projects and discussions that connect your learning to real-world contexts.

This course sets you up with knowledge and skills that are useful for life, study, and future careers. Health at Level 2 builds your ability to think critically, communicate effectively, and engage with issues that matter – whether you’re considering pathways in health sciences, teaching, sport, social services, psychology, medicine, or simply want to better understand yourself and others. If you want a course that is people-focused, relevant, and connected to today’s world, then Level 2 Health is for you.

Curriculum Skills and Key Competencies

Thinking: Students will strengthen their critical and creative thinking by analysing health issues that affect individuals, communities, and society. They will evaluate influences on wellbeing, explore strategies for managing change, and develop metacognitive skills through reflecting on their own learning and decision-making processes.

Using Language, Symbols, and Texts: Students will interpret and communicate health information in a variety of ways, including reports, discussions, research tasks, and presentations. They will critically examine messages from media, cultural sources, and wider society, and learn to create clear and convincing texts that promote wellbeing and positive health outcomes.

Managing Self: Students will be encouraged to take ownership of their learning by managing long-term projects, setting goals, and meeting deadlines. They will practise resilience when tackling challenging topics or personal reflections, and develop time management and self-motivation skills that support both academic success and personal wellbeing.

Relating to Others: Students will collaborate in group discussions, peer feedback sessions, and class projects that explore interpersonal and societal health issues. They will learn to listen actively, respect diverse perspectives, and negotiate shared understandings, building skills for effective teamwork and positive relationships.

Participating and Contributing: Students will connect their learning to the wider world by examining real health issues in Aotearoa and globally, considering cultural, ethical, and societal viewpoints. They will contribute ideas, share solutions, and engage with health-enhancing strategies that can make a difference in their school, community, and beyond.

Careers and Pathways

Studying Health at this level builds strong skills in critical thinking, communication, problem-solving, collaboration, and understanding wellbeing — all of which are highly valued in many professions. Students who complete this course may go on to:

Pathways at Kaipara College:

• Level 3 Health (AS91505–91508)
• University Entrance subjects in Health Science, Education, Social Sciences, Psychology, Nursing, or Sport Science
• Tertiary pathways at universities, polytechnics, and wānanga into health and wellbeing-related qualifications

Health and Wellbeing Professions

• Nursing & Midwifery – applying knowledge of wellbeing, decision-making, and health promotion.
• Medicine & Allied Health (doctor, physiotherapist, occupational therapist, dietitian, speech-language therapist).
• Public Health – designing and evaluating health initiatives, understanding influences on wellbeing.
• Mental Health Support – counselling, psychology, social work, youth work.

Education and Community Services

• Teaching (Health, PE, Science, Social Sciences) – skills in relating to others, managing self, and contributing to community wellbeing.
• Community Development & Social Services – working with diverse groups to improve health outcomes.
• Māori and Pasifika Health Services – connecting cultural perspectives with wellbeing initiatives.

Sport, Fitness, and Recreation

• Sport Science, Exercise Physiology, and Personal Training – applying knowledge of factors influencing health.
• Recreation and Leisure Management – designing health-promoting programmes for communities.

Policy, Communication, and Advocacy

• Health Promotion & Policy – working with organisations like the Ministry of Health or NGOs to address social issues.
• Media and Communication – interpreting and creating health-related messages.
• NGOs & Advocacy Work – tackling societal health issues (e.g., mental health awareness, drug harm reduction, sexual health).

Even beyond health-specific careers, this course strengthens skills employers want everywhere including but not limited to:

• Research and critical analysis
• Collaboration and leadership
• Cultural awareness and inclusivity
• Problem-solving in real-world context 

NCEA Level 2 History (2HIS) 

In this course, you’ll dive into some of the most powerful forces that have shaped our world—revolution, human rights, communism, and colonialism. You’ll see how people have challenged authority, fought for justice, and changed history. You’ll also ask big questions about morality, power, and the choices people make in times of conflict.

During the course, you’ll research a revolution or protest movement which has altered the course of history in some way. Options include the French, American, Cuban or Russian revolutions, the NZ Suffragette Movement, NZ Springbok Tour protests, NZ Bastion Point Protest, Parihaka, Irish Easter Rising, Stonewall Riots, and the Soweto Uprising. 

You’ll also examine the Invasion of the Waikato, uncover the causes and consequences of the Vietnam War, and confront hard truths about events like the My Lai Massacre.

You won’t just learn about the past—you’ll think critically, weigh up different perspectives, and sharpen your skills in research, analysis, and argument. Expect to dive into debates, explore sources from the time, and create work that shows your own insights.

“History made me see the world differently—I loved debating big ideas and connecting the past to what’s happening today.” - Level 2 History student

Take History to understand the world, challenge ideas, and build skills that open doors to your future.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical thinking by analysing historical evidence, questioning the usefulness, reliability and strengths and limitations of sources, weighing up different perspectives on key events, and drawing their own conclusions as an historian about what happened, why it happened and the significance of historical events. Through reflecting on their own interpretations and judgements, students build metacognitive skills, becoming more aware of how they form conclusions and how their own perspectives shape their understanding of history. These skills not only deepen their learning in History but also strengthen their ability to think independently and thoughtfully about the world around them.

Using language, symbols, and texts: Students will interpret a wide range of historical texts, sources, and perspectives, including letters, speeches, photographs, propaganda, and film. They will learn to decode the language and symbols of different times and cultures, and evaluate how meaning is constructed. Students will also create their own forms of communication, from research folders and reports to presentations and essays, developing the ability to express complex ideas with clarity and impact.

Managing self: Students will learn to manage themselves through independent research projects, where they set goals, plan their approach, and work to deadlines. The course encourages resilience as students tackle challenging content, weigh up complex perspectives, and refine their ideas through feedback. By taking responsibility for their own learning and managing their time effectively, students build independence and confidence that will support them in future study and beyond.

Relating to others: Students will collaborate in group and class discussions, debates, and activities that require them to share ideas and listen to different viewpoints. They will practise negotiating meaning, respecting diverse perspectives, and working together to build stronger arguments. Through peer and teacher feedback students develop the ability to communicate effectively and contribute positively to collective learning.

Participating and contributing: Students will explore events and movements that have shaped both New Zealand and the wider world, encouraging them to connect the past to issues that still matter in society today. By examining protests, revolutions, and struggles for rights, students consider how people participate in communities and bring about change. They will reflect on their own role as active citizens in a global world.

Careers and Pathways

• Progresses to Level 3 History
• Supports achievement of University Entrance Literacy requirements
• Prepares students for tertiary study in Social Science related degrees or diplomas - e.g. a Bachelor of Arts degree in History
• Develops critical thinking and communication skills that open doors to future study and careers in law, politics, media, business, education and beyond

NCEA Level 2 Hospitality (2HOS)

This course provides excellent foundation skills for anyone interested in entering the Hospitality industry. Includes learning of relevant health and safety practices, important theory knowledge, and a variety of practical skills.

The standards offered in this course are industry standards provided by ServiceIQ. They are aligned with the industry qualifications for the professional Hospitality sector.

Leads on to L3 Hospitality and careers in the Hospitality industry such as food preparation and service.

NCEA Level 2 Mechanical Engineering (2AUT)

This course is for students who are interested in mechanical engineering. This course will teach you  how to operate fixed workshop machines and learn how to use a MIG welder and an Oxy/Acetylene gas plant.

Leads on to L3 Mechanical Engineering.

NCEA Level 2 Media Studies (2MED)

In this University-approved course, you’ll explore how the media shapes the way we see the world — and how you can shape the media in return. You’ll study a genre of film to learn to question the messages, analyse media texts, and understand the powerful role media plays in culture and everyday life.

Even better — you won’t just study media, you’ll make it. You'll plan and produce your own media project, such as a short film, podcast, magazine, or online campaign. You'll get hands-on experience with creative tools while developing skills in storytelling, design, production, and audience awareness.

"Media Studies at Level 2 was one of the most creative and practical subjects I’ve taken. I learned how to plan and produce real media projects, from writing a screenplay to filming and editing a short film. It wasn’t just about using cameras and software – we explored how stories are told in different genres and how media influences audiences.” - Kaipara College Student

Media Studies prepares you for careers in film, journalism, communications, digital marketing, game design, broadcasting, and content creation, and builds key skills for any future involving creative thinking, collaboration, and strong communication.

Curriculum Skills and Key Competencies

Thinking 

• Students develop critical and creative thinking by analysing how media texts are constructed to influence audiences. They examine issues such as representation, bias, power, and purpose, and use this understanding to question how the media reflects and shapes society.
• For example, students compare the portrayal of gender roles in a  film genre over time and evaluate the effect on audience perception.

Using Language, Symbols, and Texts

• Students interpret and create a range of visual, written, and digital texts, learning how to use language, design elements, and technology to communicate ideas. They explore the codes and conventions of a film genre. 
• For example, students storyboard, script, film, and edit their own short media product, using industry-style planning and terminology.

Managing Self

• Students learn to take responsibility for their own learning by planning and managing long-term creative projects, meeting deadlines, and responding to feedback. They build resilience by problem-solving through technical and creative challenges.
• For example, students manage all stages of a production project from initial pitch to final edit, including time and resource planning.

Relating to Others

• Collaboration is central to Media Studies. Students work in teams during production tasks, learning to communicate clearly, resolve conflict, share responsibilities, and support one another’s ideas.
• For example, students form production groups, take on assigned roles (e.g., director, editor), and work together to complete a short film or digital media campaign.

Participating and Contributing

• Students engage with real-world issues by creating media that responds to social, cultural, or community-based topics. This helps them understand how media connects to current events, public opinion, and civic engagement.

By the end of Level 2 Media Studies, students are not only more media-literate — they are confident communicators, critical thinkers, creative makers, and active participants in their world.

Careers and Pathways

Media Studies opens exciting pathways in our digital-first world. 

This course supports a wide range of career and further study opportunities by building the communication, analytical, and creative skills valued in both academic and vocational fields.

During their time at Kaipara College, students can use the skills developed in this course to:

• 7 University Entrance Literacy Writing credits are available.
• Build strong skills in written, visual, or media work for scholarship applications.
• Gain credits that contribute towards Vocational Pathways such as Creative Industries, Social & Community Services, and Service Industries.

Career Pathways & Further Education Opportunities:

• University study in fields such as Media Studies, Communications, Journalism, Education, Law, Marketing, or the Arts.
• Polytechnic diplomas in Digital Media, Graphic Design, Broadcasting, Event Management, Public Relations, or Creative Writing.
• Apprenticeships and Trades that benefit from strong communication and customer-service skills, such as Printing & Signwriting, Broadcasting Technician, or Tourism & Hospitality roles.
• Tertiary training in film production, or digital content creation.
• Workplace pathways including copywriting, social media management, advertising, retail management, or public-facing government roles.

Real-world applications:

• Producing and editing media content for community projects or businesses.
• Presenting and pitching ideas to employers or clients.
• Analysing and interpreting information to make decisions in business, community, or creative contexts.

By the end of the course, students will have gained a set of transferable skills—critical thinking, collaboration, digital literacy—that provide a foundation for success in both further study and the workplace.

NCEA Level 2 Painting (2PAI) 

Developing a knowledge of contemporary painting practice

Level 2 Painting students explore a wide range of painting and drawing methods that relate to contemporary Art Practices and to their own personal investigations. It is a course for students who have achieved  Level 1 Visual Arts and want to expand their painting skills and their thinking. Students are expected to work in new ways and undertake experimentation,engage in research and artist analysis to help further develop and regenerate their ideas.

The course involves learning about contemporary Painters and their ways of working, with an emphasis on building practical skills and combining this with high level thinking skills leading onto the making of strong compositional artworks.   

Curriculum Skills and Key Compentencies

In Visual Arts Painting Students will explore a range of Art and Artists and their ways of working. Students will develop, extend and regenerate a wide range of ideas and refine their fine painting skills. The course involves learning about contemporary painters and their ways of working, with an emphasis on developing a knowledge of and using media, conventions, application of paint and communication of ideas.

Thinking: 

• Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of an artist's way of working. 

Using language, symbols and texts: 

• Students will research, analyse and identify the meaning and intention in both artists and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.
• In Level 2 Painting students communicate their ideas using hand drawing skills and a high level of practical paint application skills.

Managing Self:

• Painters learn to be independent and self manage as they choose and work through their individual projects.
• Students will manage self by ensuring both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments.  They will work independently to explore their own subtheme, artists, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: 

• Students relate to others by exploring different cultural contexts and artistic styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.

Participating and contributing: 

• Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Through a Pedagogy of Guidance + Action + Experimentation - students who learn in the Arts Faculty will:

• Have opportunities to engage and experiment with a range of artistic expressions and genres in a safe supportive environment.  
• Develop a love of the arts as a form of self expression and a leisure activity that supports wellbeing.  
• Develop the skills and attitudes needed to gain access to further education and/or employment in the creative industries.
• Understand the role of the arts in the world as a tool for making diverse people/cultures visible and as a tool for social justice.  

Careers and Pathways

Visual Arts Painting develops fine art skill, visual thinking, idea development and compositional skills. 

Level 2 Painting leads on to Level 3 Painting and afterwards to pathways within the Creative Industries, Design and Visual Arts. Further study in Fine Arts, Design or Architecture will lead to rewarding career outcomes.

NCEA Level 2 PE Leadership (2PEL)

2PEL is packed with epic experiences! Take on Tree Adventures, tackle challenges at outdoor experiences with an overnight camp and battle it out in a Turbo Touch tournament. You’ll coach primary kids, lead sports and build leadership, teamwork, communication and responsibility. You will develop life skills you can use in the future at work and everyday life!

“I enjoyed getting to experience heaps of different sports and push myself in new ways. Every lesson brought exciting challenges, new games, different skills, and plenty of physical activities. It was such a cool chance to explore testing my limits and learn with friends." - Y12 PE Leadership Student

Curriculum Skills and Key Competencies

Students will develop awareness in outdoor environments, reflecting on their contribution to group performance and evaluating outcomes of events such as coaching at primary schools. They will also grow creative and strategic thinking by problem solving in team sports like Turbo Touch and adapting to unpredictable situations in outdoor challenges. Metacognitive thinking is fostered through reflecting on their actions, decisions and responsibilities and considering how these can be improved and applied in future contexts 

Students learn to interpret and communicate information in multiple contexts, contribute to a group, following safety instructions at Tree Adventures, or non verbal language in sport. They also practice expressing ideas clearly when coaching younger students, giving feedback or recording reflections, strengthening their ability to use language and symbols in sport, outdoor education and beyond.

Through outdoor activities and tournaments, students build responsibility, resilience and self discipline. They learn to prepare effectively, manage risk and persevere through challenges, developing confidence and initiative for future work and life situations.

Students develop empathy, respect and teamwork by coaching younger students, supporting peers in teams and considering group needs in outdoor challenges. They practice listening, collaborating and leading, which builds strong interpersonal and leadership skills.

Students learn to take an active role in tournaments, outdoor camps and leadership opportunities. By contributing fairly and responsibly, they see how their actions impact group success, building confidence to engage positively in wider communities.

Careers and Pathways

• Recreation leader / Sport development officer
• Outdoor adventure guide / Adventure tourism guide (diving, tramping, rock climbing)
• Environmental education / Conservation roles
• Tourism operations
• Teacher (PE/Health/Primary)
• Sport Coach / Referee / Trainer / Mentor / Sport Scientist (high performance)
• Event Management (sport/community events/ school sports co-ordinator)
• Defence Force / Emergency Services
• Youth Work / Community Development / Workplace leadership / Team-building industries

NCEA Level 2 PE Outdoor Education (2OED)

“ Being able to get out into places like Woohill forest to use and connect with the amazing environment we have around us, and not just within school grounds is key reason why I loved outdoor ed this year. “ - Yr 12 OED Student

“When I first started outdoor education, I wasn’t sure what to expect, but I decided to try everything. I pushed myself to give each activity a go, and along the way, I discovered new skills I didn’t know I had and even enjoyed things I had never tried before. It was a great experience that helped me step up in the outdoors. I believe that outdoor education is a great way to learn and explore the outdoors” - Yr 12 OED Student

“Outdoor Educations is all about being outdoors doing physical activities with minimal in-class time. This course is loads of fun and will get you out of your comfort zone. I recommend this subject to any wanting to push themselves and build self confidence. “ - Yr 12 OED Student

Step out of the classroom and into adventure! In this course, you’ll take on Mountain Biking, Climbing at Tree Adventures and an overnight hike where you’ll stay at a DOC Hut. You’ll also learn new skills and sports such as Disc Golf, Spike Ball as well as improving your physical fitness through a Running programme. Every challenge helps you build confidence, resilience, and teamwork while making the most of the great outdoors.

Outdoor Ed is more than just fun, it’s about discovering your strengths, growing as a leader, and learning skills you can use in life, study, and future careers. If you want a challenge, adventure, and experiences you’ll never forget, this course is for you. 

This course requires an application form filled out and returned to Mrs Connew and Mrs Enoka if you want to be considered for a place in this course. There are a few short questions asking you to express why you wish to participate in a course of study in Outdoor Education and what you hope to achieve from participating in this course of learning.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical and creative thinking by planning, problem-solving, and reflecting on outdoor challenges. From preparing for an overnight hike to navigating a mountain bike trail, they will learn to assess risks, make decisions under pressure, and evaluate their performance. These experiences encourage metacognitive skills, helping students understand how they learn and adapt in new environments.

Using Language, Symbols, and Texts: Outdoor Education requires students to interpret and communicate in multiple ways from reading maps, trail markers, and safety instructions, to sharing plans, strategies, and reflections with others. Students will use a mix of verbal communication, symbolic systems, and written or visual formats to both understand and present information effectively.

Managing Self: The course challenges students to take responsibility for their own preparation, gear, fitness, and safety. Activities such as climbing, hiking, and trail running demand resilience, self-motivation, and time management. Students will learn to set personal goals, manage setbacks, and grow their independence in a supportive but challenging environment.

Relating to Others: Collaboration is at the heart of Outdoor Education. Students will work closely in pairs and groups to plan, problem-solve, and achieve success together. They will practise negotiation, active listening, and supporting others, developing empathy and strong interpersonal skills through shared outdoor experiences.

Participating and Contributing: Outdoor Education connects students to the environment and wider community. Through group challenges, overnight expeditions, and adventure activities, they contribute positively to collective goals, develop a sense of responsibility for others, and deepen their understanding of kaitiakitanga (guardianship of the land). This builds a strong foundation for lifelong participation in outdoor recreation and community life.

Careers and Pathways

Further Study

• NCEA Level 3 Outdoor Education and Physical Education
• Gateway programmes in sport, recreation, or tourism
• Tertiary study in Sport and Exercise Science, Outdoor Recreation, Adventure Tourism, Environmental Studies, or Teaching

Careers

• Outdoor instructor (climbing, kayaking, mountain biking, etc.)
• Adventure and eco-tourism operator or guide
• Fitness trainer, coach, or physiotherapist
• Emergency services (police, defence, fire, paramedic)
• Education (PE or Outdoor Education teaching)
• Environmental management and conservation roles

Life Skills & Transferable Skills

• Leadership, teamwork, and communication skills valuable in any workplace
• Resilience, self-management, and problem-solving in challenging situations
• Understanding of health, safety, and risk management — crucial in many careers
• Appreciation of sustainability, kaitiakitanga, and the natural environment

NCEA Level 1 Performance Music (1MUS)

Performance Music is more than learning to play an instrument or sing — it is about developing the skills, knowledge, and confidence that will serve you well throughout life. At NCEA Levels 1 to 3, Performance Music combines the thrill of live performance with composition, analysis, and research, giving students a rich academic experience that values creativity as much as critical thinking. You will have the opportunity to perform as a soloist or in groups, compose original music, and deepen your understanding of how music shapes and reflects the world we live in. This balance between practical performance, creative output, and academic study enables every student to find their own pathway through music, while building strong foundations for further study or career opportunities.

Choosing Performance Music is also a personal growth opportunity. Students develop resilience, discipline, ownership, and self-expression through practice and performance, while collaborative work fosters teamwork, leadership, and empathy. Music connects directly with culture and society, helping you to explore your own identity while gaining insight into others. It is an academic subject recognised for its rigor and depth, contributing to university entrance requirements while standing out as evidence of creativity, innovation, and commitment. Whether your passion is to perform, compose, or simply to grow through music’s unique challenges and rewards, Performance Music offers an inspiring and relevant academic pathway for 2026 and beyond.

“Performance Music showed me that chasing your creative dream isn’t a risk.  It’s an opportunity to grow, perform, and turn passion into a pathway.” - Kaipara College Student

“Through Performance Music, I’ve learned discipline, resilience, and how to be more confident. All skills that I’ll take with me wherever I go.” - Kaipara College Student

Curriculum Skills and Competencies

Taking Performance Music at Kaipara College for NCEA Levels 1 to 3 is about much more than playing an instrument or singing. These courses are developed from the Key Competencies identified in the New Zealand Curriculum, the skills that prepare you for life, study, and work, no matter where your pathway leads.

Thinking: In Performance Music, you’re constantly solving problems and making creative choices. Deciding how to interpret a song, arranging a piece for your band, or improving your own performance all require imagination and critical thinking. These are the same skills you’ll use in future study or careers when you’re asked to think outside the box.

Using language, symbols, and texts: Music is a language in itself. You’ll read notation, use chords and rhythms, and work with digital tools like recording and editing software. You’ll also learn how music communicates meaning and emotion,  giving you a whole new way to understand and express ideas.

Managing self: Success in Performance Music means setting goals, practising regularly, and being ready to perform. You’ll learn discipline, focus, and resilience as you work towards assessments and live performances. These habits carry through to every subject and any challenge you take on in the future.

Relating to others: Music is about people. Whether you’re rehearsing with others, performing on stage, or creating in a group, you’ll practise listening, cooperating, and leading. You’ll also learn empathy by connecting with your audience and supporting your peers. These are the teamwork skills that every employer and community values.

Participating and contributing: Through performance opportunities at school and in the wider community, you’ll gain the confidence to share your music and contribute to something bigger than yourself. This builds a sense of belonging and shows you the real impact your skills can have on others.

NCEA Performance Music at Kaipara College gives you so much more than musical ability; it builds confidence, creativity, a sense of ownership, and adaptability, while growing the Key Competencies that shape lifelong learners and future leaders.

Pathways While at Kaipara College

• Performance Opportunities: School productions, kapa haka, bands, choir, Band Factory, community performances, and live gigs, building stage experience and confidence.
• Composition & Recording: Use of digital tools (e.g. DAWs such as LogicPro and Studio One, notation software) that can link to music production and technology pathways.
• Leadership: Mentoring younger musicians, leading ensembles, or supporting community events.

NCEA Requirements Supported

University Entrance (UE): 

• Music Achievement Standards at Levels 2 and 3 can contribute to UE Literacy (both Reading and Writing credits are available through standards like research, analysis, and portfolio work). 
• Music standards contribute credits towards the 60 Level 3 credits needed for UE.

Vocational Pathways: 

• Music contributes to the Creative Industries pathway, but also develops transferable skills useful in Service Industries, Social & Community Services, and Manufacturing & Technology.

Apprenticeships and Trades: 

• While not a “trade” subject itself, Performance Music develops key employability skills (teamwork, discipline, confidence, communication) that employers in trades value highly. There are some opportunities available in the technical, event management and recording divisions of the sector. 

Further Education Opportunities

Polytechnic Diplomas / Certificates

• Diploma in Audio Engineering & Music Production (e.g., SAE Institute, MAINZ, or Massey)
• Diploma in Contemporary Music (e.g,. Whitireia, Ara Music Arts)
• Certificate in DJ and Electronic Music Production
• Universities
• Bachelor of Music (BMus), performance, composition, musicology, or technology streams (Auckland, Otago, Victoria, Waikato).
• Bachelor of Arts (BA) with Music Major, combining music with other subjects.
• Music Therapy (Master’s level, often through Victoria University Wellington, with undergraduate music as a foundation).
• Bachelor of Commercial Music (Massey Wellington, performance, industry, or technology focus).

Career Pathways

• Music Industry Careers: Performer, composer, songwriter, producer, sound engineer, DJ, music therapist, conductor, session musician.
• Education & Community: Music teacher (primary/secondary), private tutor, early childhood music specialist, community arts facilitator.
• Creative Industries: Film scoring, game sound design, theatre production, events management, arts administration, cultural performance.
• Transferable Skills into Other Pathways: Communication-heavy roles (sales, hospitality, tourism, trades), leadership roles, and any career valuing confidence, collaboration, and creativity.

Real-World Applications

• Performing at school and community events builds confidence in public speaking and presentation.
• Recording and producing music develops digital literacy and media skills.
• Group work fosters collaboration, leadership, and conflict resolution.
• Creative projects (composition/arrangement) mirror problem-solving and design thinking used in business and technology fields.

NCEA Level 2 Performing Arts Technology (2PAT)

The Performing Arts Technology course teaches students the practical and managerial skills needed to plan, produce, and operate various events, from school performances and concerts to conferences and festivals. Students learn about technical aspects like stage management, lighting, sound, and costume, as well as management skills such as marketing, budgeting, logistics, and stakeholder evaluation. The goal is to develop professionals who can bring different types of events to life, from concept to successful execution.

PAT is a Unit Standards Course and offers practical knowledge in events and entertainment technologies.

Key competencies for PAT include technical skills in areas like lighting, sound, rigging, and scenic construction, alongside essential transferable skills like safe work practices, problem-solving, and communication with crew and clients. These competencies, often gained through specific qualifications like the NZ Certificate in Entertainment, Event and Screen Production Technology, prepare individuals for various roles within the industry, such as assistant technicians and stage management. 

Technical & Practical Competencies

These are the core skills needed to operate and manage event and entertainment technologies:

• Lighting: Designing, installing, and operating lighting systems for performances and events. 
• Sound: Setting up, running, and dismantling audio equipment for live events and recordings. 
• Rigging: Safely installing and operating equipment, such as lighting rigs and sound speakers, for events and performances. 
• Stage Management: Coordinating production processes to ensure smooth event execution, managing schedules, and assisting with documentation. 
• Scenic Construction: Building and modifying stage sets, props, and backdrops using various construction methods and digital tools. 
• Video/Camera Operations: Shooting and managing video for productions and events. 

Professional & Transferable Competencies

These skills are critical for success in the entertainment and events industry:

• Health and Safety: Adhering to industry safety standards, following codes of conduct, and implementing safe working practices. 
• Problem-Solving: Identifying and troubleshooting technical issues that arise during events or performances. 
• Communication: Effectively communicating with other crew members, departments, and stakeholders to meet project requirements. 
• Teamwork & Collaboration: Working effectively as part of a technical crew and with various departments to achieve event goals. 
• Professional Conduct: Maintaining professional etiquette, being reliable, and demonstrating good customer service. 
• Self-Management: Organising work, meeting deadlines, and managing personal responsibilities within the demanding environment of events and productions. 

Technical Skills:

• Set and prop construction 
• Stage management and operations 
• Lighting and sound design, rigging, and programming 
• Costume design and creation 
• Makeup design and application 
• Video production 

Management Skills:

• Event planning, coordination, and project management 
• Marketing and promotion for events and artists 
• Budgeting and financial management 
• Logistics, including staffing, volunteers, and venue selection 
• Contract creation and stakeholder evaluation 
• Risk management and resource coordination 

Soft Skills:

• Communication and interpretation 
• Teamwork and collaboration 
• Problem-solving and creative thinking 
• Organizational and people management skills 

Types of Events Covered: 

• Performances (theatre, music)
• Concerts
• Social and cultural events
• Sports and leisure activities
• Assemblies and formal events

Careers and Pathways

Graduates can work in a variety of operational and supervisory roles within the entertainment and events industry, including event management, stage management, technical production, and marketing. Students who study PAT can look to take apprenticeships in theatres around New Zealand and continue on the PAT course into Level 4. Students can also look at university degrees in similar subjects.

NCEA Level 2 Photography (2PHO)

Journey and Transformation - an introduction to contemporary photography practice

Level 2 Photography is a camera-based Visual Arts course designed for students to deepen their skills in digital photography as a form of artistic expression. The overarching theme for Level 2 Photography is Journey and Transformation, where students will explore still life, architecture and landscape photography. This course focuses on developing technical abilities with Digital SLR cameras, studio lighting, and editing softwear from the Adobe Creative Suite, including; Lightroom, Photoshop, and InDesign. Students research established photographic practices to inspire the planning and execution of photoshoots that experiment with composition, lighting, and viewpoint. Throughout the course, students document their creative process by refining, editing, and sequencing images to communicate clear and considered ideas as cohesive series of work. Their visual diaries support assessment for internal standards and complement practical investigations for the external folio. This course leads to Level 3 Photography and compliments many pathways within the Creative Industries and Fine Arts.

Curriculum Skills and Key Competencies

Thinking: 

• Students extend their critical and creative thinking by investigating the processes, conventions, and practices of established photographers. They evaluate how these influence meaning and intention in photographic work and apply this understanding to refine, extend, and regenerate their own practice. Through this, students develop transferable skills such as problem-solving, conceptual thinking, visual literacy, and adaptability across different contexts.

Using language, symbols and texts: 

• Students research and interpret the meaning and intention behind the work of established photographers and their own photographic projects. They develop visual literacy to express complex ideas and communicate meaning effectively through images. Throughout their creative process, students independently reflect on and evaluate their artistic decisions, refining their work to strengthen both concept and technical execution. These skills enhance critical thinking, visual communication, and effective self-expression.

Managing Self: 

• Students build self-management skills by planning and completing photoshoots, workbook tasks, and portfolio submissions within set checkpoints and deadlines. They demonstrate resilience by overcoming creative challenges and adapting their approaches when needed. Students take initiative by researching sophisticated themes, photographers, and techniques, actively seeking and responding to feedback to deepen the meaning and quality of their photographic work.

Relating to others: 

• Students are encouraged to explore diverse cultural contexts, identities, and perspectives, considering how photography can challenge social norms and promote social justice. They develop an understanding of visual arts as a tool for cultural dialogue and social commentary. Through collaborative critique and contextual research, students learn to engage thoughtfully and respectfully with others in the arts community, gaining insight into how their artistic choices affect different audiences and communities.

Participating and contributing:

• Students engage in analysis and constructive feedback, learning to give and receive responses respectfully and supportively. They articulate reflections on diverse perspectives that enrich their own and their peers’ photographic practice. This fosters a collaborative community where ideas are shared and refined, preparing students to participate meaningfully in professional conversations.

Careers and Pathways

Year 12 Photography leads onto the Level 3 specialist Visual Arts Courses: Design, Photography, Painting and Printmaking, which are all UE approved subjects.

This subject is suited for students interested in careers or industries such as:

• Photographer or Film maker: media and television industry
• Communications: Advertising, Content creation, journalism
• Film or Television Back of house Design; Costume, stage and set, lighting, sound, fashion, makeup
• Designer: Graphic designer, animation, digital designer (web & other media), product designer, illustrator, computer gaming, CGI
• Interior or Architectural Design: Exterior, Spatial, Interior design
• Primary, Secondary or Tertiary Teaching
• Curator / Exhibition manager / Events coordinator / Arts business manager / Arts leader

NCEA Level 2 Physical Education Academic (2PEA)

Level 2 Physical Education is an exciting mix of classroom learning and real-world experiences that challenge both body and mind. You’ll study anatomy and biomechanics, exploring how the body moves and apply this knowledge to improve technique and performance. You’ll also design and complete a training programme, using scientific principles to push your own physical development.

A highlight of the year is our outdoor education camp in Waipū, where you’ll experience caving, abseiling, and surfing. These adventures develop resilience and teamwork while providing opportunities to demonstrate and grow your leadership skills.

Practical performance is central to the course. You’ll be assessed in a range of contexts focusing on skill execution & training application.

By the end of the year, you’ll not only have enhanced your physical abilities, but also built confidence, leadership, and teamwork.

Curriculum Skills and Key Competencies

Thinking: Students develop critical and creative thinking through analysing biomechanics and anatomy to understand how the body moves. For example, they evaluate movement patterns in their chosen sport, apply biomechanical principles, and design evidence-based training programmes. Reflection on personal performance also builds metacognitive awareness—learning how they learn, train, and lead.

Using Language, Symbols, and Texts: In both theory and practice, students interpret and communicate ideas using scientific concepts (e.g., energy systems, training principles) and movement notation. This competency supports clarity in reporting, coaching, and presenting findings, useful across academic and workplace settings.

Managing Self: Completing a personal training programme requires goal-setting, planning, and resilience. The Waipū camp and practical assessments demand self-management in challenging, unfamiliar environments, building confidence and adaptability—skills transferable to study, work, and life.

Relating to Others: Team-based outdoor pursuits like caving, abseiling, and surfing require empathy, trust, and collaboration. Students learn to support peers under pressure, communicate effectively, and respect diverse abilities and perspectives.

Participating and Contributing: Leadership roles—whether guiding a group during abseiling or organising practice sessions—give students opportunities to contribute positively to group success and the wider class culture. These experiences mirror community and workplace leadership demands.

Careers and Pathways

While at Kaipara College

• Pathway to Level 3 Physical Education - builds on anatomy, biomechanics, leadership, and practical performance, with opportunities to gain University Entrance Literacy credits.
• Sport Leadership / Coaching roles– through school sport, camps, and junior mentoring, students can step into leadership positions, supporting their CVs and scholarship applications.
• Outdoor Education & Adventure Programmes– skills in caving, abseiling, surfing, and camp-based leadership provide a foundation for senior outdoor education experiences.

Career Pathways

• Teaching (PE, Health, Outdoor Ed)
• Sports Coaching & Development
• Physiotherapy & Rehabilitation
• Personal Training & Fitness Instructing
• Adventure & Outdoor Tourism (caving, surf instruction, guiding)
• Police, Defence Forces, and Fire & Emergency (where physical fitness and leadership are core)

NCEA Level 2 Physics (2PHY)

Mechanics is the fundamental concept underpinning all physics understanding.  Physics seeks to understand nature at its most fundamental level. Physicists – and students studying physics – attempt to discover and apply the general laws that govern force and motion, matter and energy, and space and time. Mechanics is fundamental to a range of professional and exciting careers including engineering, astrophysics and geophysics. Physics students should develop sufficient scientific awareness and skills to be able to engage with these areas and nurture further interest in them.

"I enjoyed knowing that there is only one answer and that it never changes, along with that the laws of physics are constant." - Year 12 Physics Student 

"I like the problem solving aspect of physics where I get to use my brain to navigate complicated questions that have many layers. I also find that I can use some of the knowledge I have found and identify it in everyday life to understand why things act the way they do." - Year 12 Physics Student 

"I enjoy the problem solving side of it mainly in mechanics, I like being able to use a bit of common sense rather than very complicated thinking." - Year 12 Physics Student 

"I enjoyed being able to relate what we learnt to things that happen in our lives daily." - Year 12 Physics Student 

"I enjoyed the math and history aspects. I would only request more terminology and definitions." - Year 12 Physics Student

Skills taught:

• Research skills - Finding and evaluating information and apply physics concepts to a real-world example
• Communication skills using language, symbols and text - Write comprehensive statements that demonstrate understanding of connections between mechanical physics concepts
• Managing self - Safely plan and carry out practical investigations to demonstrate physical phenomena
• Participating and contributing - Carry out practical activities in groups
• Relating to others - apply physics concepts to a real-world example
• Mathematical skills -  Complete 2+ - step mathematical calculations

Key Competencies

Thinking: Students develop critical thinking by analysing experimental results for accuracy, evaluating evidence, and identifying patterns in data. They are encouraged to question assumptions, consider alternative explanations, and make predictions based on scientific reasoning. Creative thinking is fostered through designing and adapting experiments, modelling real-world situations, and applying physical principles to unfamiliar contexts such as sustainability challenges or emerging technologies. Metacognitive skills are built as students reflect on their problem-solving strategies, monitor their progress, and make adjustments to improve outcomes.

Using Language, Symbols, and Texts: Students learn to interpret a variety of scientific representations, including graphs, equations, diagrams, and technical reports. They develop the ability to translate between everyday language, symbolic notation, and visual forms, ensuring clarity and precision in communication. This includes writing formal lab reports, explaining concepts verbally to peers, and using the correct physics vocabulary, units, and conventions. The course also strengthens data literacy by teaching students to extract meaning from numerical and graphical information and to present findings in a logical, well-structured way.

Managing Self: Students manage themselves by planning and conducting independent and group investigations, meeting deadlines for practical and written assessments, and maintaining consistent engagement with learning tasks. They are encouraged to develop resilience by persisting with complex, multi-step problems and learning from mistakes. Time management is reinforced through long-term projects that require students to set goals, monitor their progress, and adapt their work plan as needed. These habits of self-discipline, perseverance, and responsibility are directly transferable to future academic, vocational, and personal contexts.

Relating to Others: Aligned with the NZC Key Competency of Relating to Others, Level 2 Physics requires students to work effectively in groups during both practical and theoretical tasks. In investigations, students negotiate roles, share ideas, and collaborate to design and carry out experiments. They practise active listening, value diverse perspectives, and provide constructive feedback to peers. These skills connect directly to the Level 7 Physics achievement objectives, which include working with others to design investigations, interpret evidence, and develop explanations.

Participating and Contributing: This course also fosters the Key Competency of Participating and Contributing by linking physics learning to local and global contexts. Students investigate real-world applications such as renewable energy, sustainable transport, and medical technologies, considering their societal and environmental impacts. Opportunities to connect with local industries, science outreach activities, or community initiatives encourage students to apply their knowledge beyond the classroom. These experiences align with the Level 7 Physics objectives of applying physics ideas in familiar and unfamiliar situations, while also building students’ awareness of science as a tool for responsible, informed participation in society.

By integrating these competencies into the teaching and learning programme, the course prepares students not only for success in Level 2 Physics but also for active, informed participation in a range of real-world settings.

Careers and Pathways

• University Entrance Literacy: Completing Level 2 Physics supports NCEA UE Literacy requirements by developing academic reading, writing, and interpretation skills through lab reports, scientific explanations, and analysis of data. It provides a strong foundation for Level 3 Physics and related university subjects such as Engineering, Science, Environmental Studies, or Health Sciences.
• Trades or Apprenticeships: The problem-solving, measurement, and analytical skills gained in Physics are directly applicable to trades and apprenticeships, including electrical, mechanical, automotive, and construction pathways. Students can link practical investigations at Kaipara College to hands-on workshop or work experience opportunities.
• Tertiary Study: Level 2 Physics prepares students for polytechnic and university-level study in Science, Engineering, Technology, and related STEM fields by building understanding of fundamental principles, scientific methods, and independent learning habits.
• Polytechnic Diplomas: Students considering diplomas in engineering, electronics, applied science, or renewable energy fields gain relevant knowledge and numeracy skills through NCEA Level 2 Physics internal and external assessments.
• Real-World Applications: Physics encourages understanding of real-world contexts, including renewable energy systems, transportation, medical technologies, and electronics, helping students make connections between theoretical concepts and practical problem-solving.
• Kaipara College Pathways: Students can integrate Physics learning with other subjects such as Mathematics, Digital Technologies, and Technology courses to build interdisciplinary skills. Participation in science clubs, competitions, and local industry projects provides hands-on experience and career exploration.

NCEA Level 2 Printmaking (2PRINT)

Developing a knowledge of contemporary Printmaking  practice

Level 2 Printmaking is a mix of hand and digital based Visual Arts Printmaking. It is a course for students who have achieved  Level 1 Visual Arts and want to expand their skills into a course with an emphasis on learning skills to plan and execute various forms of Printmaking. The course involves learning about contemporary Printmaking and Printmakers and their ways of working, with an emphasis on understanding and using various printmaking techniques for effective communication.

Curriculum Skills and Key Competencies

In Visual Arts Printmaking Students will explore a range of Art and Artists and their ways of working. Students will develop, extend and regenerate a wide range of ideas and techniques and will develop their printmaking skills. The course involves learning about contemporary Printmaking and Printmakers and their ways of working, with an emphasis on understanding and using various printmaking techniques for effective communication of ideas. 

Thinking: 

• Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of artists way of working.

Using language, symbols and texts: 

• In L2 Printmaking students communicate their ideas using hand drawing skills and a high level of practical plate making, ink application and printing skills.
• Students will research, analyse and identify the meaning and intention in both artists and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.

Managing Self:

• Printmakers learn to be independent and self manage as they choose and work through their individual projects.
• Students will manage self by ensuing both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments.  They will work independently to explore their own subtheme, artists, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: 

• Students relate to others by exploring different cultural contexts and artistic styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.
• At times Printmakers will share their ideas and ways of working, their progress and practice with others during class critique sessions. 

Participating and contributing: 

• Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Through a Pedagogy of Guidance + Action + Experimentation - students who learn in the Arts Faculty will:

• Have opportunities to engage and experiment with a range of artistic expressions and genres in a safe supportive environment.  
• Develop a love of the arts as a form of self expression and a leisure activity that supports wellbeing.  
• Develop the skills and attitudes needed to gain access to further education and/or employment in the creative industries.
• Understand the role of the arts in the world as a tool for making diverse people/cultures visible and as a tool for social justice.

Careers and Pathways

Visual Arts Printmaking develops fine art skill, visual thinking, idea development and compositional skills. 

Level 2 Printmaking leads on to Level 3 Printmaking and afterwards to pathways within the Creative Industries, Design and Visual Arts. Further study in Fine Arts, Design or Architecture will lead to rewarding career outcomes.

NCEA Level 2 Puāwai (2PUAWAI)

Need more time or support with your learning? Pūawai is a practical course designed to build confidence in reading, writing, and problem-solving. You’ll work on real-world tasks like budgeting, creating a CV, and exploring how you learn best. The course combines Unit Standards focused on everyday skills with Achievement Standards from across the curriculum, that emphasises literacy and numeracy skills. 

“I liked that I could work at my pace instead of feeling rushed.” - Year 12 Puāwai Student

“It was good having time to finish work for my other classes — and someone there if I got stuck.” - Year 11 Puāwai Student

You’ll develop essential skills for both academic success and life beyond school through:

• Learning in a supportive, practical environment
• Developing literacy and numeracy through real-life contexts
• Building skills for work, further study, and everyday life
• Growing confidence in your learning style and core subjects

This course is ideal if you learn best in a supportive environment and want to keep your future options open while building strong foundations.

"Learn your way, achieve your goals."

This course is by application only.

Curriculum Skills and Key Competencies

Pūawai is a supportive, individualised programme where you work at your own pace, set goals, and track your progress. You’ll get help with your other subjects and assessments, with regular check-ins to plan your next steps and keep everything on track.

Thinking: You’ll learn how you think and what helps you succeed. By setting goals, solving real-life problems, and reflecting on what works best for you, you’ll become more confident at making decisions inside and outside school.

Using language, symbols, and texts: You’ll build skills with words, numbers, and digital tools in ways that make sense to you. Whether it’s understanding phone plans, tracking your spending, or writing a plan for an assignment, you’ll learn to read and create information that matters.

Managing self: You’ll work at your own pace, learn to plan ahead, and stay organised. Regular check-ins will help you stay on top of deadlines and bounce back when things don’t go to plan.

Relating to others: You’ll collaborate with classmates and teachers to share ideas, give feedback, and support each other’s learning. Because Pūawai connects with your other subjects, you’ll also build good communication with different teachers.

Participating and contributing: You’ll use what you learn to help in real ways—whether that’s contributing to school projects, supporting classmates, or exploring what local employers and training providers look for. Your skills will connect to your whānau, school, and community.

Careers and Pathways

Pūawai helps you plan what comes next. You’ll have one-on-one conversations about your goals and interests. Together we’ll make a plan to meet with the school’s career advisor, and get support linking you with training providers or other agencies if you need it. Some of the Unit Standards we’ll work on are designed to help you explore different jobs and courses, understand what employers and tertiary providers look for, and work out the costs, time commitments, and steps involved. Pūawai will help you plan your courses the following year and ensure you have a plan to meet your NCEA goals.

NCEA Level 2 Statistics (2STAT) 

Have you ever wondered, “Why does that happen?” or “What are the chances of that?” Level 2 Statistics helps you answer those questions using real data and practical tools. This course is about exploring the world around you — from trends in sport and health to social issues and business — by collecting, analysing, and interpreting data to find meaning and patterns.

You will:

• Work with real-world data on topics that interest you.
• Design and carry out your own surveys and investigations.
• Use digital tools and software to visualise and analyse information.
• Explore probability, risk, and chance in everyday contexts.
• Develop critical thinking skills to evaluate data in the media and research.

Statistics matters because it helps you make informed decisions, back up ideas with evidence, and understand uncertainty. Whether you're interested in psychology, science, economics, or just want to understand the world better, Statistics gives you a strong foundation for further study and a wide range of careers. It's a subject for curious minds, problem-solvers, and future decision-makers.

"Level 2 Statistics helped me understand the world better by showing how data shapes everything around us.” – Year 12 Statistics Student

“I enjoyed discovering the stories behind the numbers and using stats to make real-life decisions.” – Year 12 Statistics Student

Curriculum Skills and Key Competencies

Thinking: Students develop critical thinking by analysing data, questioning assumptions, and evaluating the validity and reliability of statistical information. Creative thinking is encouraged as students design investigations, develop innovative methods for data collection, and create clear, insightful presentations of their findings. Through reflection on their choices and methods, students build metacognitive skills, understanding how different approaches affect outcomes. This combination strengthens problem-solving abilities and supports confident, evidence-based decision-making, aligned with the NZ Curriculum’s emphasis on critical and creative thinking.

Using language, symbols and texts: Students learn to interpret and create a variety of statistical texts, including graphs, charts, tables, and written reports. They develop skills to translate complex data into clear, meaningful visual representations and communicate findings accurately using appropriate statistical language and symbols. By analysing statistical texts from real-world sources, students deepen their understanding of how information is presented and critically evaluate its clarity and reliability. These skills enhance their ability to communicate evidence effectively, supporting NZC goals around literacy, numeracy, and the use of language to understand and convey ideas confidently.

Managing Self: Students develop independence by planning and conducting their own investigations, managing multiple tasks and deadlines throughout the course. They build resilience as they encounter challenges in data collection and analysis, learning to adapt and refine their approaches. Time management skills are strengthened through setting goals, prioritising work, and meeting project milestones. This encourages self-motivation and accountability, empowering students to take ownership of their learning. These capabilities align with the NZ Curriculum’s focus on self-management, helping students prepare for future study and work environments where independent, organised, and persistent approaches are essential.

Relating to others: Students develop collaboration skills by working in groups to design investigations, collect data, and present findings. They practice effective communication, negotiation, and active listening to share ideas and solve problems collectively. Peer feedback and group discussions encourage respect for diverse perspectives and build teamwork abilities. These experiences help students develop empathy and cooperation, essential for successful interpersonal relationships. This aligns with the NZ Curriculum’s emphasis on participating and contributing, preparing students to engage confidently and respectfully in varied social and professional contexts.

Participating and Contributing: Students connect their learning to real-world issues by investigating topics relevant to ther community and society, such as health, environment, or social trends. They co-create projects that address these challenges, using data to inform meaningful conclusions and potential solutions. Through presentations and discussions, students contribute their insights to class and wider audiences, fostering a sense of social responsibility. This active engagement aligns with the NZ Curriculum’s focus on participation and contribution, encouraging students to become informed, responsible citizens who use evidence to make positive impacts locally and globally.

Careers and Pathways

• Supports University Entrance (UE) Literacy requirements by developing critical thinking and communication skills essential for tertiary study.
• Provides a strong foundation for university degrees in Psychology, Economics, Health Sciences, Business, Engineering, and Environmental Science.
• Prepares students for polytechnic diplomas in Data Analytics, Information Technology, and Applied Science.
• Enhances skills valuable for trades and apprenticeships involving measurement, quality control, and risk assessment (e.g., Construction, Manufacturing, Engineering).
• Equips students with data literacy for careers in business, marketing, social research, and public health.
• Builds transferable skills for lifelong learning, problem-solving, and evidence-based decision-making across many vocational and professional pathways.

NCEA Level 2 Te Ao Māori (2TAM)

This course is for any student who is interested in Māori cultural practices and knowledge. The course work combines a mix of practical activities as well as research and written tasks. There are no prerequisites for this course. 

This course will require students to participate and contribute, manage self and use language, symbols and text to complete the standards.

This is a unit standard course and does not lead to a University Entrance approved subject at Level 3 . 

NCEA Level 2 Te Reo Māori (2TRM) 

Level 2 Te Reo Māori is an intermediate-level course designed to deepen your understanding and proficiency in the Māori language. Building upon the foundational knowledge gained in Level 1, this course aims to enhance your ability to communicate effectively in various everyday situations and expand your knowledge of Māori culture and customs.

Language Proficiency:

• Expand vocabulary to discuss a broader range of topics and concepts.

Listening Skills:

• Listen actively and comprehend main ideas and details in spoken Māori conversations.

Reading and Writing:

• Read and comprehend longer texts, such as stories, articles, and cultural materials.- 

Cultural Awareness:

• Demonstrate understanding and appreciation of Māori cultural values, customs, and traditions.

Cultural Protocol:

• Apply appropriate greetings and introductions in Māori, showing respect for cultural protocols.

Cultural Responsiveness:

•  Demonstrate sensitivity and respect towards Māori culture and language in various settings.

This course is for any student who is interested in the Māori language, cultural practices and knowledge. The course work combines a mix of practical activities as well as research and written tasks. Students must have taken Level 1 Te Reo Māori.  Any other candidate who wishes to join will be screen tested.

This course will require students to participate and contribute, manage self and use language, symbols and text to complete the standards. 

NCEA Level 2 Tourism (2TOU) 

This course offers 18-21 Level 2 vocationally based unit standard credits in Tourism. It is especially suitable for students who are interested in working with people and is NOT a university approved course.

This course compliments other subjects including hospitality,  geography and business studies. It also provides skills and knowledge for various industries such as retail, customer service roles, banking , administration and hospitality.

This course is an introduction to the travel and tourism industry: 

• This course will introduce students to the process of tourism and tourism terminology.
• Students will investigate the history of tourism, globally and nationally.
• This course will also introduce students to the destination knowledge required in the industry. 
•  Students will learn to identify various work-roles in the tourism and travel industry and their related personal and professional requirements.
• The course will enable students to apply the skills and knowledge to the travel and tourism industry in its widest context and/or further study or training for the industry.
• Students will gain an overview of travel and tourism in New Zealand.

Note:

1. Tourism has been a significant industry in New Zealand and worldwide and directly employed 8% of the total New Zealand workforce. Although this has changed the main skills and attributes required in the workplace have not so this course will give you the opportunity to explore job opportunities within various industries.  In 2022 Airlines, Hospitality and the Travel and Tourism Industries are actively trying to recruit staff back into the industry.
2. The New Zealand tourism industry is diverse and is made up of five main sectors. These sectors, that include  transportation, accommodation, sales and activities, attractions and events, provide a vast range of work opportunities.
3. The Tourism skills and knowledge that you gain in this course can be transferred to many other industries and jobs.  
4.  In 2022 Airlines, Hospitality and the Travel and Tourism Industries are actively trying to recruit staff back into the industry.

NCEA Level 3 Biology (3BIO) 

Level 3 Biology involves the study of genetics and inheritance, evolution and speciation, animal and plant responses to the environment, and biotechnology.

In this course you will study primate behaviours and hierarchies, and investigate the impacts of captivity on natural behaviours by observing different primate species at Auckland Zoo. You will then visit a local farm to analyse the impacts of selective breeding on the health of animals in our meat industry, and the use of genetic technologies such as CRISPR and GMOs.

You will learn about the body systems used to maintain a stable internal environment, the responses of plants and animals to their external environment, and then the processes of evolution, including the evolution of Humans and their direct ancestors.

Students will complete 5 compulsory standards, and then have the option of an extra internal assessment.

Curriculum Skills and Key Competencies

Students will:

• develop an understanding that scientists have an obligation to connect ideas to current and historical research.
• conduct investigations to extend scientific knowledge in areas such as primate behaviours, human thermoregulation, and selective breeding.
• consider the wider implications of scientific findings and how they could be used in the future to ensure ethical processes in genetic engineering and other socio-scientific issues.
• develop a coherent understanding of socio-scientific issues such as mandatory vaccines and animal testing, as well as the perspectives around these issues.

Careers and Pathways

Level 3 Biology is often a prerequisite or recommended subject for many university courses, especially in health sciences, medicine, veterinary science, agriculture, and environmental science.

It can contribute to University Entrance (UE) and is useful for competitive entry into courses like Health Sciences or pre-med pathways.

NCEA Level 3 Business (3BUS)

In this course, you’ll dive into the exciting world of business strategy, leadership, and people management. You’ll explore how businesses respond to change, tackle complex human resource issues, and make strategic decisions that shape their success.

A key feature of this course is planning and running your own innovative business. This hands-on experience allows you to apply your learning by creating a real product or service that, if successful, can generate a small income and has the potential to grow into a thriving business with future profits.

You’ll also analyse human resource challenges like workplace conflict and motivation and evaluate marketing strategies that help businesses connect with customers in dynamic markets.

Whether you aim to launch your own business or pursue careers in management, marketing, human resources, or finance, this course equips you with practical skills and insights to succeed. By the end of the year, you won’t just understand business — you’ll be ready to lead it.

Curriculum Skills and Key Competencies

Thinking: Students develop critical and strategic thinking by analysing complex business challenges such as human resource issues and market changes. They plan and evaluate innovative business ventures, using evidence to make informed decisions and anticipate future impacts. This fosters problem-solving skills and creativity essential for leadership roles and entrepreneurial success.

Using Language, Symbols, and Texts: The course strengthens communication through writing reports, preparing presentations, and interpreting financial and marketing data. Students explain complex ideas clearly, using business terminology accurately, especially when analysing human resource problems or marketing strategies, enhancing literacy and numeracy for real-world contexts.

Managing Self: Planning and running a business requires self-discipline, goal setting, and time management. Students manage multiple tasks, meet deadlines, and adapt to challenges independently, building resilience and accountability—skills vital for tertiary study and the workplace. Preparing for external assessments further develops focused study habits.

Relating to Others: Collaborative projects help students develop teamwork, negotiation, and leadership skills. Understanding human resource issues deepens empathy and interpersonal awareness, preparing students to manage relationships effectively in diverse professional environments. Ākonga will also be consulting with a mentor for feedback on their business plan which allows them to develop professional communication skills and behaviours.

Participating and Contributing: Students actively engage with their school and wider community by running businesses with real impact. They learn the value of responsible business practices and develop leadership and citizenship skills by contributing economically and socially to their communities. Ākonga also learn the importance of motivating others, and how they can successfully achieve this.

Careers and Pathways

• Supports achievement of NCEA Level 3 credits, including University Entrance Literacy requirements in reading and writing through research, reports, and presentations.
• Prepares students for tertiary study such as Bachelor of Commerce, Business, Marketing, Human Resource Management, or Finance degrees at universities and polytechnics.
• Develops practical skills applicable to apprenticeships and vocational pathways, including business ownership, trades management, and service industry roles.
• Equips students for polytechnic diplomas like NZ Diploma in Business, Marketing, or Accounting, which provide industry-focused training and employment pathways.
• Provides real-world experience running an innovative business, enhancing entrepreneurial skills and employability across diverse career fields including management, marketing, and finance.

NCEA Level 3 Calculus (3CAL) 

Students will develop the ability to think creatively, critically, strategically, and logically. They will learn to structure and to organise, to carry out procedures flexibly and accurately, to process and communicate information, and to enjoy intellectual challenge.

This course covers equations and expressions, and calculus strands of level 8 in the mathematics curriculum. Students taking this course must have completed the Level 2 external exams in both Algebra and Calculus. 

This is a UE approved course, leading to mathematics-rich subjects at university including engineering.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical and creative thinking by applying a diverse range of calculus methods to solve complex problems. They will choose and apply differentiation and integration techniques to functions and relations, which requires sophisticated problem decomposition and strategic decision-making. The manipulation of trigonometric and complex number expressions demands abstract reasoning and the ability to connect different mathematical concepts. Students will engage in metacognition as they evaluate the effectiveness of various analytical and numerical methods to justify their solutions.

Using language, symbols, and texts: This course requires students to become highly proficient in the specialized language of mathematics. They will interpret and create a variety of representations, including algebraic expressions, trigonometric functions, complex number graphs, and calculus notations. Students must translate real-world problems into mathematical models and accurately interpret their solutions. This fluency in symbolic language is a crucial skill for communicating precise and complex ideas across scientific and technical disciplines.

Managing self: This curriculum fosters independence and self-management. The complex, multi-step nature of calculus problems requires students to manage their time and resources effectively. Applying differentiation and integration methods, manipulating complex numbers, and solving trigonometric expressions all demand a high degree of persistence and resilience. Students will learn to break down challenging problems into manageable parts and persevere in finding a valid solution, which is a key skill for any long-term project or professional task.

Relating to others: While calculus is often seen as an individual pursuit, collaboration is vital for success. Students will work together to discuss different approaches to solving problems, negotiate the most efficient methods, and explain their reasoning to peers. Whether they're exploring the graphical representation of complex numbers or troubleshooting a difficult integration problem, peer collaboration allows them to strengthen their understanding and learn from diverse perspectives, building effective communication and teamwork skills.

Participating and contributing: By mastering calculus, students are acquiring skills that have direct applications in engineering, physics, economics, and data science, among other fields. They are learning to model and solve real-world problems involving rates of change, optimization, and accumulation. This knowledge empowers them to understand and contribute to a society that increasingly relies on sophisticated quantitative analysis. They can use these skills to participate meaningfully in future academic and professional communities.

NCEA Level 3 Carpentry (3CAR) 

The Level 3 Carpentry course provides foundational skills for a possible career in carpentry or the other allied trades. Students are taught construction skills, health & safety, and the use of tools and machinery. This vocational program equips learners for entry-level apprenticeships by offering hands-on experience, building literacy and numeracy skills, and covering essential industry knowledge. Students undertake a large construction project which is developed in stages as the year progresses. Learning and progress is recorded in written theory tasks and photographs. The final outcome is a complex and highly finished product, students gain many new skills and much confidence. 

NCEA Level 3 Chemistry (2CHEM)

Step into the world where colour, energy, reactions, and the building blocks of life all come together. In Level 3 Chemistry, you’ll uncover the secrets of how substances interact, why reactions happen, and how chemistry shapes the world around us—from the medicines we take to the fuels we use. You’ll explore advanced topics like organic chemistry, oxidation-reduction processes, aqueous equilibria, and spectroscopy, while building practical skills in the lab that mirror real-world science.

This course challenges you to think critically, solve complex problems, and apply your knowledge to unfamiliar situations. Whether you’re aiming for university study in science, engineering, health, or environmental fields—or simply want to understand the chemical forces driving our modern world—Level 3 Chemistry gives you the tools to make sense of it all. Expect to investigate, experiment, and connect theory with practice.

If you’re curious about how the invisible world of atoms shapes everything you see, touch, and use, Level 3 Chemistry is your gateway to discovery—and to the careers that will shape New Zealand’s future.

Curriculum skills and Key Competencies

Thinking: Students deal with complex, multi-step problems that integrate several chemistry concepts at once—e.g., linking organic reaction pathways with spectroscopy data to identify an unknown compound. This requires breaking problems into parts, evaluating possible solutions, and justifying choices.

Using language, symbols, and text: Students learn to use specialised terminology accurately—terms like electrode potential, nucleophilic substitution, and enthalpy change—and apply them in explanations. They practise shifting between everyday language and formal chemical language, tailoring their communication to suit exams, lab reports, or discussions.

Managing self: Students use and understand chemical formulae, structural diagrams, reaction mechanisms, and balanced equations (e.g., redox half-equations, organic synthesis pathways). Level 3 concepts are complex and require regular self-directed revision, not just class time. Students must plan study schedules around internals, externals, and other subjects, learning to prioritise tasks.

Relating to others: Lab work often requires students to work in pairs or small groups, sharing tasks such as setting up apparatus, conducting experiments, and recording data. Success depends on cooperation, clear communication, and mutual support to ensure safety and reliable results.

Participating and Contributing: Through group discussions and problem-solving sessions, students present their reasoning and listen to others, contributing to collective understanding. Some topics link to real-world issues (environment, health, industry), encouraging students to consider how chemistry knowledge can benefit their communities.

Careers and Pathways

This course follows on from L2 Chemistry beautifully. The concepts learnt at Level 2 are developed and deepened. This is a very satisfying process for able students as they are able to see the logical progression of their understanding. This course acts as a solid foundation for tertiary level study.

Studying Level 3 Chemistry in New Zealand opens doors to a wide range of exciting career paths in science, health, and industry. With a strong foundation in chemical principles and practical lab skills, students can pursue further study in fields like medicine, pharmacy, engineering, environmental science, forensic science, and biotechnology. Chemistry graduates are in demand for roles in research and development, quality control, manufacturing, and environmental management, both locally and internationally. This qualification provides a versatile stepping stone to careers that contribute to innovation, health, and sustainability.

NCEA Level 3 Design (3DES)

Design for Global Issues - an exploration of contemporary Design practice

Level 3 Design is a mix of hand and digital based Visual Arts Design. It is a course for students who have achieved Level 2 Visual Arts Design and want to expand their skills further with  an emphasis on innovative visual thinking skills based on the United Nations 17 Sustainable Development Goals. The course involves a deepening understanding of contemporary Design and Designers.  With an emphasis on extending their knowledge and  use of Typography, combined with Image, for effective Design communication.  In Design students combine hand drawing skills with high level digital skills using Adobe Illustrator, Photoshop and InDesign. This Level 3 course  leads directly to Tertiary and Industry Design pathways within the Creative Industries. Further study in Fine Arts or Design will lead to rewarding career outcomes.

Curriculum Skills and Key Competencies

Visual Arts Design develops visual thinking skills, idea development and compositional skills:

Thinking: 

• Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of an artist's way of working. 
• The Level 3 Design course projects require an emphasis on innovative visual thinking skills based on the United Nations 17 Sustainable Development Goals.

Using language, symbols and texts: 

• Students will research, analyse and identify the meaning and intention in both artists and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.
• The course involves learning about contemporary Design and Designers and their ways of working, with an emphasis on understanding and using Typography for effective communication. Students combine their hand drawing skills with high level digital skills using Adobe Illustrator, Photoshop and InDesign.

Managing Self:

• Designers learn to be independent and self manage as they choose and work through their individual projects.
• Students will manage self by ensuing both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments.  They will work independently to explore their own subtheme, artists, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: 

• Students relate to others by exploring different cultural contexts and artistic styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.
• At times Designers will share their ideas and ways of working, their progress in digital practice with others during class critique sessions. 

Participating and contributing: Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Through a pedagogy of Guidance + Action + Experimentation, students who learn in the Arts Faculty will:

• Have opportunities to engage and experiment with a wide range of artistic expressions and genres in a safe supportive environment.  
• Develop a love of the arts as a form of self expression and a leisure activity that supports wellbeing.  
• Develop the skills and attitudes needed to gain access to further education and/or employment in the creative industries.
• Understand the role of the arts in the world as a tool for making diverse people/cultures visible and as a tool for social justice.  

Careers and Pathways

Visual Arts Design leads to Design pathways within the Creative Industries, Visual Arts and Architecture. Further study in Fine Arts or Design will lead to rewarding career outcomes.

Design courses include: Graphic Design, Spatial Design, Product Design, Fashion Design & Interior Design.

NCEA Level 3 Design & Visual Communication (3DVC)

At Level 3, Design and Visual Communication focuses on independent, self-directed product and spatial design projects. Students will develop and refine their ability to conceptualise, develop, and communicate complex design ideas, using authentic briefs that allow for creativity, innovation, and professional-level presentation.

Students are expected to demonstrate a high level of skill with both traditional drawing techniques and advanced computer-based tools. This includes CAD software, SketchUp, Twinmotion, Photoshop, Illustrator, InDesign, and other industry-standard programmes to produce fully resolved 3D models, rendered environments, digital portfolios, and presentation boards. Physical prototyping, model-making, and sketching are used in combination with digital tools to support design thinking and creativity.

Visual communication at this level emphasises professional presentation, technical accuracy, and the ability to communicate complex design details and intent clearly. Students will apply advanced visual communication techniques, such as detailed digital rendering, photorealistic modelling, and portfolio layout design, while also demonstrating strong critical thinking and problem-solving skills.

By the end of the course, students will produce a comprehensive design portfolio that reflects industry practice and demonstrates readiness for tertiary study or careers in the creative industries.

This is an ideal course for students considering pathways in Architecture, Industrial Design, Graphic Design, Illustration, Interior Design, Landscape Design, Film and Gaming Design, or any other creative field where digital, computer-based design and communication skills are essential.

Curriculum Skills and Pathways

Thinking

Students of Design and Visual Communication will:

• Use design thinking to explore, experiment, and solve problems.
• Consider multiple perspectives and cultural influences.
• Draw on design heritage and diverse voices for inspiration.
• Think independently and build confidence in generating ideas.
• Apply divergent thinking to take risks and innovate.
• Apply convergent thinking to refine and resolve design ideas.
• Value their own unique voice and background.
• Use design thinking for self-reflection.

Using language, symbols and text

Students of Design and Visual Communication will:

• Develop visual communication skills to express ideas and narratives.
• Explore, generate, critique, and refine design ideas to strengthen visual literacy.
• Understand how design uses universal symbols and visual languages recognised worldwide.
• Apply visual communication systems such as drawing conventions.
• Gain fluency in design language, balancing aesthetics and function.
• Select techniques that best support improvement and progression of their design ideas.

Managing Self

Students of Design and Visual Communication will:

• Build skills in time management, resource use, and adaptability.
• Develop confidence to reflect on and commit to their ideas.
• Balance risk-taking with established procedures to achieve strong results.
• Take ownership of their processes, including curating design portfolios.
• Engage with diverse contexts and perspectives to refine awareness and challenge bias.
• Think on their feet, making decisions under pressure and using their strengths effectively.
• Integrate wellbeing and stress-management practices into their design process.
• Recognise how resilience and focus support innovative ideas and quality outcomes.

Relating to others

Students of Design and Visual Communication will:

• Learn visual communication techniques to confidently present ideas to peers, whānau, communities, and potential users.
• Develop audience and user connections, translating solutions into valuable industry skills.
• Use critical inquiry and empathy to better understand and meet user needs.
• Connect with place and the whakapapa of the people they design for.
• Practise collaboration and critique, respecting and building on each other’s strengths.
• Engage with communities to form relationships and respectfully understand the places they design for.

Participating and Contributing

Students of Design and Visual Communication will:

• Use visual communication skills to connect ideas with people and place.
• Develop solutions that respond to others’ needs while considering social, cultural, and environmental impacts.
• Understand design as a cumulative process requiring sustained engagement.
• Value collaboration and teamwork as a source of new ideas.
• Recognise feedback and critique as tools for shared growth in a supportive learning environment.
• Build resilience and confidence by reframing mistakes as opportunities for reflection and improvement.

Careers and Pathways

This is an ideal course for students considering pathways in Architecture, Industrial Design, Graphic Design, Illustration, Interior Design, Landscape Design, Film and Gaming Design, or any other creative field where digital, computer-based design and communication skills are essential.

There are benefits regarding the use of Instrumental Drawing and CAD software and Problem solving that would be beneficial in any vocational career.

NCEA Level 3 Drama (3DRA)

Drama is for everyone. We all have kōrero, pūrākau, and stories to share. Drama helps us to understand diverse cultural perspectives and worldviews and connect with our community. It allows us to recognise the uniqueness of our place in the Pacific, the identity of Aotearoa New Zealand, and the rich cultural histories and traditions from all over the world that are expressed through performance.

Ākonga will understand that the function of drama is to heal, educate, entertain, or transform society. They discover how theatre can either challenge the status quo or reinforce it, gaining an awareness of how impactful the medium can be. Drama provides opportunities for ākonga to express their identities and heritages, and explore the heritages of others, creating empathy and understanding for the experiences and whakapapa of people from diverse backgrounds.

Through the relationships creators and performers make with audiences, Drama exists as a powerful medium to foster hauora – nurturing and maintaining both individual and community wellbeing in its ability to empower and inspire others. Ākonga engage with the ways in which Drama can uplift and sustain the mana of communities, groups, and individuals.

Ākonga explore and manipulate ideas and take creative risks. They share, rework, construct, and deconstruct work that is dynamic and evolving. The progression of ākonga in Drama is demonstrated through their increasing sophistication in storytelling, independence, and communicating their creative vision, as well as increasing comprehension and deeper understanding of the creative vision of others.

Curriculum Skills and Key Competencies

Thinking 

Students of Drama will:

• reflect on ideas and explore them physically and in the moment
• listen and respond to creative offers and feedforward to advance the drama
• put their own thought into action
• respond and adapt their whakaaro (thoughts and ideas) based on mahi tahi (working collaboratively)
• reflect on work and adapt based on feedback and self-assessment
• develop understanding and critical thinking about the context of work – historical, social, cultural, political, and economic – in order to create meaningful drama
• develop subject-specific research skills, including dramatic inquiry, when exploring the contexts of dramatic work
• explore their own and others’ ideas in work they experience and work they create
• investigate roles, worlds, contexts, attitudes, and themes in drama to build new knowledge (including cultural, historical, social, and political knowledge).

Using language, symbols and texts 

Students of Drama will:

• develop their use of language in rehearsal, scripting, directing, and devising processes
• discuss their work and experiment with language used in performance
• understand and use discipline-specific vocabulary and develop multi-modal literacies including audio, gestural, linguistic (verbal and written), spatial, and visual
• interpret texts, stories, and direction
• engage with and explore what can be expressed through props, costume, set, technologies, motifs (recurring symbols), text, dialogue, movement, gesture, and conventions.

Relating to others

Students of Drama will:

• negotiate, cultivate, and explore a variety of relationships, such as:
• the relationships between performers
• the relationships between characters
• the relationship between the performer and the role
• the relationship between the performer and the audience
• the relationship between the playwright, director, and designer.
• practice whanaungatanga, manaakitanga, and vā in working with others with care and compassion
• explore the perspectives and experiences of others, increasing their cultural awareness, responsiveness, and acceptance
• understand and play to different strengths in order to uplift the work.

Managing Self

Students of Drama will:

• develop self-discipline and an understanding of their role as part of the group
• practise self-management in practical contexts – arriving to rehearsals on time, learning lines, being prepared, and taking responsibility for different aspects of production (eg props, costume etc), theatre, and performance protocols
• set goals
• self-review
• accept direction and feedback
• question and critique themselves and others
• follow the established kawa of their learning environment to create a shared relational space.

Participating and contributing

Students of Drama will:

• work together to contribute their own ideas and respond to the ideas of others
• establish kotahitanga in group work, value each other’s strengths, and improve the quality of the work
• build a kawa that will become established practice within their learning environment
• explore how to adapt and work in different environments with different people, and contribute to building a group dynamic that is responsive to the needs of the work and the participants
• develop courage and generosity in making offers to advance the drama and giving feedback as well as openness and humility in accepting feedback and extending the ideas of others.

Careers & Pathways

Ākonga in Drama enhance their interpersonal, collaborative, and communication skills, which will serve them well in all areas of learning and life. The ability to work with others, understand different points of view, and communicate ideas and information effectively is highly valued in any future pathway. Participating in, and responding to, drama allows ākonga to develop confidence in expressing their ideas as they seek to communicate with a variety of audiences.

Drama students demonstrate high engagement, empathy, and courage in their learning, as the subject allows them to have fun while taking creative risks within a safe environment. They quickly learn that they are responsible both for themselves and for others.

The collaborative, creative process of drama develops skills in giving and receiving constructive feedback. Drama students learn to share, develop, and extend ideas to realise a shared goal and serve the intention of the drama.

Drama examines and challenges established ideas and prejudices. It encourages critical and creative thinking and innovation. It generates new ideas and reflects on trends in society.

Studying Drama opens numerous pathways within the creative industries, particularly within theatre, film, and television. Careers include but are not limited to:

• performer
• director
• writer
• designer
• producer
• stage manager.

Beyond school, ākonga in Drama will have gained many transferrable skills and life experiences that help them greatly, both in tertiary education and the world of work. This includes:

• creativity
• innovation
• public speaking and performance skills
• idea generation and content creation
• self-reflection and analysis
• critical thinking
• lateral thinking
• communication
• collaboration and working with others
• relational empathy
• negotiation
• punctuality and time management
• reliability
• confidence and assertiveness
• self-esteem and self-efficacy
• delivering products to a deadline
• identifying target audiences and promoting work to them
• supporting the ideas of others and providing constructive feedback
• technical production skills, such as lighting, sound, and costume and prop design.

They will also understand the significance of whakapapa as they engage in the community, recognising and embracing diversity of cultures and perspectives. Whakawhanaungatanga and skills in relationship building will also be developed through their experience in forming, nurturing, and maintaining collaborative and reciprocal relationships (with performers, audiences, writers, designers, and directors).

SCHOLARSHIP DRAMA is available to L2 and L3 students. 

Scholarship drama is a practical exam. Students complete three performances a max of 7 students can be taken into the scholarship programme. 

NCEA Level 3 Earth and Space Science (3ESS)

Earth and Space Science covers several areas of Astronomy and Geological Sciences.

You will study the necessary adaptations required to enable life in space. This will cover the features of an extreme environment, and the ability of extreme environments to sustain life. They will also research into the possibility of life existing elsewhere in our solar system.

You will study the Taupo Volcanic Zone,and investigate the geological dating methods that allow us to estimate the age of rocks, and also the way different lava viscosities contribute to the overall shape of a volcano.

Students will then study Earth Systems the Atmosphere System and the Ocean System, and how these control the global climate. They will also analyse the effects that ocean acidification and climate change are having on these processes.

Curriculum Skills and Key Competencies

Students will develop an understanding that scientists have an obligation to connect ideas to current and historical research.

Students will conduct investigations to extend scientific knowledge, and analyse the results of investigations and how they are present.

Students will consider the wider implications of scientific findings and how they could be used in the future to further understanding of the world around us.

Students will develop a coherent understanding of socio-scientific issues such as space travel and the potential of creating a society in space in the future.

This course leads to University level study. There will also be the opportunity to study towards the Earth and Space Science Scholarship exam for students who are interested.

NCEA Level 3 English (3ENG)

In this course, you will take your reading, writing, and critical thinking skills to the next level. You’ll engage deeply with a wide range of challenging texts — from classic and contemporary novels to poetry, film, and speeches — and explore powerful themes like identity, justice, power, and human connection.

You will learn to craft insightful essays, persuasive speeches, and creative writing that showcase your unique voice and style. Through lively discussions, close analysis, and independent research, you’ll develop confidence in expressing complex ideas clearly and convincingly.

"Level 3 English pushed me to think more deeply and write with real purpose. I loved exploring big ideas in novels and films, and learning how writers and directors use techniques to get their message across. But more than that, it helped me find my own voice and express ideas in a way I never could before." - Kaipara College Student

This course is perfect for students who want to prepare for university study or careers where strong communication, analysis, and creativity matter — including law, journalism, education, marketing, and the arts.

Curriculum Skills and Key Compentencies

Thinking: Students develop critical and creative thinking by analysing a wide range of complex texts — including novels, films, speeches, and poetry — to uncover deeper meanings, challenge assumptions, and form original, well-supported interpretations. They also reflect on their own thinking processes to improve understanding and communication.

Using Language, Symbols, and Texts: Students interpret and create sophisticated written, visual, and oral texts tailored for different purposes and audiences. This includes crafting persuasive essays, analytical reports, and creative pieces that use language, literary techniques, and rhetorical devices effectively to communicate ideas clearly and powerfully.

Managing Self: Students build independence and resilience by managing their own learning through long-term assignments, research projects, and exam preparation. They develop effective time management skills to meet deadlines, incorporate feedback, and refine their work for high academic standards.

Relating to Others: Students engage in peer workshops, group discussions, and presentations that require respectful listening, constructive feedback, and collaboration. They learn to negotiate meaning, appreciate diverse perspectives, and strengthen their communication skills through interaction.

Participating and Contributing: Students connect their learning to wider social, cultural, and global issues by analysing texts that explore identity, power, and justice. They participate in projects and discussions that encourage them to contribute thoughtfully to their communities and understand the impact of language in society.

Careers and Pathways

Level 3 English is a key course that supports a wide range of future pathways — whether you’re aiming for university, vocational training, apprenticeships, or directly entering the workforce.

Pathways during your time at Kaipara College:

• Prepares you for University. Level 3 English builds on your communication skills, helping you meet or exceed University requirements.
• Strengthens skills required for Level 3 NCEA and lays a solid foundation for tertiary study across disciplines.

Career Pathways & Further Education:

• Supports entry into university degree programs in fields such as Law, Education, Communications, Media Studies, Psychology, Business, Social Sciences, and the Arts.
• Develops transferable skills valuable for polytechnic diplomas and Level 4 certificates in areas like Social Work, Marketing, Design, Journalism, and Public Relations.
• Enhances literacy and communication abilities essential for trades and apprenticeships, including roles in building, engineering, and health services, where reading technical information and clear communication are vital.

Real-World Applications:

• Builds advanced writing and speaking skills used in professional and creative industries, including writing reports, proposals, speeches, and marketing content.
• Encourages critical thinking and media literacy — skills important for navigating and contributing to today’s information-rich society.
• Develops the confidence to express ideas clearly and persuasively, which benefits all career pathways and personal growth.

NCEA Level 3 Geography (3GEO)

Geography at Level 3 is a University Approved course and takes your understanding further by challenging you to critically evaluate how people and environments interact on local, national, and global scales. You will analyse complex issues, apply advanced geographic skills, and consider different perspectives on sustainable futures.

Topics include:

• Contemporary global challenges such as urbanisation, inequality, or sustainability
• Advanced study of natural processes and their consequences (e.g. tectonics, climate systems)
• Planning and decision-making in contested environments
• Independent geographic research project

Assessment: A combination of internal and external Achievement Standards, offering University Entrance Literacy credits and preparation for tertiary study.

Pathways: Valuable for university study in geography, environmental science, politics, sociology, planning, and law. Supports careers in policy, development, conservation, research, and more.

NCEA Level 3 Health (3HEA)

Understanding and Influencing Wellbeing

In this course, you will explore the complex health issues facing people in Aotearoa and the wider world. You’ll take a critical look at the social, cultural, political, and ethical factors that shape wellbeing, and you’ll develop the skills to challenge assumptions, evaluate evidence, and create informed solutions.

This course is for students who are curious about people and society, enjoy thinking deeply about real-world issues, and want to make a difference in the lives of others. Together, we will examine topics such as mental health, gender and sexuality, drug use, equity in health, and global health issues — asking “why does this matter?” and “what can we do about it?”

In this course, you will:

• Critically examine contemporary health issues in New Zealand and internationally.
• Analyse the impact of health practices and strategies on people’s wellbeing.
• Evaluate ethical and societal perspectives around sensitive and challenging topics.
• Investigate how individuals and communities can respond to complex health challenges.

Studying Health at Level 3 is not just about learning content — it’s about building skills that will prepare you for life, further study, and future careers. You’ll sharpen your ability to think critically, communicate ideas clearly, and apply problem-solving strategies to real-world contexts.

This course provides an excellent pathway into fields such as health sciences, medicine, nursing, psychology, social work, education, sport and exercise science, community health, and public policy. It also strengthens transferable skills like collaboration, research, and cultural awareness, which are valued in any career. If you want a subject that is people-focused, relevant to today’s world, and gives you the chance to engage with issues that really matter, then Level 3 Health is for you.

Curriculum Skills and Key Competencies

Thinking: Students will extend their critical and creative thinking by analysing complex and often controversial health issues in Aotearoa and globally. They will evaluate strategies, perspectives, and ethical considerations while using metacognitive skills to reflect on their own assumptions, decision-making, and problem-solving processes.

Using Language, Symbols, and Texts: Students will interpret and critique a wide range of health-related information, including media, research reports, and policy documents. They will learn to communicate their ideas clearly and persuasively in essays, debates, and presentations, using appropriate health terminology and frameworks to support their arguments.

Managing Self: Through independent research, extended written assessments, and project-based inquiries, students will strengthen skills in time management, goal-setting, and perseverance. They will demonstrate resilience when engaging with challenging and sensitive health topics, and take ownership of their learning by seeking out information and applying it in authentic contexts.

Relating to Others: Students will work collaboratively to debate, discuss, and evaluate health perspectives. They will develop empathy, respect, and cultural awareness by listening to diverse viewpoints, negotiating shared understandings, and engaging constructively with sensitive issues such as equity, ethics, and global health challenges.

Participating and Contributing: Students will connect their learning to real-world health challenges, considering how individuals, communities, and societies can promote wellbeing. They will contribute to class and community discussions that highlight social responsibility and explore actions that support positive change, both locally and globally.

Careers and Pathways

Next Steps in Study:

• Tertiary study in Health Sciences, Nursing, Medicine, Psychology, Social Work, Education, Sport Science, or Public Policy at NZ universities, polytechnics, or wānanga.
• Vocational pathways in Social and Community Services and Health Sciences.

Health and Wellbeing Professions

• Medicine, Nursing, and Midwifery – strong links to evaluating wellbeing, ethical decision-making, and health strategies.
• Allied Health Professions – physiotherapy, occupational therapy, dietetics, speech-language therapy.
• Public Health & Epidemiology – analysing health strategies and responses to global and community health issues.
• Mental Health Professions – psychology, counselling, psychiatry, social work, youth work.

Education and Community Services

• Teaching (Health, PE, Social Sciences, Science).
• Community and Youth Development – designing programmes to enhance wellbeing.
• Māori and Pasifika Health Services – applying cultural perspectives to health promotion.

Sport, Fitness, and Recreation

• Sport and Exercise Science – applying knowledge of wellbeing to performance and lifestyle.
• Coaching and Recreation Management – encouraging participation and health-enhancing practices in communities.

Policy, Communication, and Advocacy

• Health Policy and Strategy – working with the Ministry of Health, DHBs, or NGOs on health equity and wellbeing.
• International Aid and Development – tackling global health issues like access to healthcare, nutrition, and sanitation.
• Media and Communications – creating accurate, ethical health messages for public campaigns.
• Advocacy and NGO Work – e.g., organisations focused on mental health, drug harm reduction, nutrition, or sexual health.

Even if students don’t enter a health-related career, Level 3 Health builds employability skills valued in any field, including but not limited to:

• Critical thinking and research
• Ethical reasoning and cultural awareness
• Collaboration and communication
• Independence and self-management
• Problem-solving in real-world contexts

NCEA Level 3 History (3HIS)

In this course, you’ll begin to think critically about the concept of ‘what is history?’.  What do we choose to remember, why do we believe in conspiracy theories, why do we remember some events over others, and why are some events so controversial and contested?  

"Debating real events and conspiracies made me think for myself, not just follow the textbook." – Year 13 History Student

This course will introduce these critical concepts through exploring the following historical events and themes:

• Conspiracy and Controversy - you’ll choose to research either an event that has provoked conspiracy theories or an event where there is dispute over how the event has been recorded and how it should be remembered.  Options include: The assassinations of JFK, Martin Luther King or Malcolm X, Armenian Genocide, Holodomor, Holocaust Denial, Rape of Nanking, Death of Princess Diana, Salem Witch Trials, and the Disappearance of Flight MH370.
• The Musket Wars -  you’ll learn about the deadliest war fought on New Zealand soil, the Musket Wars, an era of conflict that resulted in the deaths of 20% of our nation and had a significant impact on the Kaipara region.   
• The 9/11 Terror Attacks - You will analyse the rise of Islamic Extremism in the Middle East, the controversial nature of US involvement in the Middle East, and how such factors contributed to the 9/11 Attacks.  Students will also consider the immediate and long-term consequences of the attacks, including the Invasions of Afghanistan and Iraq, the rise and fall of ISIS, and islamophobia (including the NZ Christchurch Mosque shootings).
• The Iraq Invasion -  You will analyse the US-led 2003 Invasion of Iraq and whether or not it was justified, or even legal!?

Curriculum Skills and Key Competencies

Thinking: Students will develop critical thinking by analysing historical evidence, questioning the usefulness, reliability and strengths and limitations of sources, weighing up different perspectives on key events, and drawing their own conclusions as an historian about what happened, why it happened and the significance of historical events. Through reflecting on their own interpretations and judgements, students build metacognitive skills, becoming more aware of how they form conclusions and how their own perspectives shape their understanding of history. These skills not only deepen their learning in History but also strengthen their ability to think independently and thoughtfully about the world around them.

Using language, symbols, and texts: Students will interpret a wide range of historical texts, sources, and perspectives, including letters, speeches, photographs, propaganda, and film. They will learn to decode the language and symbols of different times and cultures, and evaluate how meaning is constructed. Students will also create their own forms of communication, from research folders and reports to presentations and essays, developing the ability to express complex ideas with clarity and impact.

Managing self: Students will learn to manage themselves through independent research projects, where they set goals, plan their approach, and work to deadlines. The course encourages resilience as students tackle challenging content, weigh up complex perspectives, and refine their ideas through feedback. By taking responsibility for their own learning and managing their time effectively, students build independence and confidence that will support them in future study and beyond.

Relating to others: Students will collaborate in group and class discussions, debates, and activities that require them to share ideas and listen to different viewpoints. They will practise negotiating meaning, respecting diverse perspectives, and working together to build stronger arguments. Through peer and teacher feedback students develop the ability to communicate effectively and contribute positively to collective learning.

Participating and contributing: Students will explore events and movements that have shaped both New Zealand and the wider world, encouraging them to connect the past to issues that still matter in society today. By exploring contested histories and controversial decisions, they learn to contribute thoughtfully to conversations about ethics, justice, and collective memory. They will reflect on their own role as active citizens in a global world.

Careers and Pathways

• Supports achievement of University Entrance Literacy requirements
• Prepares students for tertiary study in Social Science related degrees or diplomas - e.g. a Bachelor of Arts degree in History
• Develops critical thinking and communication skills that open doors to future study and careers in law, politics, media, business, education and beyond

NCEA Level 3 Horticulture & Sustainability (3HORT)

Students have a choice between Level 3 Horticulture or Level 3 Sustainability.

Level 3 Horticulture - This course provides advanced knowledge and practical skills in horticulture, with an emphasis on sustainable practices relevant to New Zealand’s climate and native ecosystems. Students will study plant science, soil management, pest control, propagation, and landscape design to prepare for careers in horticulture, arboriculture, landscaping, or further study.

OR

Level 3 Sustainability - This course explores the principles and practices of sustainability, with an emphasis on New Zealand’s unique environment, cultural values (including Māori perspectives), and sustainable development goals. Students will gain knowledge and skills to analyze environmental challenges and implement sustainable solutions in various contexts.

“Doing Level 3 Sustainability was eye-opening. It’s not just about learning facts—it’s about understanding how what we do now affects the future of Aotearoa. I feel like we’re actually the crew steering New Zealand towards a cleaner, smarter world. It made me realise we have real power to make a difference.” - Year 13 Horticulture Student

“Level 3 Horticulture taught me that it’s more than just growing plants — it’s about how those plants can make a real difference for our environment and community. It helped me see how connected we are to the land and why that matters for Aotearoa’s future.” - Year 13 Horticulture Student

Curriculum Skills and Key Competencies

Thinking: Apply critical and creative thinking to solve complex problems related to plant production, environmental management, and sustainable practices.  Analyze the impacts of horticultural activities on ecosystems and develop strategies to minimize negative effects.  Use scientific knowledge to design and implement sustainable resource management and pest control methods.

Using language, symbols and text: Interpret technical and environmental data, including soil tests, plant health reports, and sustainability indicators.  Communicate clearly and effectively about horticultural processes and sustainability goals in written, oral, and digital formats. Access and evaluate diverse sources of information, including Māori perspectives and local environmental knowledge.

Managing self: Demonstrate initiative and responsibility in managing sustainable horticultural projects and individual learning goals. Maintain health and safety standards in practical work, considering both personal and environmental safety.  Organize time and resources efficiently to balance horticultural tasks with sustainability planning and evaluation.

Relating to others: Collaborate respectfully with peers, industry professionals, and local communities, incorporating cultural values such as kaitiakitanga (guardianship).  Recognize and value different viewpoints, especially those related to Māori environmental stewardship and community wellbeing.  Foster teamwork to achieve shared sustainability and horticultural objectives.

Participating and Contributing: Engage actively in community sustainability projects and horticultural initiatives that promote ecological and social wellbeing.  Contribute practical skills and innovative ideas to enhance sustainable practices in horticulture.  Reflect critically on personal and collective contributions to learning, environmental outcomes, and community impacts.

Careers and Pathways

• Horticulturist: Working in plant production, nursery management, or crop cultivation with a focus on sustainable practices.
• Landscape Designer / Technician: Designing sustainable, environmentally friendly gardens and public spaces that incorporate native plants and water-wise practices.
• Arborist / Tree Care Specialist: Managing tree health and safety, with an emphasis on native species conservation and urban ecosystem sustainability.
• Environmental Consultant: Advising businesses and communities on sustainability strategies, environmental impact assessments, and resource management.
• Conservation Officer / Ranger: Protecting and managing natural areas, working alongside iwi and local communities to uphold kaitiakitanga principles.
• Sustainable Agriculture Technician: Supporting sustainable farming systems that prioritize soil health, water conservation, and biodiversity.
• Community Sustainability Coordinator: Leading local sustainability initiatives, education programs, and community projects to improve environmental and social wellbeing.
• Nursery or Garden Centre Manager: Overseeing plant production and sales with a focus on sustainable sourcing and promoting native plants.
• Resource Management Officer: Working with local councils or iwi on policies and projects that ensure sustainable land and water use.
• Further Study and Training: Pursuing higher education in horticulture, environmental science, resource management, or Māori environmental studies.

NCEA Level 3 Hospitality (3HOS) 

 This course is aimed at students with an interest in the Hospitality industry, using standards provided by ServiceIQ. Students should take this course if they are considering pursuing Hospitality in the future, either through employment or tertiary study.

Students will learn a range of practical skills required in the Hospitality industry, together with the theoretical knowledge required to implement the skills in the appropriate industry setting.

Suitable for students interested in pursuing further study and training in Hospitality, or those interested in working in the industry.

NCEA Level 3 Mechanical Engineering (3AUT)

This course is for students who are interested in mechanical engineering. This course will teach you or enhance your existing skills of how to operate fixed workshop machines and learn how to use a MIG welder.

Pathways could include engineering, fabrication, automotive courses or apprenticeships.

Level 3 Media Studies (3MED)

In this course, you’ll take your creativity, storytelling, and production skills to the next level. You’ll explore how media shapes the way we see the world.  

You’ll analyse how meaning is made, how audiences respond, and how media connects to culture and society.

But this isn’t just about studying media – you’ll be making it. You’ll develop, plan, and produce your own media product, working through the full creative process from concept to completion. Whether it’s a short film, a podcast, or a magazine, you’ll get to apply advanced media conventions and showcase your unique voice.

This course is for students who enjoy thinking critically, being creative, and working with technology. You’ll gain skills in research, analysis, communication, and project management – the same skills valued in careers like filmmaking, journalism, marketing, game design, social media management, and more.

"Taking Level 3 Media Studies was one of the best choices I made in my final year. I loved having the freedom to be creative while still learning real-world skills. We planned and produced our own media projects — I chose to make a short film — and I got to try everything from scriptwriting and storyboarding to filming and editing. We also learned how media shapes the way people think and how it reflects what’s happening in society.” - Kaipara College Student

This is a ‘stand-alone’ course. You do not need to have taken Level 2 Media Studies to successfully complete this course. 

Curriculum Skills and Key Competencies

Thinking: Students will develop critical thinking by analysing how media products are shaped by cultural, historical, and political contexts, and how they influence audiences. They will also use creative thinking to solve production challenges and develop original concepts for their own media products. Metacognitive skills are fostered as students reflect on their creative process, evaluate their own work, and refine it for maximum impact.

Using language, symbols, and texts: Students will interpret and create a wide range of media forms – from written scripts and storyboards to visual imagery. They will learn how visual language (camera shots, composition, colour, typography) and symbolism convey meaning, and how to use these effectively to engage a specific target audience.

Managing self: Large-scale, self-directed projects require students to plan timelines, meet milestones, and manage resources independently. Students will build resilience when facing technical or creative obstacles and learn strategies to adapt their plans while keeping the end goal in sight.

Relating to others: Collaborative production work will require students to communicate ideas clearly, negotiate creative decisions, and give and receive constructive feedback. They will develop interpersonal skills by working with peers in roles that simulate real-world media production teams.

Participating and contributing: Students will create media products that connect with local, national, or global issues, giving them a platform to contribute meaningfully to cultural conversations. By sharing their work with authentic audiences—such as peers, school events, or community platforms—they will see the role media can play in influencing, informing, or inspiring others.

Careers and Pathways

Level 3 Media Studies is a University-approved subject that provides students with skills and qualifications that open a wide range of pathways both within Kaipara College and beyond. Successful completion of this course can contribute towards NCEA Level 3, University Entrance (UE) Literacy requirements    (reading and writing), and supports entry into a variety of tertiary and vocational opportunities.

While at Kaipara College:

• Media Studies skills link strongly with Digital Technology, English, Art, Drama, and Business Studies.

Careers

This course develops skills in communication, critical thinking, collaboration, and creative production – essential for careers in:

• Film, television, and streaming media production
• Journalism, broadcasting, and podcasting
• Advertising, marketing, and social media management
• Public relations and corporate communications
• Photography, videography, and content creation
• Game design and interactive media
• Event management and creative industries coordination

Tertiary Education & Training

• University: Level 3 Media Studies supports entry to Bachelor's degrees in Communication Studies, Media & Screen Production, Journalism, Marketing, and Film Studies. It also provides UE Literacy reading and writing credits towards university admission.
• Polytechnic/Diploma Pathways: Qualifications in Screen and Media Production, Digital Media Design, Creative Technologies, Broadcasting, or Applied Journalism (e.g. Unitec, AUT, Yoobee Colleges, South Seas Film School).
• Trades & Apprenticeships: While not a direct trades course, the practical production skills can lead to technical apprenticeships in sound, lighting, broadcasting, and stage/event production.
• Private Training Establishments (PTEs): Specialist schools in film-making, visual effects, animation, and game design.

Real-world Applications

• Producing promotional content for local businesses or community groups
• Applying editing, scripting, and production skills to online platforms (YouTube, TikTok, podcasting)
• Understanding media, ethics, and audience targeting for professional contexts
• Managing projects from concept to delivery, mirroring workplace production pipelines

NCEA & UE Links

• Contributes to NCEA Level 3 and can be used towards University Entrance (14 credits in an approved subject).
• Achievement standards include 3 Writing and 4 Reading or Writing UE Literacy credits.
• Builds a portfolio of work demonstrating creativity, problem-solving, and technical skill – valuable for scholarship applications and tertiary entry.

NCEA Level 3 Painting (3PAI)

An exploration of contemporary painting practice

Level 3 Painting students explore a wide range of contemporary painting and drawing practices. Students will explore, develop, extend and regenerate a wide range of ideas and refine their fine painting skills. It is a course for students who have achieved Level 2 Painting and want to further refine and expand their painting skills and their deeper thinking and compositional skills. Students are expected to work in new ways and undertake experimentation, engage in research and artist analysis to help further develop and regenerate their ideas.  

Curriculum Skills and Key Competencies

In L3 Visual Arts Painting Students will explore, develop, extend and regenerate a wide range of ideas and refine their fine painting skills. The course involves learning about contemporary painters and their ways of working, with an emphasis on understanding and using media, conventions, application of paint and communication of ideas.

Thinking: 

• Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of an artist's way of working. 

Using language, symbols and texts: 

• In L3 Painting students communicate their ideas using hand drawing skills and a  high level of practical paint application skills.
• Students will research, analyse and identify the meaning and intention in both artists and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.

Managing Self:

• Painters learn to be independent and self manage as they choose and work through their individual projects.
• Students will manage self by ensuring both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments.  They will work independently to explore their own subtheme, artists, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: 

• At times Painters will share their ideas and ways of working, their progress and practice with others during class critique sessions.
• Students relate to others by exploring different cultural contexts and artistic styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.

Participating and contributing: 

• Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Through a pedagogy of Guidance + Action + Experimentation, students who learn in the Arts Faculty will:

• Have opportunities to engage and experiment with a wide range of artistic expressions and genres in a safe supportive environment.  
• Develop a love of the arts as a form of self expression and a leisure activity that supports wellbeing.  
• Develop the skills and attitudes needed to gain access to further education and/or employment in the creative industries.
• Understand the role of the arts in the world as a tool for making diverse people/cultures visible and as a tool for social justice.  

Careers and Pathways

Visual Arts Painting develops fine art skill, visual thinking, idea development and compositional skills. 

Level 3 Painting leads on to pathways within the Creative Industries, Design and Visual Arts. Further study in Fine Arts, Design or Architecture will lead to rewarding career outcomes.

NCEA Level 3 PE Outdoor Education (3OED)

“ Being able to get out into places like Woohill forest to use and connect with the amazing environment we have around us, and not just within school grounds is the key reason why I loved outdoor ed this year. “ - Yr 12 OED Student

“When I first started outdoor education, I wasn’t sure what to expect, but I decided to try everything. I pushed myself to give each activity a go, and along the way, I discovered new skills I didn’t know I had and even enjoyed things I had never tried before. It was a great experience that helped me step up in the outdoors. I believe that outdoor education is a great way to learn and explore the outdoors” - Yr 12 OED Student

“Outdoor Education is all about being outdoors doing physical activities with minimal in-class time. This course is loads of fun and will get you out of your comfort zone. I recommend this subject to any wanting to push themselves and build self confidence. “ - Yr 12 OED Student

If you enjoy the outdoors, love a challenge, and want to build leadership skills that will last a lifetime, then this is the course for you. Outdoor Education at Level 3 combines practical adventure experiences with leadership and personal development. You’ll push yourself in new environments, learn how to work as part of a team, and explore how outdoor activities can enhance wellbeing and connect us to our community.

In this course, you will:

• Take part in exciting activities such as tramping, mountain biking, surfing, and an overnight camp, exploring local outdoor environments in the Kaipara region.
• Develop leadership skills by planning and leading activities in outdoor and recreational settings.
• Analyse and reflect on your experiences, building self-awareness, resilience, and problem-solving skills.
• Gain practical skills and knowledge through recognised Outdoor Recreation Unit Standards, adding value to your NCEA record of achievement.
• Explore how outdoor education connects to society, culture, and the environment, and how it prepares you for future opportunities.

This course is perfect for students who enjoy learning by doing, who want to grow confidence in themselves and others, and who are motivated by hands-on challenges. You’ll strengthen transferable skills such as teamwork, communication, time management, and resilience — qualities valued in any career.

Outdoor Education also provides a strong pathway into further study and careers in outdoor recreation, adventure tourism, teaching, sport and exercise science, conservation, health and wellbeing, and the defence forces. If you want a subject that combines learning, leadership, and adventure in the outdoors, then Level 3 Outdoor Education is for you.

This course requires an application form filled out and returned to Mrs Connew and Mrs Enoka if you want to be considered for a place in this course. There are a few short questions asking you to express why you wish to participate in a course of study in Outdoor Education and what you hope to achieve from participating in this course of learning.

Curriculum Skills and Key Competencies

Thinking: Students will strengthen critical and creative thinking by analysing the impact of outdoor experiences on themselves and others, designing and carrying out training programmes, and reflecting on decision-making in real-world outdoor contexts. They will use metacognitive thinking to evaluate their own performance, leadership, and strategies for overcoming challenges during tramps, camps, and recreational activities.

Using Language, Symbols, and Texts: Students will interpret and create different forms of communication, such as safety management plans, route maps, and reflective journals. They will learn to use outdoor and physical education terminology effectively, while also interpreting environmental cues, body signals, and activity-specific data to enhance performance and safety.

Managing Self: Students will grow independence and resilience through taking responsibility for preparation, gear, and participation in overnight camps, tramps, and outdoor activities. They will practise time management and perseverance while working towards unit standards, leading activities, and completing extended practical and written assessments. This competency is developed as they balance personal goals with group commitments.

Relating to Others: Students will collaborate in outdoor and physical activity settings, building skills in communication, negotiation, and teamwork. They will take turns in leadership roles, support others through physical and emotional challenges, and reflect on the importance of respecting diverse perspectives within a group.

Participating and Contributing: Students will engage with the outdoors as part of the Kaipara community, exploring local environments through tramping, mountain biking, surfing, and other activities. They will contribute to shared experiences that promote personal growth, group cohesion, and environmental awareness, recognising how outdoor education connects to wider social, cultural, and sustainability issues in Aotearoa.

Careers and Pathways

Next steps in study

• Tertiary study in Outdoor Recreation, Sport & Exercise Science, Environmental Science, Tourism, Teaching, or Health Sciences at NZ universities, polytechnics, or wānanga.
• Vocational pathways in Primary Industries, Service Industries, and Health, Community and Social Services.
  

Outdoor, Adventure, and Recreation Careers

• Outdoor Instructor / Guide – tramping, mountain biking, surfing, kayaking, climbing.
• Adventure Tourism – guiding and leading outdoor experiences in NZ’s tourism sector.
• Recreation Management – working in councils, sports trusts, or community organisations.
• Environmental Conservation & Park Ranger – applying knowledge of outdoor environments to protect and manage them.

Sport, Exercise, and Health Professions

• Exercise Science / Sport Science – analysing and improving performance.
• Physiotherapy, Occupational Therapy, or Rehabilitation – linking physical activity with health outcomes.
• Health Promotion – encouraging participation in active lifestyles for wellbeing.

Education and Leadership

• Teaching – PE, Health, or Outdoor Education in schools.
• Youth Work & Community Development – leading young people in outdoor and recreational settings.
• Leadership Development Roles – applying teamwork, resilience, and problem-solving in any workplace.

Emergency and Defence Services

• Police, Fire and Emergency, Defence Forces, and Search & Rescue – resilience, physical fitness, and teamwork are all core skills.

Transferable Skills for Any Career

This course grows skills employers value everywhere:

• Leadership and teamwork
• Independence and resilience
• Problem-solving and decision-making under pressure
• Communication in challenging environments
• Time management and self-responsibility

NCEA Level 3 Performance Music (1MUS)

Performance Music is more than learning to play an instrument or sing — it is about developing the skills, knowledge, and confidence that will serve you well throughout life. At NCEA Levels 1 to 3, Performance Music combines the thrill of live performance with composition, analysis, and research, giving students a rich academic experience that values creativity as much as critical thinking. You will have the opportunity to perform as a soloist or in groups, compose original music, and deepen your understanding of how music shapes and reflects the world we live in. This balance between practical performance, creative output, and academic study enables every student to find their own pathway through music, while building strong foundations for further study or career opportunities.

Choosing Performance Music is also a personal growth opportunity. Students develop resilience, discipline, ownership, and self-expression through practice and performance, while collaborative work fosters teamwork, leadership, and empathy. Music connects directly with culture and society, helping you to explore your own identity while gaining insight into others. It is an academic subject recognised for its rigor and depth, contributing to university entrance requirements while standing out as evidence of creativity, innovation, and commitment. Whether your passion is to perform, compose, or simply to grow through music’s unique challenges and rewards, Performance Music offers an inspiring and relevant academic pathway for 2026 and beyond.

“Performance Music showed me that chasing your creative dream isn’t a risk.  It’s an opportunity to grow, perform, and turn passion into a pathway.” - Kaipara College Student

“Through Performance Music, I’ve learned discipline, resilience, and how to be more confident. All skills that I’ll take with me wherever I go.” - Kaipara College Student

Curriculum Skills and Competencies

Taking Performance Music at Kaipara College for NCEA Levels 1 to 3 is about much more than playing an instrument or singing. These courses are developed from the Key Competencies identified in the New Zealand Curriculum, the skills that prepare you for life, study, and work, no matter where your pathway leads.

Thinking: In Performance Music, you’re constantly solving problems and making creative choices. Deciding how to interpret a song, arranging a piece for your band, or improving your own performance all require imagination and critical thinking. These are the same skills you’ll use in future study or careers when you’re asked to think outside the box.

Using language, symbols, and texts: Music is a language in itself. You’ll read notation, use chords and rhythms, and work with digital tools like recording and editing software. You’ll also learn how music communicates meaning and emotion,  giving you a whole new way to understand and express ideas.

Managing self: Success in Performance Music means setting goals, practising regularly, and being ready to perform. You’ll learn discipline, focus, and resilience as you work towards assessments and live performances. These habits carry through to every subject and any challenge you take on in the future.

Relating to others: Music is about people. Whether you’re rehearsing with others, performing on stage, or creating in a group, you’ll practise listening, cooperating, and leading. You’ll also learn empathy by connecting with your audience and supporting your peers. These are the teamwork skills that every employer and community values.

Participating and contributing: Through performance opportunities at school and in the wider community, you’ll gain the confidence to share your music and contribute to something bigger than yourself. This builds a sense of belonging and shows you the real impact your skills can have on others.

NCEA Performance Music at Kaipara College gives you so much more than musical ability; it builds confidence, creativity, a sense of ownership, and adaptability, while growing the Key Competencies that shape lifelong learners and future leaders.

Pathways While at Kaipara College

• Performance Opportunities: School productions, kapa haka, bands, choir, Band Factory, community performances, and live gigs, building stage experience and confidence.
• Composition & Recording: Use of digital tools (e.g. DAWs such as LogicPro and Studio One, notation software) that can link to music production and technology pathways.
• Leadership: Mentoring younger musicians, leading ensembles, or supporting community events.

NCEA Requirements Supported

University Entrance (UE): 

• Music Achievement Standards at Levels 2 and 3 can contribute to UE Literacy (both Reading and Writing credits are available through standards like research, analysis, and portfolio work). 
• Music standards contribute credits towards the 60 Level 3 credits needed for UE.

Vocational Pathways: 

• Music contributes to the Creative Industries pathway, but also develops transferable skills useful in Service Industries, Social & Community Services, and Manufacturing & Technology.

Apprenticeships and Trades: 

• While not a “trade” subject itself, Performance Music develops key employability skills (teamwork, discipline, confidence, communication) that employers in trades value highly. There are some opportunities available in the technical, event management and recording divisions of the sector. 

Further Education Opportunities

Polytechnic Diplomas / Certificates

• Diploma in Audio Engineering & Music Production (e.g., SAE Institute, MAINZ, or Massey)
• Diploma in Contemporary Music (e.g,. Whitireia, Ara Music Arts)
• Certificate in DJ and Electronic Music Production
• Universities
• Bachelor of Music (BMus), performance, composition, musicology, or technology streams (Auckland, Otago, Victoria, Waikato).
• Bachelor of Arts (BA) with Music Major, combining music with other subjects.
• Music Therapy (Master’s level, often through Victoria University Wellington, with undergraduate music as a foundation).
• Bachelor of Commercial Music (Massey Wellington, performance, industry, or technology focus).

Career Pathways

• Music Industry Careers: Performer, composer, songwriter, producer, sound engineer, DJ, music therapist, conductor, session musician.
• Education & Community: Music teacher (primary/secondary), private tutor, early childhood music specialist, community arts facilitator.
• Creative Industries: Film scoring, game sound design, theatre production, events management, arts administration, cultural performance.
• Transferable Skills into Other Pathways: Communication-heavy roles (sales, hospitality, tourism, trades), leadership roles, and any career valuing confidence, collaboration, and creativity.

Real-World Applications

• Performing at school and community events builds confidence in public speaking and presentation.
• Recording and producing music develops digital literacy and media skills.
• Group work fosters collaboration, leadership, and conflict resolution.
• Creative projects (composition/arrangement) mirror problem-solving and design thinking used in business and technology fields.

NCEA Level 3 Performing Arts Technology (3PAT)

The Performing Arts Technology course teaches students the practical and managerial skills needed to plan, produce, and operate various events, from school performances and concerts to conferences and festivals. Students learn about technical aspects like stage management, lighting, sound, and costume, as well as management skills such as marketing, budgeting, logistics, and stakeholder evaluation. The goal is to develop professionals who can bring different types of events to life, from concept to successful execution.

PAT is a Unit Standards Course and offers practical knowledge in events and entertainment technologies.

Key competencies for PAT include technical skills in areas like lighting, sound, rigging, and scenic construction, alongside essential transferable skills like safe work practices, problem-solving, and communication with crew and clients. These competencies, often gained through specific qualifications like the NZ Certificate in Entertainment, Event and Screen Production Technology, prepare individuals for various roles within the industry, such as assistant technicians and stage management. 

Technical & Practical Competencies

These are the core skills needed to operate and manage event and entertainment technologies:

• Lighting: Designing, installing, and operating lighting systems for performances and events. 
• Sound: Setting up, running, and dismantling audio equipment for live events and recordings. 
• Rigging: Safely installing and operating equipment, such as lighting rigs and sound speakers, for events and performances. 
• Stage Management: Coordinating production processes to ensure smooth event execution, managing schedules, and assisting with documentation. 
• Scenic Construction: Building and modifying stage sets, props, and backdrops using various construction methods and digital tools. 
• Video/Camera Operations: Shooting and managing video for productions and events. 

Professional & Transferable Competencies

These skills are critical for success in the entertainment and events industry:

• Health and Safety: Adhering to industry safety standards, following codes of conduct, and implementing safe working practices. 
• Problem-Solving: Identifying and troubleshooting technical issues that arise during events or performances. 
• Communication: Effectively communicating with other crew members, departments, and stakeholders to meet project requirements. 
• Teamwork & Collaboration: Working effectively as part of a technical crew and with various departments to achieve event goals. 
• Professional Conduct: Maintaining professional etiquette, being reliable, and demonstrating good customer service. 
• Self-Management: Organising work, meeting deadlines, and managing personal responsibilities within the demanding environment of events and productions. 

Technical Skills:

• Set and prop construction 
• Stage management and operations 
• Lighting and sound design, rigging, and programming 
• Costume design and creation 
• Makeup design and application 
• Video production 

Management Skills:

• Event planning, coordination, and project management 
• Marketing and promotion for events and artists 
• Budgeting and financial management 
• Logistics, including staffing, volunteers, and venue selection 
• Contract creation and stakeholder evaluation 
• Risk management and resource coordination 

Soft Skills:

• Communication and interpretation 
• Teamwork and collaboration 
• Problem-solving and creative thinking 
• Organizational and people management skills 

Types of Events Covered: 

• Performances (theatre, music)
• Concerts
• Social and cultural events
• Sports and leisure activities
• Assemblies and formal events

Careers and Pathways

Graduates can work in a variety of operational and supervisory roles within the entertainment and events industry, including event management, stage management, technical production, and marketing. Students who study PAT can look to take apprenticeships in theatres around New Zealand and continue on the PAT course into Level 4. Students can also look at university degrees in similar subjects.

NCEA Level 3 Photography (3PHO)

Messages - an exploration of contemporary photography practice

Level 3 Photography challenges students to extend their critical and creative thinking in digital photography and lens-based art making. Students will gain confidence and fluency in using the manual functions of Digital SLR cameras and working in the lighting studio. They will develop skills in Adobe Lightroom, Photoshop, and InDesign to refine, edit, and sequence images in ways that communicate clear and considered ideas. Guided by the overarching theme Messages, students will choose their own focus and explore it through experimentation with composition, lighting, viewpoint, and inspiration from established photographic practitioners. Students will use a visual diary to research, experiment and document their creative process. This diary supports assessment for the internal standard, works alongside practical investigations for the external folio, and forms the basis for scholarship submissions. It can also contribute to a portfolio for entry into a range of tertiary art and design programmes.

Curriculum Skills and Key Competencies

Thinking: Students extend their critical and creative thinking by examining the processes, procedures, and conventions used by established photographers. They evaluate how these approaches inform meaning and intention, and apply this insight to refine, extend, and regenerate their own photographic practice. Through this process, students develop transferable skills such as problem-solving, conceptual development, visual literacy, and the ability to adapt and apply ideas across varied contexts. 

Using language, symbols and texts: Students will research, analyse, and interpret the meaning and intention in the work of established photographers, as well as in their own practice. They will develop visual literacy to express complex ideas and communicate meaning through image making. Throughout the creative process, students independently reflect on, evaluate, and refine their artistic decisions to strengthen the conceptual ideas and technical execution of their work. These skills are transferable requiring visual literacy, critical thinking, and effective communication. 

Managing Self: Students will develop strong self-management skills by ensuing both planning, photoshoots and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments. They display resilience by engaging with challenges in their creative process, adapting their approach as needed. They show initiative in researching and exploring sophisticated themes, photographers, and techniques, while actively seeking and responding to feedback to refine and deepen the meaning and quality of their work. 

Relating to others: Students are encouraged to engage and explore diverse cultural contexts, diverse identities and perspectives, and how it can challenge social norms and promote social justice within their photographic projects. Students deepen their understanding of how visual arts serve as powerful tools for social commentary and cultural dialogue. Students attain a greater insight of how their artistic choices have on varied audiences and communities. Through collaborative critique and contextual research, they refine their ability to relate to others thoughtfully and respectfully within the arts community and beyond

Participating and contributing: Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others. They learn to articulate thoughtful, respectful responses and critically reflect on diverse perspectives, enhancing both their own photographic practice and that of their peers. This process fosters a supportive community where ideas are shared, challenged, and refined, preparing students to contribute meaningfully professional conversations.

Careers and Pathways

Year 13 Photography leads to further study at tertiary level in the Creative Industries & Fine Arts. Photography is a UE approved subject. This subject is suited for students interested in careers or industries such as;

• Photographer or Film maker: media and television industry
• Communications: Advertising, Content creation, journalism
• Film or Television Back of house Design; Costume, stage and set, lighting, sound, fashion, makeup
• Designer: Graphic designer, animation, digital designer (web & other media), product designer, illustrator, computer gaming, CGI
• Interior or Architectural Design: Exterior, Spatial, Interior design
• Primary, Secondary or Tertiary Teaching
• Curator / Exhibition manager / Events coordinator / Arts business manager / Arts leader

NCEA Level 3 Physical Education Academic (3PEA)

Performance, Leadership, and Understanding Movement

In this course, you’ll take your Physical Education to the next level, combining practical experiences with in-depth academic study. You won’t just play sport,  you’ll explore the science, psychology, and leadership behind performance and discover how movement connects to wider issues in society.

“We enjoyed playing Golf and getting off school grounds to play and train - it was a great chance to try a sport we had not really done before and it made the Biomechanics analysis assessment easier as we had experienced learning and improving our swing in real life” - A Year 13 Physical Education Student

“The amazing race was a great challenge and a way to learn and have fun with our classmates. I enjoyed how the practical always connects to the theory” - A Year 13 Physical Education Student

This course is for students who enjoy being active, working with others, and thinking critically about sport, exercise, and wellbeing. You’ll get hands-on experiences through activities like badminton, golf, training programmes, an overnight camp, and an Amazing Race-style challenge, while also developing the research and analytical skills needed for university-level study.

In this course, you will:

• Analyse performance and apply biomechanical and physiological principles to improve movement.
• Design and complete a personalised training programme to push your performance to new levels.
• Take on leadership roles in practical settings, exploring different styles and principles of leadership.
• Evaluate the impact of a physical activity experience (such as camp or the Amazing Race) on yourself and others.
• Examine contemporary issues in sport and physical activity, such as equity, ethics, and participation in Aotearoa.

Studying Level 3 Physical Education builds highly transferable skills in teamwork, leadership, resilience, communication, and critical thinking. It also opens doors to a wide range of pathways in sport science, physiotherapy, teaching, coaching, personal training, recreation management, psychology, outdoor education, and health sciences. If you’re passionate about movement, curious about the “why” behind performance, and keen on combining practical challenges with academic learning, then Level 3 Physical Education is the course for you.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical and creative thinking by analysing movement using biomechanical and physiological principles, evaluating the effectiveness of training programmes, and examining contemporary issues in sport and physical activity. They will use metacognitive thinking when reflecting on their own performance, decision-making, and leadership style during practical and academic tasks.

Using Language, Symbols, and Texts: Students will interpret and communicate complex information through movement analysis, training data, research reports, and presentations. They will use diagrams, statistics, and health/PE-specific language to evaluate performance and articulate strategies for improvement, as well as analyse texts that explore issues in physical activity.

Managing Self: Students will strengthen their independence by planning and completing individual training programmes, managing deadlines for written and practical assessments, and preparing for the demands of leadership roles. They will build resilience through physical challenges such as the overnight camp, Amazing Race, and sporting activities, while developing time management skills to balance both practical and theoretical requirements.

Relating to Others: Students will collaborate in practical settings, offering feedback, negotiating roles, and adapting leadership styles to meet the needs of individuals and groups. They will practise effective communication and respect diverse perspectives in discussions on physical activity, leadership, and societal issues, ensuring positive outcomes for themselves and others.

Participating and Contributing: Students will connect their learning to real-world contexts by engaging in physical activity experiences that mirror challenges faced in community, sport, and recreational settings. They will examine contemporary issues in physical activity, contribute to shared experiences such as the camp and training programme, and explore ways physical education can promote wellbeing within wider society.

Careers and Pathways

Next Steps in Study:

• University pathways: Sport & Exercise Science, Health Sciences, Teaching, Psychology, Physiotherapy, Recreation & Leisure Management.
• Polytechnic pathways: Certificates and diplomas in fitness, coaching, outdoor education, and health promotion.
• Vocational Pathways: Strongly linked to the Health, Community and Social Services and Service Industries pathways.

Sport, Exercise, and Health Professions

• Physiotherapy – applying biomechanical and training principles to rehabilitation and injury prevention.
• Exercise Science / Sport Science – analysing performance, fitness, and movement.
• Personal Training & Strength and Conditioning Coaching – designing and monitoring training programmes.
• Occupational Therapy & Rehabilitation – helping people return to functional movement.
• Nutrition & Health Promotion – linking physical activity with wellbeing.

Teaching, Coaching, and Education

• Physical Education Teaching (primary, secondary, or tertiary).
• Sports Coaching & High-Performance Coaching – leadership, performance analysis, and athlete development.
• Outdoor Education & Recreation Instructors – linking leadership and physical activity experiences to real-world learning.

Health, Wellbeing, and Community Pathways

• Nursing, Paramedicine, and Allied Health – applying knowledge of the body and health-enhancing practices.
• Community Sport & Recreation Management – designing programmes that increase participation and wellbeing.
• Youth Work & Community Development – promoting active, healthy lifestyles.

Policy, Leadership, and Sport Business

• Sport Management & Administration – managing teams, clubs, or community sport programmes.
• Recreation & Leisure Management – planning events and community initiatives.
• Health and Sport Policy – contributing to national discussions on participation, equity, and wellbeing.

Transferable Skills for Any Career

This course builds highly valued soft skills:

• Leadership and teamwork
• Problem-solving and decision-making
• Research and critical analysis
• Time management and independence
• Communication across practical and written settings

NCEA Level 3 Physical Education Leadership (3PEL)

Step up, lead, and make a difference whilst having fun! Are you ready to take your PE skills to the next level? Year 13 PE Leadership is all about being active, taking on challenges, and developing your confidence and leadership skills. You’ll get hands-on experience officiating, planning and running activities, learning to manage risks, and making a real impact in our school community.

"I have enjoyed my experience in 3PEL this year because it has helped me grow both as a leader and as a person. Participating in a range of activities, from officiating Rippa Rugby to developing my Tag skills, has taught me how to communicate effectively, make quick decisions, and support others in a team environment. The White Water Rafting trip was a highlight for me, as it really challenged my confidence and teamwork skills. I learned how important positive group processes are, and how collaboration, trust, and encouraging others can make even the most challenging activities enjoyable and successful. Planning and delivering a school event was another valuable experience. I developed organisational and problem-solving skills while managing risk and ensuring the event ran smoothly. This gave me a sense of responsibility and achievement, seeing my ideas come to life and seeing the enjoyment on the faces of Year 9 students playing Pickle Ball for the first time ever.  Overall, 3PEL has taught me the importance of leadership, resilience, and Hauora for myself and others. I feel more confident in my abilities, more capable of supporting and motivating others, and inspired to continue developing my leadership skills in the future." Year 13 PEL Student

Themes of Learning:

• Officiating Rippa Rugby - Learn how to referee and manage games effectively. Develop communication, confidence, and decision-making skills while supporting players. Referee at THREE North Harbour Rippa Rugby Year 5-6 Tournaments at Rautawhiri Park.
• White Water Rafting Trip - Describe positive Group Processes. Explore teamwork, collaboration, and conflict resolution.  Learn strategies to motivate and support your peers whilst participating in White Water Rafting. Experience an exhilarating white water adventure at Te Wero White Water Park in Manukau!
• Planning a School Event - Lead the planning, organisation and delivery of a PE related event for a key target group in our school or wider community.  Gain practical experience in organisation, risk management, and decision-making.  
• Participate in a Tag skill development Programme - Sharpen your skills and learn from an experienced ex-Tag Black coach. You’ll get expert guidance on key techniques, game strategies, and tips to take your performance to the next level! Participate in a Tag Tournament with all the 3PEL classes down at Rautawhiri Park.

Curriculum Skills and Key Compentencies

Thinking: Students develop critical and creative thinking by analysing strategies and decision-making while officiating Rippa Rugby, participating in White Water Rafting challenges, and planning school events. They evaluate the effectiveness of their own actions and those of others, reflect on outcomes, and apply problem-solving skills to improve performance and event delivery.

Managing self: Students enhance self-management skills by taking responsibility for their own learning, managing risks during sports and outdoor activities, and setting personal goals for growth. They demonstrate resilience and initiative when stepping up as leaders, adapting to new challenges such as White Water Rafting or officiating at tournaments, and completing key tasks in event planning and skill development programmes.

Using language, symbols, and texts: Students use a variety of communication methods to organise, instruct, and reflect. This includes interpreting game rules and strategies in Rippa Rugby and Tag, using planning documents and risk assessments for school events, and providing feedback to peers to improve performance and team processes.

Participating and contributing: Students actively engage in physical activities, leadership roles, and school events, contributing their skills, energy, and ideas to benefit others. By officiating tournaments, participating in adventure activities, developing Tag skills, and planning community events, they demonstrate leadership, support the Hauora of others, and make meaningful contributions to a safe, inclusive, and dynamic school environment.

Relating to others: Students develop interpersonal skills by leading teams, collaborating with peers, and supporting others in a range of activities. They practice communication, teamwork, and conflict resolution during group challenges, White Water Rafting, officiating, and school event planning, fostering positive group processes and kotahitanga.

Careers and Pathways

• Sport & Recreation Careers - Professional Athlete, Sports Coach, Referee, Umpire,Official, Sports Analyst, Strength & Conditioning Coach, Outdoor Education Instructor, Recreation & Leisure Coordinator
• Health & Wellbeing Careers - Physiotherapist, Occupational Therapist, Chiropractor, Nutritionist, Dietitian, Exercise Physiologist, Personal Trainer, Massage Therapist, Sports Therapist, Mental Skills Coach, Sport Psychologist.
• Education Careers - Physical Education Teacher, Primary School Teacher, Outdoor Education Teacher, Tertiary Lecturer in Sport & Health Sciences
• Medical & Health Careers - Sports Doctor, General Practitioner, Paramedic, Nurse, Rehabilitation Specialist, Kinesiologist
• Sport, Fitness & Event Management - Sport Development Officer, Event & Tournament Manager, High Performance Sport Manager, Gym, Fitness Centre Manager, Community Recreation Manager, Adventure Tourism Operator
• Other Related Pathways - Police Officer, Firefighter, Defence Force Roles, Youth Worker, Community Health Promoter, Researcher in Sport, Health or Human Movement

NCEA Level 3 Physics (3PHY)

Physics provides a deep understanding of the physical world while developing critical thinking, problem-solving, and analytical skills that are highly valued in both academic and real-world contexts. The course prepares students for a wide range of future pathways—particularly in science, engineering, technology, and health fields—by building strong foundations in mechanics, electricity, waves, and modern physics. It also nurtures transferable skills such as interpreting data, communicating complex ideas, managing time, and working collaboratively. For students interested in how the universe works, and who enjoy applying logic to solve problems, Level 3 Physics offers both intellectual challenge and practical relevance. It is essential students considering taking Physics at Level 3 have a sound foundation in Mathematical skills, particularly Pythagoras and Trigonometry.

Curriculum Skills and Competencies

Level 3 Physics develops critical, creative, and metacognitive thinking by challenging students to solve complex problems, design investigations, and apply theoretical concepts to real-world situations. In topics like mechanics and electricity, students analyse data, evaluate models, and reflect on their thinking processes. They must not only understand content but also consider how and why physical principles apply in various contexts, encouraging deep, reflective learning.

The course also strengthens students’ ability to communicate in multiple forms—from graphs and equations to written explanations and presentations. Whether interpreting wave patterns, explaining electrical systems, or justifying experimental results, students learn to express ideas clearly and logically. At the same time, they develop independence, resilience, and time management through self-led investigations, preparation for assessments, and managing the demands of both internal and external standards.

Collaboration is also embedded in the learning process, with students often working in groups to conduct experiments, share equipment, and solve challenging problems—building teamwork, negotiation, and communication skills. Finally, the course connects strongly to the community and broader society, with applications like renewable energy, medical imaging, transport safety, and quantum technologies showing students how physics shapes the world around them and prepares them to contribute thoughtfully to future innovations and societal challenges.

Careers and Pathways

Possible Career Pathways include:

• Engineering (Mechanical, Electrical, Civil, Aerospace)
• Medical Physics and Healthcare (Radiology, Radiation Therapy, Medical Technology)
• Environmental Science and Renewable Energy
• Information Technology and Telecommunications
• Physics Research and Academia
• Meteorology and Geophysics
• Architecture and Construction
• Aviation and Automotive Industries
• Science Communication and Education

Further Education Opportunities include: 

• University Science Degrees (Physics, Engineering, Health Sciences, Environmental Science)
• Polytechnic and Institute of Technology Diplomas in Engineering, Applied Science, and Technology
• Specialist Training in Medical Imaging or Radiation Therapy
• Teacher Training for Science Education

Apprenticeships & Vocational Pathways include:

• Electrical and Mechanical Apprenticeships (Electrician, Mechanical Fitter)
• Technician Roles in Electronics, Telecommunications, and Renewable Energy
• Trade Certifications in Automotive or Aviation Maintenance
• Lab Technician or Research Assistant Positions

NCEA Requirements Supported by L3 Physics

• University Entrance (UE) Literacy Requirements: Achieving Level 3 Physics standards helps meet the literacy credits needed for UE, particularly through written reports, presentations, and research projects.
• UE Numeracy Requirements: The quantitative and algebraic skills in L3 Physics contribute directly to UE numeracy credits.
• Science Credits for UE: Level 3 Physics credits count toward the required 14 credits in Science for University Entrance.
• Level 3 Endorsements: Excelling in Physics can contribute to achieving Merit or Excellence endorsements at Level 3, which strengthen university applications.

NCEA Level 3 Printmaking (3PRINT)

Learning about contemporary Printmaking practice

Level 3 Printmaking is a mix of hand and digital based Visual Arts Printmaking. It is a course for students who have achieved  Level 2 Printmaking and want to continue to develop these skills to a higher level. The course involves showing an understanding of contemporary Printmaking and Printmakers and their ways of working, with an emphasis on utilising various printmaking techniques for effective communication. Visual Arts Printmaking develops visual thinking, idea development and compositional skills. It leads to pathways within the Creative and Visual Arts.

Curriculum Skills and Key Competencies

In Visual Arts Printmaking Students will explore a range of Art and Artists and their ways of working. Students will develop, extend and regenerate a wide range of ideas and techniques and will develop their printmaking skills. The course involves learning about contemporary Printmaking and Printmakers and their ways of working, with an emphasis on understanding and using various printmaking techniques for effective communication of ideas. 

Thinking: 

• Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of an artist's way of working. 

Using language, symbols and texts: 

• In Level 3  Printmaking students communicate their ideas using hand drawing skills and a high level of practical plate making, ink application and printing skills.
• Students will research, analyse and identify the meaning and intention in both artists and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.

Managing Self:

• Printmakers learn to be independent and self manage as they choose and work through their individual projects.
• Students will manage self by ensuing both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments.  They will work independently to explore their own subtheme, artists, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: 

• Students relate to others by exploring different cultural contexts and artistic styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.
• At times Printmakers will share their ideas and ways of working, their progress and practice with others during class critique sessions.

Participating and contributing: 

• Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Through a Pedagogy of Guidance + Action + Experimentation - students who learn in the Arts Faculty will:

• Have opportunities to engage and experiment with a wide range of artistic expressions and genres in a safe supportive environment.  
• Develop a love of the arts as a form of self expression and a leisure activity that supports wellbeing.  
• Develop the skills and attitudes needed to gain access to further education and/or employment in the creative industries.
• Understand the role of the arts in the world as a tool for making diverse people/cultures visible and as a tool for social justice.

Careers and Pathways

Visual Arts Printmaking  develops visual thinking, idea development and compositional skills. 

It leads  to further study at tertiary level in the Creative Arts and Industries & Fine Arts and can lead to rewarding career outcomes.

NCEA Level 3 Puāwai (3PUAWAI)

Need more time or support with your learning? Pūawai is a practical course designed to build confidence in reading, writing, and problem-solving. You’ll work on real-world tasks like budgeting, creating a CV, and exploring how you learn best. The course combines Unit Standards focused on everyday skills with Achievement Standards from across the curriculum, that emphasises literacy and numeracy skills. 

“I liked that I could work at my pace instead of feeling rushed.” - Year 12 Puāwai Student

“It was good having time to finish work for my other classes — and someone there if I got stuck.” - Year 11 Puāwai Student

You’ll develop essential skills for both academic success and life beyond school through:

• Learning in a supportive, practical environment
• Developing literacy and numeracy through real-life contexts
• Building skills for work, further study, and everyday life
• Growing confidence in your learning style and core subjects

This course is ideal if you learn best in a supportive environment and want to keep your future options open while building strong foundations.

"Learn your way, achieve your goals."

This course is by application only.

Curriculum Skills and Key Competencies

Pūawai is a supportive, individualised programme where you work at your own pace, set goals, and track your progress. You’ll get help with your other subjects and assessments, with regular check-ins to plan your next steps and keep everything on track.

Thinking: You’ll learn how you think and what helps you succeed. By setting goals, solving real-life problems, and reflecting on what works best for you, you’ll become more confident at making decisions inside and outside school.

Using language, symbols, and texts: You’ll build skills with words, numbers, and digital tools in ways that make sense to you. Whether it’s understanding phone plans, tracking your spending, or writing a plan for an assignment, you’ll learn to read and create information that matters.

Managing self: You’ll work at your own pace, learn to plan ahead, and stay organised. Regular check-ins will help you stay on top of deadlines and bounce back when things don’t go to plan.

Relating to others: You’ll collaborate with classmates and teachers to share ideas, give feedback, and support each other’s learning. Because Pūawai connects with your other subjects, you’ll also build good communication with different teachers.

Participating and contributing: You’ll use what you learn to help in real ways—whether that’s contributing to school projects, supporting classmates, or exploring what local employers and training providers look for. Your skills will connect to your whānau, school, and community.

Careers and Pathways

Pūawai helps you plan what comes next. You’ll have one-on-one conversations about your goals and interests. Together we’ll make a plan to meet with the school’s career advisor, and get support linking you with training providers or other agencies if you need it. Some of the Unit Standards we’ll work on are designed to help you explore different jobs and courses, understand what employers and tertiary providers look for, and work out the costs, time commitments, and steps involved. Pūawai will help you plan your courses the following year and ensure you have a plan to meet your NCEA goals.

NCEA Level 3 Statistics (3STAT) 

If you want to deepen your understanding of how data shapes the world, Level 3 Statistics is the course for you. This course builds on your Level 2 skills, focusing on advanced methods for collecting, analysing, and interpreting data to answer complex questions. You’ll explore topics such as hypothesis testing, regression analysis, and probability distributions, applying these tools to real-world contexts like social science, health, and business.

In this course, you will:

• Design and conduct detailed investigations using sophisticated statistical techniques.
• Use digital tools and software to model data, test hypotheses, and make predictions.
• Critically evaluate statistical claims in media, research, and everyday life.
• Communicate findings clearly, both visually and in writing, to support evidence-based decision-making.

Level 3 Statistics prepares you for tertiary study in fields such as psychology, economics, science, and engineering. It sharpens your analytical thinking and problem-solving skills, making you a confident user of data in both academic and real-world settings. Whether your goal is university, vocational training, or entering the workforce, this course gives you essential skills for success.

“This course challenged me to think deeply about data and its impact on real-world issues.” – Year 13 Statistics Student

“Working with complex data sets gave me the confidence to pursue studies in science and business.” – Year 13 Statistics Student

Curriculum Skills and Key Competencies

Thinking: Students enhance critical thinking by applying advanced statistical methods to analyse complex data sets and test hypotheses. They develop creative thinking through designing innovative investigations and selecting appropriate techniques to solve real-world problems. Metacognitive skills grow as students reflect on their analytical decisions, assess the strengths and limitations of different approaches, and adjust methods accordingly. This deeper level of thinking fosters independence, problem-solving, and the ability to evaluate evidence rigorously, aligning with the NZ Curriculum’s emphasis on critical, creative, and reflective thinking essential for academic success and informed citizenship.

Using symbols, language and text: Students develop advanced skills in interpreting and creating statistical texts, including complex graphs, tables, regression outputs, and reports. They learn to use precise statistical terminology and symbols to communicate findings clearly and accurately. Students analyse real-world data presentations critically, evaluating the effectiveness and reliability of different communication styles. Through writing detailed analytical reports and presenting data visually, they build confidence in explaining complex information to diverse audiences. These skills align with the NZ Curriculum’s focus on literacy and numeracy, enabling students to engage with and communicate quantitative information effectively.

Managing Self: Students develop independence by planning and conducting extended statistical investigations, managing complex tasks with clear timelines and milestones. They build resilience by troubleshooting data challenges and adapting methods when results are unexpected or unclear. Time management is essential as students balance data collection, analysis, and report writing, often working on multi-step projects over weeks. These experiences foster self-motivation, accountability, and perseverance, aligning with the NZ Curriculum’s goal to prepare students for the demands of tertiary study and future workplaces where independent, organised, and persistent approaches are crucial for success.

Relating to others: Students develop collaboration skills by working in teams to design and conduct complex investigations, sharing responsibilities and negotiating roles effectively. Group discussions and peer feedback sessions encourage active listening, respectful communication, and constructive criticism. Through joint problem-solving and data interpretation, students learn to value diverse perspectives and build consensus. These collaborative experiences help students develop interpersonal skills vital for academic and workplace success, aligning with the NZ Curriculum’s focus on participation, contribution, and respectful relationships in varied social and professional contexts.

Participating and Contributing: Students engage with real-world issues by investigating local and global topics, such as public health, environmental trends, and social data. They co-create projects that use statistical analysis to explore and address these challenges, contributing meaningful insights to their community or wider audiences. Presenting findings through reports and discussions encourages active participation and civic responsibility. This approach aligns with the NZ Curriculum’s emphasis on informed citizenship, encouraging students to use their skills and knowledge to make positive contributions to society and participate confidently in democratic processes.

Careers and Pathways

• Meets University Entrance (UE) Literacy and Numeracy requirements, preparing students for tertiary study in fields like Psychology, Economics, Health Sciences, and Engineering.
• Provides a pathway to university degrees requiring strong analytical and statistical skills, such as Data Science, Business, Environmental Science, and Social Sciences.
• Supports enrolment in polytechnic diplomas and certificates in areas like Data Analytics, IT, and Applied Science.
• Builds skills applicable to trades and apprenticeships involving quality control, measurement, and risk management, such as Engineering and Construction.
• Prepares students for real-world careers in research, marketing, public health, finance, and policy-making where data analysis and evidence-based decisions are essential.

NCEA Level 3 Te Ao Māori (3TAM)

This course is for any student who is interested in Māori cultural practices and knowledge. The course work combines a mix of practical activities as well as research and written tasks. There are no prerequisites for this course.  Students can choose which standards they would like to complete (recommended 20 credits max). This course will require students to participate and contribute, manage self and use language, symbols and text to complete the standards. Possible pathways from this course could include Māori Tourism, Mātauranga Māori Consultant.

This is a unit standard course and does not lead to a University Entrance approved subject at Level 3 . 

NCEA Level 3 Te Reo Māori (3TRM) 

Level 3 Te Reo Māori is an intermediate-advanced course designed to further develop students' proficiency in the Māori language. This course builds upon the knowledge gained in NCEA Level 2 Te Reo Māori (2TRM), aiming to enhance communication skills in more complex contexts and foster a deeper understanding of Māori cultural expressions. Students will engage with authentic resources and literature to refine their language abilities and cultural awareness.

Prerequisites:

• Successful completion of Level 2 Te Reo Māori or equivalent proficiency is required for enrollment in Level 3. Students should have a solid understanding of basic grammar, vocabulary, and cultural concepts.
• Advanced Language Proficiency: Strengthen language skills to communicate confidently in a wider range of topics, utilizing more advanced grammatical structures and idiomatic expressions.
• Cultural Immersion: Immerse students in authentic Māori texts, literature, and media to deepen their appreciation of Māori cultural nuances and storytelling traditions.
• Oral Fluency: Develop advanced speaking and listening abilities, enabling students to participate in extended conversations and discussions with native speakers.
• Written Expression: Enhance writing skills to compose coherent essays, narratives, and formal correspondence in Te Reo Māori.
• Cultural Perspectives: Explore diverse perspectives within Māori culture and society, including contemporary issues and challenges faced by Māori communities.

NCEA Level 3 Tourism (3TOU)

This course offers between 18-24 credits , Level 3 NCEA vocational credits in Tourism. 18212 is compulsory and then students can choose the unit standards that interest them. It is especially suitable for students who are interested in working with people. Please note that this is NOT a university approved course.

This course compliments other subjects including hospitality and business studies. It is also providing skills and knowledge for various industries such as retail, customer service roles, banking , administration and hospitality.

This course is an introduction to the travel and tourism industry:

• This course will introduce students to the process of tourism and tourism terminology.
• Students will learn how tourism operates, this knowledge can also be used in other service-type industries.
• This course will also introduce students to the destination knowledge required in the industry.

Note:

• Tourism has been a significant industry in New Zealand and worldwide and directly employed 8% of the total New Zealand workforce. Although this has changed the main skills and attributes required in the workplace have not so this course will give you the opportunity to explore job opportunities within various industries.  Due to the world wide tourism demand Airlines, Hospitality and the Travel and Tourism Industries are actively trying to recruit staff back into the industry.
• The New Zealand tourism industry is diverse and is made up of five main sectors. These sectors, that include  transportation, accommodation, sales and activities, attractions and events, provide a vast range of work opportunities.
• The Tourism skills and knowledge that you gain in this course can be transferred to many other industries and jobs.  

This course is for students who will be completing study time in the Faculty of Special Education.

This course is for students who will be completing study time in the Faculty of Special Education.

Kōtui Ako - Virtual Learning Network Aotearoa New Zealand

If you are interested in taking a subject that we do not currently offer at Kaipara College or if you are already taking a subject through Kōtui Ako (Virtual Learning Network Aotearoa New Zealand) and you wish to continue with the subject in 2026, please select this option. 

Taking an online learning course with a teacher online from another school comes with its own set of challenges when navigating a regular school timetable of classes too. As such, entry into this option requires approval from Mr Coleman (Deputy Principal). Students must be able to self-study, lead their own learning, and have a proven track record of this prior to applying. During the course online, students meet with their e-teacher once a week for an online lesson and maintain regular communication with their e-teacher and Kaipara College's e-Dean to ensure they are keeping on top of their studies.

In the required notes section, please enter the subject and level of the subject for 2026 that you would like to select. Please note, you MUST have approval to complete this course through Mr Coleman. Students who have taken this option in the past have studied subjects such as French, German, Spanish, Chinese, Japanese, Psychology, Economics, Classical Studies, Accounting, Digital Technology, Geography and other subjects. 

Please see Mr Coleman if you have any further questions about Kōtui Ako Virtual Learning Network Aotearoa courses.

NCEA L1 Agriculture & Horticulture

Discover the foundation of one of New Zealand’s fastest-growing industries! Level 1 Horticulture offers hands-on learning that connects you to the land, teaching essential skills in plant care, soil science, propagation, and sustainable growing practices. Whether you're aiming for a career in agriculture, landscaping, or food production—or just love working outdoors—this course gives you the practical knowledge and confidence to grow your future.

Get started with real tools, real experience, and real opportunities in a field that feeds the world. No prior experience needed—just a passion for plants and a willingness to learn!

A Science course at Level 1 is compulsory for all students at Kaipara College. Students who want to select L1 Agriculture & Horticulture to fulfil their compulsory Science component instead of L1 Science must email Mr Coleman to manually enter on SchoolPoint at [email protected] 

Curriculum Skills and Key Competencies

Thinking: Horticulture/agriculture encourages critical and creative thinking. Students solve real-world problems (e.g. how to improve soil health), make decisions based on observations, and apply scientific knowledge practically. E.g. Investigating why a plant is wilting leads students to consider water levels, soil quality, or disease.

Using language, symbols and text: Students engage with technical vocabulary, measurement tools, charts (like pH levels), and written instructions. This competency grows as they read and interpret horticultural information and record their own observations.  E.g. Recording data on plant growth in a table, or reading labels on fertilizer packaging.

Managing Self: Horticulture involves planning tasks, working independently, meeting deadlines (e.g. planting times), and caring for living things over time. Students learn responsibility, perseverance, and how to manage their time and resources effectively.  E.g. A student managing their own garden plot must monitor plant growth, water regularly, and respond to problems like pests or weather changes.

Relating to others: Horticulture often requires teamwork—whether in group planting projects or maintaining shared gardens. Students must communicate clearly, listen to others, and work cooperatively.  E.g. Students working in pairs to build a compost bin learn to negotiate tasks and share responsibilities.

Participating and Contributing: Horticulture involves planning tasks, working independently, meeting deadlines (e.g. planting times), and caring for living things over time. Students learn responsibility, perseverance, and how to manage their time and resources effectively.  E.g. A student managing their own garden plot must monitor plant growth, water regularly, and respond to problems like pests or weather changes.

Careers and Pathways

Entry-Level Jobs (Post-School or Apprenticeship)

• Horticulture Worker – Planting, pruning, harvesting in orchards, vineyards, nurseries.
• Farm Assistant – Supporting livestock or crop farming operations.
• Greenhouse Assistant – Helping grow and maintain plants in controlled environments.
• Landscaping Labourer – Assisting with outdoor space maintenance and construction.
• Nursery Worker – Growing and selling plants, seedlings, and trees.

With Further Study (Level 2/3+ or Tertiary Education)

• Horticulturist – Expert in plant cultivation and care.
• Agronomist – Advises farmers on soil, crops, and sustainable practices.
• Viticulturist – Specialises in growing grapes for wine production.
• Farm Manager – Oversees daily operations of a farm or station.
• Agricultural Technician – Conducts field trials, tests, and research.
• Landscape Designer – Plans and designs functional, beautiful outdoor spaces.

Emerging and Tech-Based Roles

• Precision Agriculture Technician – Uses drones, sensors, and data to improve farming.
• Environmental Consultant – Advises on sustainable land use and resource protection.
• Biosecurity Officer – Protects NZ’s primary industries from pests and disease.

Trade and Business Opportunities

• Contract Grower – Runs their own small farming or horticulture operation.
• Agricultural Machinery Operator – Specialises in tractors, harvesters, drones, etc.
• Rural Business Owner – Market gardening, beekeeping, flower production, and more.

Pathways into Science and Research

• Plant Scientist / Botanist
• Soil Scientist
• Entomologist – Studies beneficial and harmful insects in agriculture.

Why it matters: New Zealand’s agriculture and horticulture sectors need skilled, passionate people to lead sustainable food production, protect the environment, and innovate for the future. Starting at Level 1, students build foundational knowledge and hands-on experience that can lead to high-demand, rewarding careers.

NCEA Level 1 Commerce (1COM)

In this course, you’ll step into the world of business and bring your own ideas to life. You’ll learn how businesses work, how to make smart financial decisions, and how to understand the bigger picture of our economy. Working individually or in small groups, you’ll plan, create, and sell a real product at the school market — gaining hands-on experience in marketing, budgeting, and problem-solving.

We’ll cover how to identify opportunities, set the right price, and understand the effects that businesses, households, and the government have on each other. You’ll develop skills in analysing information, making decisions, and working as part of a team — skills that employers and future courses value highly.

Whether you’re interested in starting your own business, working in finance, marketing, or management, or just want to understand how the world of commerce shapes everyday life, this course will give you the tools and confidence to succeed.

By the end of the year, you won’t just have studied business — you’ll have run one.

Curriculum Skills and Key Competencies

This course develops all five Key Competencies outlined in the New Zealand Curriculum, preparing students for both further study and the workplace.

Thinking: Students develop critical and creative thinking as they explore how businesses operate and make decisions. For AS92029, they evaluate pricing options using break-even calculations, weighing up risks and potential returns. For AS92030, they consider direct and flow-on effects of economic events, applying logical reasoning to identify connections between households, businesses, and government. Through AS92028, students research and interpret market information, then decide on product features that will appeal to their target audience. This involves questioning assumptions, generating alternatives, and reflecting on feedback to improve outcomes. These thinking skills are essential in both business and everyday problem-solving contexts.

Using Language, Symbols, and Texts: Students interpret and communicate information using a range of formats, including graphs, tables, marketing materials, and formal written reports. For AS92029, they use financial statements and pricing models to justify decisions. For AS92028, they create clear and persuasive marketing messages to connect with customers, applying economic and business terminology accurately. In AS92030, they explain relationships within the circular flow model, using diagrams to illustrate how money, goods, and services move between sectors. This competency develops the ability to read, write, and present business concepts in a way that is meaningful to different audiences, a skill valued in all career paths.

Managing Self: Students take responsibility for their own learning and project deadlines, particularly when producing and selling their product for AS92028. They plan production schedules, monitor budgets, and adjust when faced with challenges. For AS92029, they work independently to prepare evidence-based recommendations for pricing strategies. In AS92030, they organise research into local and national economic interactions, ensuring their work is complete, accurate and memorised for their exam. This competency ensures students can work independently towards clear goals.

Relating to Others: Students practise teamwork, active listening, and negotiation while developing and selling their market product for AS92028. They collaborate to divide tasks, resolve differences, and use each team member’s strengths. In AS92029, students may consult with teachers, peers, or community members to gather pricing feedback, building interpersonal communication skills. For AS92030, they discuss real-world economic situations, listening to others’ perspectives before forming conclusions. Through this, they learn to adapt their communication style depending on the audience and context, a vital skill for both professional and personal settings. The ability to work well with others underpins success in almost every career field.

Participating and Contributing: Students engage actively with the school and wider community by selling their products at the market for AS92028, gaining first-hand experience of customer interaction and community engagement. In AS92029, they consider how pricing affects not only their own business but also customers and other market participants. For AS92030, they explore the role of businesses, households, and government in sustaining the economy, and how their own activities contribute to that system. This competency helps students see themselves as active contributors in society, making informed decisions that have real-world impacts, and fostering a sense of responsibility beyond the classroom.

Transferable skills include teamwork, problem-solving, customer service, numeracy in real contexts, time management, and the confidence to take an idea from concept to reality. These skills are valuable for any career path, not just business.

Careers and Pathways

• Progresses to Year 12 and Year 13 Business Studies at Kaipara College.
• Supports achievement of NCEA Level 1 credits (AS92028, AS92029, AS92030) and builds skills towards University Entrance Literacy at higher levels.
• Links to Vocational Pathways in Manufacturing & Technology, Service Industries, Social & Community Services, and Creative Industries.
• Prepares students for tertiary study (e.g. Bachelor of Commerce/Business, NZ Diploma in Business, Marketing, or Accounting).
• Builds transferable skills useful for apprenticeships, trades, and running a small business.
• Opens career pathways in retail, marketing, finance, event management, entrepreneurship, banking, government policy, economics, financial advisors, marketing,  human resources, and accounting.

NCEA Level 1 Design & Visual Communication (1DVC)

Design and Visual Communication focuses on product and spatial design using student-centred design briefs to enhance students’ ability to conceptualise, develop, and communicate design ideas and potential outcomes.

Students will learn to use both traditional sketching and computer-based tools to bring their ideas to life. This includes working with software such as SketchUp, Twinmotion, Photoshop, and Illustrator to create 3D models, render realistic scenes, and develop professional presentation graphics. Students will also learn to use digital drawing tablets and presentation software to showcase their design concepts effectively.

Visual communication refers to the effective communication and presentation of design ideas using modelling, digital media, and graphic design techniques. By integrating computers, students can explore more advanced design possibilities, produce high-quality presentations, and gain experience with tools commonly used in the design industry.

Students will demonstrate understanding of, and skills in, complex visual communication techniques by combining CAD, 3D modelling, rendering, digital illustration, and presentation design with sketching and physical model-making.

This is a great course to take if you are interested in becoming an Architect, Industrial Designer, Illustrator, Graphic Designer, Film or Gaming Designer, or pursuing any other creative endeavour where digital and computer-based design skills are essential.

Curriculum Skills and Key Competencies

Thinking

Students of Design and Visual Communication will:

• Use design thinking to explore, experiment, and solve problems.
• Consider multiple perspectives and cultural influences.
• Draw on design heritage and diverse voices for inspiration.
• Think independently and build confidence in generating ideas.
• Apply divergent thinking to take risks and innovate.
• Apply convergent thinking to refine and resolve design ideas.
• Value their own unique voice and background.
• Use design thinking for self-reflection.

Using language, symbol and text

Students of Design and Visual Communication will:

• Develop visual communication skills to express ideas and narratives.
• Explore, generate, critique, and refine design ideas to strengthen visual literacy.
• Understand how design uses universal symbols and visual languages recognised worldwide.
• Apply visual communication systems such as drawing conventions.
• Gain fluency in design language, balancing aesthetics and function.
• Select techniques that best support improvement and progression of their design ideas.

Managing Self

Students of Design and Visual Communication will:

• Build skills in time management, resource use, and adaptability.
• Develop confidence to reflect on and commit to their ideas.
• Balance risk-taking with established procedures to achieve strong results.
• Take ownership of their processes, including curating design portfolios.
• Engage with diverse contexts and perspectives to refine awareness and challenge bias.
• Think on their feet, making decisions under pressure and using their strengths effectively.
• Integrate wellbeing and stress-management practices into their design process.
• Recognise how resilience and focus support innovative ideas and quality outcomes.

Relating to others

Students of Design and Visual Communication will:

• Learn visual communication techniques to confidently present ideas to peers, whānau, communities, and potential users.
• Develop audience and user connections, translating solutions into valuable industry skills.
• Use critical inquiry and empathy to better understand and meet user needs.
• Connect with place and the whakapapa of the people they design for.
• Practise collaboration and critique, respecting and building on each other’s strengths.
• Engage with communities to form relationships and respectfully understand the places they design for.

Participating and Contributing

Students of Design and Visual Communication will:

• Use visual communication skills to connect ideas with people and place.
• Develop solutions that respond to others’ needs while considering social, cultural, and environmental impacts.
• Understand design as a cumulative process requiring sustained engagement.
• Value collaboration and teamwork as a source of new ideas.
• Recognise feedback and critique as tools for shared growth in a supportive learning environment.
• Build resilience and confidence by reframing mistakes as opportunities for reflection and improvement.

Careers and Pathways

This is a great course to take if you are interested in becoming an Architect, Industrial Designer, Illustrator, Graphic Designer, Film or Gaming Designer, or pursuing any other creative endeavour where digital and computer-based design skills are essential.

There are benefits regarding the use of Instrumental Drawing and CAD software and Problem solving that would be beneficial in any vocational career.

NCEA Level 1 Digital Technology (1DIGI)

This course is designed for students who have an interest in any of the various aspects of digital technology, such as programming, website development, animations.

The student-led, project-based nature of this course means students will be able to develop digital technology skills relevant to their interests.

Can lead into any Digital or Information Technology pathways including game development, animation, web development.

NCEA Level 1 Drama (1DRA)

Drama is for everyone. We all have kōrero, pūrākau, and stories to share. Drama helps us to understand diverse cultural perspectives and worldviews and connect with our community. It allows us to recognise the uniqueness of our place in the Pacific, the identity of Aotearoa New Zealand, and the rich cultural histories and traditions from all over the world that are expressed through performance.

Ākonga will understand that the function of drama is to heal, educate, entertain, or transform society. They discover how theatre can either challenge the status quo or reinforce it, gaining an awareness of how impactful the medium can be. Drama provides opportunities for ākonga to express their identities and heritages, and explore the heritages of others, creating empathy and understanding for the experiences and whakapapa of people from diverse backgrounds.

Through the relationships creators and performers make with audiences, Drama exists as a powerful medium to foster hauora – nurturing and maintaining both individual and community wellbeing in its ability to empower and inspire others. Ākonga engage with the ways in which Drama can uplift and sustain the mana of communities, groups, and individuals.

Ākonga explore and manipulate ideas and take creative risks. They share, rework, construct, and deconstruct work that is dynamic and evolving. The progression of ākonga in Drama is demonstrated through their increasing sophistication in storytelling, independence, and communicating their creative vision, as well as increasing comprehension and deeper understanding of the creative vision of others.

Curriculum Skills and Key Competencies

Thinking 

Students of Drama will:

• reflect on ideas and explore them physically and in the moment
• listen and respond to creative offers and feedforward to advance the drama
• put their own thought into action
• respond and adapt their whakaaro (thoughts and ideas) based on mahi tahi (working collaboratively)
• reflect on work and adapt based on feedback and self-assessment
• develop understanding and critical thinking about the context of work – historical, social, cultural, political, and economic – in order to create meaningful drama
• develop subject-specific research skills, including dramatic inquiry, when exploring the contexts of dramatic work
• explore their own and others’ ideas in work they experience and work they create
• investigate roles, worlds, contexts, attitudes, and themes in drama to build new knowledge (including cultural, historical, social, and political knowledge).

Using language, symbols and texts 

Students of Drama will:

• develop their use of language in rehearsal, scripting, directing, and devising processes
• discuss their work and experiment with language used in performance
• understand and use discipline-specific vocabulary and develop multi-modal literacies including audio, gestural, linguistic (verbal and written), spatial, and visual
• interpret texts, stories, and direction
• engage with and explore what can be expressed through props, costume, set, technologies, motifs (recurring symbols), text, dialogue, movement, gesture, and conventions.

Relating to others

Students of Drama will:

• negotiate, cultivate, and explore a variety of relationships, such as:
• the relationships between performers
• the relationships between characters
• the relationship between the performer and the role
• the relationship between the performer and the audience
• the relationship between the playwright, director, and designer.
• practice whanaungatanga, manaakitanga, and vā in working with others with care and compassion
• explore the perspectives and experiences of others, increasing their cultural awareness, responsiveness, and acceptance
• understand and play to different strengths in order to uplift the work.

Managing Self

Students of Drama will:

• develop self-discipline and an understanding of their role as part of the group
• practise self-management in practical contexts – arriving to rehearsals on time, learning lines, being prepared, and taking responsibility for different aspects of production (eg props, costume etc), theatre, and performance protocols
• set goals
• self-review
• accept direction and feedback
• question and critique themselves and others
• follow the established kawa of their learning environment to create a shared relational space.

Participating and contributing

Students of Drama will:

• work together to contribute their own ideas and respond to the ideas of others
• establish kotahitanga in group work, value each other’s strengths, and improve the quality of the work
• build a kawa that will become established practice within their learning environment
• explore how to adapt and work in different environments with different people, and contribute to building a group dynamic that is responsive to the needs of the work and the participants
• develop courage and generosity in making offers to advance the drama and giving feedback as well as openness and humility in accepting feedback and extending the ideas of others.

Careers & Pathways

Ākonga in Drama enhance their interpersonal, collaborative, and communication skills, which will serve them well in all areas of learning and life. The ability to work with others, understand different points of view, and communicate ideas and information effectively is highly valued in any future pathway. Participating in, and responding to, drama allows ākonga to develop confidence in expressing their ideas as they seek to communicate with a variety of audiences.

Drama students demonstrate high engagement, empathy, and courage in their learning, as the subject allows them to have fun while taking creative risks within a safe environment. They quickly learn that they are responsible both for themselves and for others.

The collaborative, creative process of drama develops skills in giving and receiving constructive feedback. Drama students learn to share, develop, and extend ideas to realise a shared goal and serve the intention of the drama.

Drama examines and challenges established ideas and prejudices. It encourages critical and creative thinking and innovation. It generates new ideas and reflects on trends in society.

Studying Drama opens numerous pathways within the creative industries, particularly within theatre, film, and television. Careers include but are not limited to:

• performer
• director
• writer
• designer
• producer
• stage manager.

Beyond school, ākonga in Drama will have gained many transferrable skills and life experiences that help them greatly, both in tertiary education and the world of work. This includes:

• creativity
• innovation
• public speaking and performance skills
• idea generation and content creation
• self-reflection and analysis
• critical thinking
• lateral thinking
• communication
• collaboration and working with others
• relational empathy
• negotiation
• punctuality and time management
• reliability
• confidence and assertiveness
• self-esteem and self-efficacy
• delivering products to a deadline
• identifying target audiences and promoting work to them
• supporting the ideas of others and providing constructive feedback
• technical production skills, such as lighting, sound, and costume and prop design.

They will also understand the significance of whakapapa as they engage in the community, recognising and embracing diversity of cultures and perspectives. Whakawhanaungatanga and skills in relationship building will also be developed through their experience in forming, nurturing, and maintaining collaborative and reciprocal relationships (with performers, audiences, writers, designers, and directors).

NCEA Level 1 English (1ENG)

Level 1 English lays the foundation for strong communication — in writing, speaking, and understanding the world around us. You will explore a wide range of texts, from film to short stories to articles, and learn how to think critically and respond with insight. You will sharpen your writing skills for both creative and formal purposes, and develop confidence in expressing your ideas clearly. These are skills that don’t just support success in English — they’re essential for every subject, and for life beyond the classroom.

Curriculum Skills and Key Competencies

Level 1 English supports students to become confident, thoughtful communicators. They will analyse a range of written, visual, and oral texts to understand how language shapes meaning, and how context influences the messages we receive. Students will develop critical thinking by exploring themes, perspectives, and language techniques, and forming original responses to literature and media.

Through creative and formal writing, visual design, and oral presentations, students will interpret and produce a range of text types, learning to communicate their ideas with clarity and impact. The course encourages independence and resilience, as students manage assessments, meet deadlines, and reflect on their progress to improve.

Collaboration is also key — students take part in group discussions, peer feedback workshops, and cooperative tasks where they negotiate meaning and share perspectives. Many activities encourage students to connect their learning to real-world issues, exploring texts that reflect diverse voices, current events, and their own lived experiences.

Level 1 English strengthens skills that are essential for success across all learning areas — and in life beyond school.

"Level 1 English helped me become more confident in my writing and taught me how to express my ideas in a way that actually made people listen." - Kaipara College Student

Careers and Pathways

Level 1 English provides a vital foundation for future learning and employment. Strong communication, reading, and writing skills are essential in every area of study and life, and this course builds those skills through a variety of text types, thinking processes, and expressive opportunities.

• To Level 2 English: Students who succeed in Level 1 are well-prepared for the deeper analysis, structured argumentation, and creative thinking required at Level 2. They will have built the literacy confidence needed to tackle more complex texts and ideas.
• To Tertiary Education: English supports all tertiary study by developing critical thinking, research skills, essay writing, and the ability to understand and respond to complex information — all of which are essential for success in university, polytechnic, or private training institutions.
• To the Trades: Literacy and communication are key to success in vocational pathways. From understanding safety protocols and technical documents to writing reports and communicating with clients or team members, English provides the core competencies required for trades training and apprenticeships.
• To Employment: No matter the career path, employers consistently rate communication as one of the top skills they seek. Level 1 English helps students learn to present themselves well, follow written instructions, complete forms and applications, and communicate clearly and respectfully in the workplace.

In short, Level 1 English doesn’t just open doors — it gives students the tools to walk through them with confidence.

NCEA Level 1 Hard Materials (1MAT)

The Level 1 Hard Materials course is a broad-based course which lays a foundation for entry into Engineering and Carpentry at senior levels. Related curriculum skills include the use of calculations, safe practice, knowledge of properties of materials, and demonstrating foundational carpentry and engineering workshop skills under supervision. This course has both practical and theoretical components. 

The unit standards listed below are indicative of what students will do in this course and subject to change.

NCEA Level 1 Health (1HEA)

“I love that we get the freedom at times to work independently, with realistic deadlines for assessments” - Year 11 Health Student

“We love the fun, creative practicals that we get to do like yoga and walks to the park” - Year 11 Health Student

Through Food and Nutrition, Mental Health and Relationships and Sexuality Education, students develop an understanding of strategies, influences and decision making skills relevant to enhance the well being of self, others and society. Students will get to participate in activities and learning directly related to topical and relevant adolescent issues. Students get to experience practical activities and guest speakers related to the subject material and work both individually and collaboratively to develop knowledge and understanding related to the areas of Food and Nutrition, Mental Health and Relationships and Sexuality Education. You will get the opportunity to get out of the classroom, explore your local community and tap into resources and experiences that will help you better understand how to manage your own well being and support the well being of others and society in many different contexts and scenarios.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical and creative thinking by analysing factors that influence wellbeing, identifying strategies to enhance health, and evaluating different perspectives on health-related issues. They will engage in metacognitive thinking as they reflect on their own decision-making and problem-solving processes in relation to personal, interpersonal, and societal health contexts.

Using language, symbols, and texts: Students will interpret and communicate health information using a variety of formats, including written reports, visual presentations, and oral discussions. They will learn to critically evaluate messages from media, peers, and wider society, and to create texts that clearly convey strategies for promoting wellbeing.

Managing Self: Through independent inquiry tasks and health-related projects, students will build self-management skills such as time management, setting goals, and following through with action plans. They will demonstrate resilience by working through challenges, taking responsibility for their learning, and making informed decisions to enhance their own wellbeing and that of others.

Relating to others: Students will actively collaborate in group tasks, discussions, and role-play activities that explore interpersonal and societal health issues. They will practise listening, negotiating, and valuing diverse perspectives to build inclusive and respectful relationships while working towards shared outcomes.

Participating and Contributing: Students will connect their learning to real-world health issues within their school, community, and society. By examining health-enhancing strategies and the factors that influence wellbeing, they will contribute ideas, share knowledge, and participate in initiatives that support the wellbeing of others.

Careers and Pathways

Study and Pathways at Kaipara College:

• Level 2 Health leads into Level 3 Health, Health Science, and other NCEA UE pathways.
• Tertiary pathways at universities, polytechnics, and wānanga into health and wellbeing-related qualifications

Health and Wellbeing Professions

• Nursing & Midwifery – applying knowledge of wellbeing, decision-making, and health promotion.
• Medicine & Allied Health (doctor, physiotherapist, occupational therapist, dietitian, speech-language therapist).
• Public Health – designing and evaluating health initiatives, understanding influences on wellbeing.
• Mental Health Support – counselling, psychology, social work, youth work.

Education and Community Services

• Teaching (Health, PE, Science, Social Sciences) – skills in relating to others, managing self, and contributing to community wellbeing.
• Community Development & Social Services – working with diverse groups to improve health outcomes.
• Māori and Pasifika Health Services – connecting cultural perspectives with wellbeing initiatives.

Sport, Fitness, and Recreation

• Sport Science, Exercise Physiology, and Personal Training – applying knowledge of factors influencing health.
• Recreation and Leisure Management – designing health-promoting programmes for communities.

Policy, Communication, and Advocacy

• Health Promotion & Policy – working with organisations like the Ministry of Health or NGOs to address social issues.
• Media and Communication – interpreting and creating health-related messages.
• NGOs & Advocacy Work – tackling societal health issues (e.g., mental health awareness, drug harm reduction, sexual health).

Even beyond health-specific careers, this course strengthens skills employers want everywhere including skills like:

• Research and critical analysis
• Collaboration and leadership
• Cultural awareness and inclusivity
• Problem-solving in real-world contexts

NCEA Level 1 History (1HIS) 

Studying history is important for helping us understand the world around us and why things are the way they are. The present-day is shaped by past events, and the study of History gives us the opportunity to ask and understand complex questions about these events and their significance. History explores the ‘how’ and ‘why’ of events, to give us a richer and deeper look at the bigger picture. History is interesting and exciting!

This course will provide students with an opportunity to develop an understanding of key historical events that have changed both global and New Zealand History over the 20th Century. Events include : The Black Civil Rights Movement in America, The Dawn Raids/Polynesian Panthers, The Life of Whina Cooper , The Life of Julius Caesar, and World War Two/Bombing of Hiroshima and Nagasaki.

Curriculum Skills and Key Competencies

This course will provoke students to think deeply and critically about the world around them and to analyse and critique the actions and perspectives of others. Students will act as historians, analysing historical sources to reach their own judgements about what happened, why it happened and the significance of these events.

Careers and Pathways

Level 1 History equips students with the knowledge and skills to excel in Level 2 and 3 History. At a deeper level, the study of History provides students with the critical thinking and communication skills necessary to succeed in a variety of careers in such areas as law, government policy, economics, social work, journalism, counseling, teaching, human resources, market research, travel advisor.

NCEA Level 1 Hospitality (1HOS)

This course provides students with the foundational skills and knowledge for anyone interested in entering the Hospitality industry. Includes learning of relevant health and safety practices, important theory knowledge, and a variety of practical skills.

The standards offered in this course are industry standards provided by ServiceIQ. They are aligned with the industry qualifications for the professional Hospitality sector.

Leads on to L2 Hospitality and careers in the Hospitality industry such as food preparation and service.

NCEA Level 1 Mathematics (1MATH)

Mathematics is the exploration and use of patterns and relationships in quantities, space, and time. Statistics is the exploration and use of patterns and relationships in data. These two disciplines are related but involve different ways of thinking and solving problems. Both equip ākonga with effective means for modelling, analysing, and interpreting the world in which they live.

Mathematicians and statisticians use symbols, graphs, displays, and diagrams to help them find and communicate patterns and relationships. They evaluate information to make informed decisions and create models to represent both real-life and hypothetical situations. These situations are drawn from a wide range of social, cultural, scientific, technological, environmental, and economic contexts.

This course will provide a strong foundation for the skills needed to study mathematics at higher levels of the mathematics curriculum. It will provide the opportunity to gain the numeracy qualification, via the new US32406, or from 10 achievement standard credits.

This course covers strands at levels 5 and 6 for the mathematics curriculum.

NCEA Level 1 Painting and Printmaking (1ART)

Aotearoa, Our Place, Our Turangawaewae, Our whenua

Level 1 Painting and Printmaking is a ‘mixed media’ course where students build on their skills from Year 9 and 10 Practical Visual Arts. Students will gain confidence using dry media (pencil/charcoal/pen), wet media (ink, watercolour, acrylic paint) and mixed media. They will also be introduced to Printmaking through a range of mediums such as; lino cut, etching and gelli prints). Students will develop work inspired by ‘Aotearoa, Our Place, Our Turangawaewae, Our whenua’ and use artist models to assist in the compositional planning and production of mixed media artworks. This course develops students visual thinking, idea development and problem solving. Whether students are thinking about a future in creative industries or simply love expressing themselves visually through the digital medium, this course allows students to build real skills, a stunning portfolio, and a strong creative voice.

Curriculum Skills and Key Competencies

Thinking: Students will develop critical, and creative thinking skills by identifying and analysing the processes, procedures of artists way of working. 

Using language, symbols and texts: Students will research, analyse and identify the meaning and intention in both artists and their own artwork, reflecting on and refining their artistic decision-making throughout the creative process.

Managing Self: Students will manage self by ensuing both planning and final outcomes are completed by the set checkpoints and deadlines, particularly on the workbook and portfolio assessments.  They will work independently to explore their own subtheme, artists, and techniques, persevere through challenges, and reflect on and refine their work in response to feedback.

Relating to others: Students relate to others by exploring different cultural contexts and artistic styles, as well as considering how visual arts can be used for social commentary, developing awareness of how their artistic choices can impact audiences.

Participating and contributing: Students will relate to others by engaging in critical analysis and constructive feedback, learning to give and receive responses in a respectful and supportive manner that enhances their own work and the work of others.

Careers and Pathways

Year 11 Painting and Printmaking leads on to the Level 2 and 3 specialist Visual Arts Courses: Painting, Printmaking, Design and Photography, which are all UE approved subjects.

This subject is suited for students interested in careers or industries such as;

• Interior or Architectural Design: Exterior, Spatial, Interior design
• Communications: Advertising, Content creation, media
• Film or Television Back of house Design; Costume, stage and set, lighting, sound, fashion, makeup
• Primary, Secondary or Tertiary Teaching
• Curator / Exhibition manager / Events coordinator / Arts business manager / Arts leader
• Designer: Graphic designer, animation, digital designer (web & other media), product designer, illustrator, computer gaming, CGI
• Photographer or Film maker: media and television industry

NCEA Level 1 Performance Music (1MUS)

Performance Music is more than learning to play an instrument or sing — it is about developing the skills, knowledge, and confidence that will serve you well throughout life. At NCEA Levels 1 to 3, Performance Music combines the thrill of live performance with composition, analysis, and research, giving students a rich academic experience that values creativity as much as critical thinking. You will have the opportunity to perform as a soloist or in groups, compose original music, and deepen your understanding of how music shapes and reflects the world we live in. This balance between practical performance, creative output, and academic study enables every student to find their own pathway through music, while building strong foundations for further study or career opportunities.

Choosing Performance Music is also a personal growth opportunity. Students develop resilience, discipline, ownership, and self-expression through practice and performance, while collaborative work fosters teamwork, leadership, and empathy. Music connects directly with culture and society, helping you to explore your own identity while gaining insight into others. It is an academic subject recognised for its rigor and depth, contributing to university entrance requirements while standing out as evidence of creativity, innovation, and commitment. Whether your passion is to perform, compose, or simply to grow through music’s unique challenges and rewards, Performance Music offers an inspiring and relevant academic pathway for 2026 and beyond.

“Performance Music showed me that chasing your creative dream isn’t a risk.  It’s an opportunity to grow, perform, and turn passion into a pathway.” - Kaipara College Student

“Through Performance Music, I’ve learned discipline, resilience, and how to be more confident. All skills that I’ll take with me wherever I go.” - Kaipara College Student

Curriculum Skills and Competencies

Taking Performance Music at Kaipara College for NCEA Levels 1 to 3 is about much more than playing an instrument or singing. These courses are developed from the Key Competencies identified in the New Zealand Curriculum, the skills that prepare you for life, study, and work, no matter where your pathway leads.

Thinking: In Performance Music, you’re constantly solving problems and making creative choices. Deciding how to interpret a song, arranging a piece for your band, or improving your own performance all require imagination and critical thinking. These are the same skills you’ll use in future study or careers when you’re asked to think outside the box.

Using language, symbols, and texts: Music is a language in itself. You’ll read notation, use chords and rhythms, and work with digital tools like recording and editing software. You’ll also learn how music communicates meaning and emotion,  giving you a whole new way to understand and express ideas.

Managing self: Success in Performance Music means setting goals, practising regularly, and being ready to perform. You’ll learn discipline, focus, and resilience as you work towards assessments and live performances. These habits carry through to every subject and any challenge you take on in the future.

Relating to others: Music is about people. Whether you’re rehearsing with others, performing on stage, or creating in a group, you’ll practise listening, cooperating, and leading. You’ll also learn empathy by connecting with your audience and supporting your peers. These are the teamwork skills that every employer and community values.

Participating and contributing: Through performance opportunities at school and in the wider community, you’ll gain the confidence to share your music and contribute to something bigger than yourself. This builds a sense of belonging and shows you the real impact your skills can have on others.

NCEA Performance Music at Kaipara College gives you so much more than musical ability; it builds confidence, creativity, a sense of ownership, and adaptability, while growing the Key Competencies that shape lifelong learners and future leaders.

Pathways While at Kaipara College

• Performance Opportunities: School productions, kapa haka, bands, choir, Band Factory, community performances, and live gigs, building stage experience and confidence.
• Composition & Recording: Use of digital tools (e.g. DAWs such as LogicPro and Studio One, notation software) that can link to music production and technology pathways.
• Leadership: Mentoring younger musicians, leading ensembles, or supporting community events.

NCEA Requirements Supported

University Entrance (UE): 

• Music Achievement Standards at Levels 2 and 3 can contribute to UE Literacy (both Reading and Writing credits are available through standards like research, analysis, and portfolio work). 
• Music standards contribute credits towards the 60 Level 3 credits needed for UE.

Vocational Pathways: 

• Music contributes to the Creative Industries pathway, but also develops transferable skills useful in Service Industries, Social & Community Services, and Manufacturing & Technology.

Apprenticeships and Trades: 

• While not a “trade” subject itself, Performance Music develops key employability skills (teamwork, discipline, confidence, communication) that employers in trades value highly. There are some opportunities available in the technical, event management and recording divisions of the sector. 

Further Education Opportunities

Polytechnic Diplomas / Certificates

• Diploma in Audio Engineering & Music Production (e.g., SAE Institute, MAINZ, or Massey)
• Diploma in Contemporary Music (e.g,. Whitireia, Ara Music Arts)
• Certificate in DJ and Electronic Music Production
• Universities
• Bachelor of Music (BMus), performance, composition, musicology, or technology streams (Auckland, Otago, Victoria, Waikato).
• Bachelor of Arts (BA) with Music Major, combining music with other subjects.
• Music Therapy (Master’s level, often through Victoria University Wellington, with undergraduate music as a foundation).
• Bachelor of Commercial Music (Massey Wellington, performance, industry, or technology focus).