Onslow College

The arts are a tool for supporting our wellbeing - being creative and collaborative are key skills for expressing ourselves and processing our environment. Using Te Whare Tapa Whā as a framework, the Year 9 Arts Programme takes you through a termly rotation of Dance, Drama, Music and Visual Art to hone these skills. The programme is designed for students of all capabilities and experiences and prepares you for taking any of the arts in Year 10. Each rotation has a focus on each aspect of Te Whare Tapa Whā and Taha Wairua (the spiritual) will encompass art forms. For without spirit and heart, what is the purpose of art?

Students will focus on exploring a range of different texts with an emphasis on students being able to build their confidence in reading, writing, speaking, and presenting as well as creative and critical thinking. Students will study novels, short stories, films, poetry, speeches and articles. The course will offer a number of opportunities for students to create their own written, oral or visual texts.  

This course gives students a basic knowledge of the French language and French culture.  By the end of the course students will be able to have simple interactions in French with their teacher and classmates, understand simple texts in French, and reflect on some of the differences differences between the language and culture of France and those of Aotearoa New Zealand.  

In Hauora, students will learn how to improve mental, physical, spiritual and social wellbeing across several units in the year. Students begin the year by exploring the concept of Kotahitanga and learn how to create a unified and supportive class learning environment. Students will learn how to make healthy choices around vaping, smoking, drugs and alcohol, as well as sexuality and relationships. Students will look at skills and strategies that effect success in physical activity and the impacts that this has to wellbeing. Students will also learn about the concept of Ako, exploring strategies to be able to teach and learn from each other. 

This course gives students a basic knowledge of the Japanese language and  culture.  By the end of the course students will be able to have simple interactions in Japanese, understand simple texts in Japanese, learn the Japanese alphabet, and reflect on some of the differences differences between the language and culture of Japan and those of Aotearoa New Zealand.  

Students will work through essential reading and writing skills which will help support their learning across curriculum areas. Students will practice decoding text, and reading for understanding and how to interpret information. The course will also allow students to develop their writing skills through a variety of activities and teacher feedback. This course is also designed to support students with the necessary skills to be successful in the future for when they complete the NCEA Literacy Co-requisites in Year 10. 

In Year 9, students will explore a range of mathematical topics with an emphasis on developing problem-solving skills, logical reasoning, and mathematical literacy. The curriculum includes integers, fractions, decimals, and percentages under Number and Algebra; patterns, unit conversions, and the calculation of area and perimeter of triangles and quadrilaterals under Geometry and Measurement; and simple probability problems along with data collection and analysis using the PPDAC cycle under Statistics and Probability. Technology is used throughout the course to support and deepen students' mathematical understanding. Additionally, the programme integrates with the Careers Department to help students observe how maths is applied in various professions. As part of this initiative, students will have the opportunity to visit local workplaces three times during the year to see mathematics in action. This course provides a strong foundation for the Year 10 MAT programme.

Students will learn numeracy skills that will enable them to function well at work and in the community. The Numeracy standard requires ākonga to master the mathematics and statistics content ideas at Level 4 of the New Zealand Curriculum and interweave these content ideas with mathematical and statistical process ideas. 

The content covered will be Number, Spatial properties and relationships, mathematical relationships, location and navigation, measurement, statistics and data and elements of chance. The process ideas include formulating and using mathematical and statistical approaches to solving problems in a range of meaningful situations, and explaining the reasonableness of mathematical and statistical responses in context

Students will prepare for attempting the numeracy assessment in year 10.

Rumaki Teina is for students who are already confident in their understanding and use of Te Reo Māori, or are wanting to learn Te Reo Māori through a form of greater immersion in the language

Students will explore the Te Reo Māori through the contexts of Te Tiriti o Waitangi and He Whakaputanga. Students will learn how to use their language in a fashion that gives mana to their whaanau and whakapapa. Also this is a language subject, this course will help students develop their tuakiritanga so that they can walk confidently as Māori. 

In Year 9 Science, you'll explore big ideas that help us understand the world around us. You’ll start by learning how to work safely in the lab and build your practical science skills. Then you'll dive into the world of particles to see what materials are made of and how we use them.

You’ll also look at how people navigated the Pacific Ocean using natural clues like the stars, weather, and waves. Later in the year, you’ll investigate how we can make homes warmer and healthier using energy. Finally, you’ll explore ecosystems and how living things survive and adapt in their environments—and what happens when humans get involved.

Each topic includes hands-on activities and projects to help you show what you’ve learned in creative ways. Science in Year 9 is all about curiosity, teamwork, and discovering how things work!

This course gives students a basic knowledge of the Spanish language and Hispanic cultures.  By the end of the course students will be able to have simple interactions in Spanish with their teacher and classmates, understand simple texts in Spanish, and reflect on some of the differences differences between the language and cultures of Spanish-speaking countries and those of Aotearoa New Zealand.  

Me tiro whakamuri, kia anga whakamua. If we want to shape Aotearoa New Zealand's future, start with the past. 

Te Ao Tangata | Social Sciences encourage ākonga to observe, to wonder and be curious about people, places, and society, and to take an interest and engage in social issues and ideas. Through Te Ao Tangata | Social Sciences, ākonga develop understanding, knowledge, and skills in relation to social, cultural, economic, and political processes. This enables them to contribute to and participate in society as critically informed, ethical, and empathetic citizens with a concern for the wellbeing of communities and a commitment to a fair society for all. Central to this in Aotearoa New Zealand is an understanding of the responsibilities deriving from Te Tiriti o Waitangi of engaging in power-sharing and in honourable relationships, and of respecting tikanga and the natural environment. 

Aotearoa New Zealand’s histories is a critical part of social science learning. It focuses on interactions that, across time, connect people to each other and to place, helping ākonga make sense of the present and informing their future decisions and actions. Through it, ākonga build understandings about how Aotearoa New Zealand’s past has been shaped by Māori and those for whom New Zealand has been or is their home. Te Ao Tangata | Social Sciences also take ākonga beyond Aotearoa New Zealand, connecting them to places that can be familiar or unfamiliar and to how people live in these places. Through social science processes, practices, and skills, ākonga learn how to research, evaluate the integrity of sources, communicate, reason, argue, and make decisions about social action. They come to understand that people have different experiences and perspectives and that recognising and drawing on this diversity helps them thrive as community members and citizens.

Students will learn how to hold basic conversations in Te Reo Māori, including learning to greet, talk about your family, talk about their school, teachers, subjects, describe your favorite sport and talk about what is happening in the world around them. Students will learn karakia and mihi. This course will provide a basic introduction to Te Reo Māori, Te Ao Māori, and create a pathway towards fluency in Te Reo Māori.

Ākonga will develop both manual and digital skills and techniques within the areas of Design and Visual Communication, Design Technology, Digital Technologies, and Fashion and Textile Design. This will enable ākonga to discover how they can express their ideas through a design process in response to a design brief.

Ākonga will research, ideate, experiment, develop, respond to feedback, and reflect to improve and refine their ideas within a design process. This will result in a series of meaningful outcomes within a range of projects.

This course will prepare ākonga for Architecture and Product Design, Construction and Design, Digital Technologies, Fashion and Textile Design at Year 10. These subjects lead to an array of pathways at university level such as Architecture, Interior Architecture, Landscape Architecture, Urban Planning, Building Science, Project Management, Industrial Design, Design for Social Innovation, Interaction Design, Computer Science, Software Engineering, Software Development, Animation and Visual Effects Design, Media Design and Fashion Design.

Ākonga will come up with a range of creative design ideas responding to a spatial or product design brief. They will experiment, develop, respond to user feedback, and reflect on their design thinking to improve and refine the product and spatial design ideas that they create. This course will encompass ideation, exploration, and communication of design ideas into potential outcomes within the areas of spatial and product design.

Ākonga will learn visual communication skills and techniques, such as drawing, drafting, 3D modelling and 3D rendering. This enables students to discover how to give form and expression to their ideas.

This course prepares ākonga for Design and Visual Communication at NCEA Level 1, Year 11 Architecture & Product Design and leads pathways at university level in the areas of architecture, product design, industrial design, engineering, construction, interior design, landscape architecture, and urban planning.

Visual Arts / Toi Ataata in Year 10 introduces students to a range of artistic practices, including drawing, print-making, painting, design, sculpture and photography. Students will engage in creating and sharing, as well as participating in all areas.

The goal of this course is to explore techniques and open up creative horizons. Students of all skill levels are welcome.

The course will set the students up with the knowledge and skills required for senior art courses.

10COM is a course that explores the world of Commerce, and how it impacts our everyday lives here in Aotearoa. The course has four main topics. 

First is Consumer Studies, which explores the laws that apply when you buy a good or service, and what rights you have. Second is Business Studies, which looks at how marketing works to get a consumer to buy a product. Third is Economics, which looks at demand and supply, and how events impact different sectors of the economy, including us as households. Finally, we have Accounting, which explores financial decision making for both individuals and organisations. 

All of these topics also give you a taste of what is coming up later in Senior Commerce subjects.

This course will encompass hands-on, creative learning that encourages ākonga to explore the three strands of the technology curriculum through the design and creation of fit-for-purpose outcomes. This prepares ākonga for Design Technology at NCEA Level 1 and leads pathways at university level in the areas of construction, engineering and industrial design.

Ākonga will develop knowledge about materials as well as manual and digital material manipulation techniques and processes which are intrinsic to their application and use. This enables ākonga to create a wide range of outcomes in response to a need or opportunity.

Ākonga will develop an understanding of sustainable practices through research and application while learning to plan projects and develop specifications through design concepts and the use of briefs.

Ākonga will learn new skills from the digital world while continuing to refine their understanding of the technological process.

Ākonga will learn digital media skills and design, including

• vector image editing to create a logo to put on their work all year
• producing safe and socially-responsible social media videos

Ākonga will learn computational thinking skills, including:

• basic programming skills used to develop a game in MakeCode Arcade
• writing HTML and CSS to develop their own website

As part of this program, ākonga will engage with concepts such as auahatanga (creativity), whanaungatanga, manaakitanga, and kaitiakitanga (creating outcomes that demonstrate our school values).

All work can be carried out on most personal devices, including Chromebooks, Macs, and iPads. School computers are also provided.

This course prepares ākonga for Year 11 Digital Technologies which continues both curriculum areas at a more advanced level.

Year 10 Drama and Performing Arts

Students will explore the world of performing arts, through creating, performing, workshopping and lots of drama games!  This involves learning about drama, improvisation and acting techniques,

Students will spend time learning to work collaboratively as well as expanding on and building individual skills. 

Students finding, developing and strengthening key creative and performance skills are core to this course.

We encourage partnership and investing in whakapapa, your friends, peers and community.

We support what you bring, your mana and your ability.

Students will explore a range of different texts, including novels, short stories, poetry, films and non-fiction, to develop their skills in reading, writing, speaking, and presenting as well as creative and critical thinking. Students will study a variety of texts throughout the year and respond in a variety of ways. The course will provide a number of opportunities for students to create their own written, oral or visual texts.  

This course is for migrant, refugee, and international students whose first language is not English. It is designed to support students in learning English as well as assisting them to achieve in their mainstream NCEA subjects at levels 1 - 3. 

Students will be assessed against the English Language Learning Progressions (ELLP) and assigned an English Language Class at an appropriate level to support their language learning. There are classes at Foundation, Elementary, Intermediate and Advanced levels. Senior students of any level will be supported to achieve NCEA English credits in English Language.  Students in year 10 - 13 at intermediate to advanced levels will be supported to achieve the CAA literacy requirements for NCEA.

ELA is an alternative English class for year 12 - 13 EL students who may struggle with achieving NCEA English level 2.  Students will be supported to achieve University Entrance literacy requirements in reading and writing and will be offered 14 - 17 credits in Internal English standards. Students must be at least ELLP 3 (late intermediate to advanced level) to be included in ELA.  Students can select ELA instead of English in year 12 but this should first be discussed with their English teacher and/or English Language teacher.   

In the Year 10 Fashion design course, students embark on a thrilling journey exploring the world of fashion, from conceptualizing original designs to creating their own designs.

Core elements of the course include understanding and mastering basic sewing techniques, designing your own garments, and testing the limits of fabric. Students learn to sketch designs, choose fabrics, and construct simple garments. They also delve into colour theory, pattern making, and the importance of sustainability in the fashion industry.

Through practical projects and assignments, students build confidence in their design abilities and learn to express their individuality through clothing. This course provides a solid foundation for those aspiring to pursue fashion-related careers or simply cultivate a lifelong passion for style and creativity.

Food and Society aims to give the student an appreciation of the technological cycle through the context of food and empowers ākonga to become more informed about how food relates to society in Aotearoa / NZ and beyond.  Students will learn essential skills such as food safety, food preparation, self management, planning, and group working. 

Ākonga will work from a design brief to develop practical food outcomes. This will include knowledge of ingredients and techniques, and the formation of initial concepts through to completed prototypes.Ākonga will experiment, develop, respond to feedback, and reflect on their design thinking to improve and refine food projects which they create in the kitchen. 

This course will encompass ideation, exploration, progression, and communication of food related projects and outcomes within the areas of food technology. This prepares ākonga for Food and Society at NCEA Levels 1 to 3. This can lead to pathways at tertiary level in the fields of Food Technology, Health and Nutrition, Culinary Design, Food Services and Hospitality.

Building on the French they studied in year 9, students will learn how to communicate about familiar topics such as family and friends, travel and leisure activities, school life, daily routines,  meals and food. Through simple stories, songs and videos they will broaden their understanding of French culture and daily life.   Please note that this course is designed for students who have already taken a year of French.  Students wishing to pick up French for the first time in year 10 should make an appointment to speak to the Head of Languages or the subject teacher.

In Hauora, students will learn how to improve mental, physical, spiritual and social wellbeing across several units in the year. Students will explore a range of health topics including mental health, sexuality and relationships, as well as factors that influence healthily choices. Classes will examine a physiology unit, learning about the effects of exercise on the human body over time. Students will also explore the concept of Rangatiratanga through creating and leading a sports tournament. There is also a Māori games unit, where students examine tikanga, pūrākau and how history and culture can influence sport and how this can impact spiritual wellbeing. The year will end with a Ki-o-rahi tournament. 

Building on the Japanese they already know, students will learn how to communicate about familiar topics such as daily routines, friends and family, likes and dislikes, shopping, meals and food, school life, travel and leisure activities.  Through simple stories, songs and videos they will also broaden their understanding of Japanese culture and traditional customs and events. They will learn to write in Katakana and will become familiar with Kanji.  Please note that this course is designed for students who have already taken a year of Japanese.  Students wishing to pick up the language for the first time in year 10 should make an appointment to see the Head of Languages or the subject teacher.  

Kawa and Tikanga (Y10) is a compulsory Year 10 course. It covers a general and practical study of kawa (protocols) of the marae, in both a traditional and contemporary context in line with our school values of Manaakitanga, Kaitiakitanga, Whanaungatanga.

Students will learn about marae procedure, customs and organisation through participation in activities on the school marae.

Although there will be an element of Te Reo Māori, this is not a language focussed course and so the pathway forward does not lead to NCEA Level 1 Te Reo Māori. Students who are interested in studying Te Reo Māori should choose 10MRI as an option this year.

Students will develop their confidence and skills in reading and writing. Students will engage in a variety of activities to improve their reading comprehension and inference skills, and how to write clearly and accurately in a variety of forms, especially nonfiction. The course will assist students in preparing for the NCEA literacy co-requisites, and will support student literacy across a variety of subject areas.

In Year 10, the Mathematics course continues to build upon the foundational concepts introduced in year 9 and lays the groundwork for more advanced mathematical topics in subsequent years. The curriculum aims to further develop students' mathematical skills, problem-solving abilities, and mathematical literacy. Students will learn to solve problems involving advanced operations on rational numbers, algebraic expressions, solve linear equations, graph linear and non-linear functions and use algebraic techniques to solve problems under Number and Algebra, learn about triangles and parallel lines, trigonometry, area, perimeter and volume for more complex shapes under Geometry and measurement, solve problems involving conditional probability and learn advanced data analysis including multivariate data under statistics and probability. There will be a variety of methods to assess the student's learning throughout the year. This course leads to the year 11 MAT course.

Students will explore the world of music, through listening, creating and recreating.

Students will spend time learning to work collaboratively as well as expanding on and building individual skills. 

Students finding, developing and strengthening key creative and performance skills are core to this course.

We encourage digital music creation and performance alongside tried and true traditional methods.

We encourage partnership and investing in whakapapa, your friends, peers and community.

We support what you bring, your mana and your ability.

We support and learn from the tikanga involved in pūoro, taonga pūoro and te ao Māori.

This course is designed to prepare students for the Numeracy Common Assessment Activity (CAA). 

Students will build on numeracy skills from Year 9 along with practice tasks that mirror the types of problems found in the Common Assessment Activity. These sessions will also include Numeracy investigations that encourage critical thinking and practical application of mathematical concepts. Through consistent practice and targeted investigations, students will develop the skills and confidence needed to succeed in the Numeracy CAA. They will also be able to apply their knowledge in context to support the use of Numeracy skills across the curriculum.

Rumaki Teina is for students who are already confident in their understanding and use of Te Reo Māori, or are wanting to learn Te Reo Māori through a form of greater immersion in the language

Students will explore the Te Reo Māori through the contexts of Te Tiriti o Waitangi and He Whakaputanga. Students will learn how to use their language in a fashion that gives mana to their whaanau and whakapapa. Also this is a language subject, this course will help students develop their tuakiritanga so that they can walk confidently as Māori. 

Welcome to Y10 Science at Onslow College! 

Year 10 Science will build upon concepts from last year while looking into new and exciting contexts. The concepts in year 10 are less directly observable and so new ideas must be constructed from observations and conclusions.

Topic

Big Ideas

Weeks

Assessment

Curriculum Overlap

Investigating how the circulatory and respiratory and musculoskeletal systems work together in animals like ourselves. 

Chemical Reaction

Investigating the properties and reactions of simple substances to identify patterns, including metals and non-metals, acids and bases. Using chemical language to describe reactions – basic formulae and simple word equations.

11

Test (Exam conditions)

Human Reproduction and Genetics 

An introduction to the way that human life reproduces and passes on genetic information. Why you are the way that you are.

8

Make a booklet to explain a genetic disease to a young adult and parent

Building on the Spanish they already know, students will learn how to communicate about familiar topics such as family and friends, travel and leisure activities, school and home life, daily routines, meals and food. Through simple stories, songs and videos they will broaden their understanding of Hispanic culture and daily life.  Please note that this course is designed for students who have already taken a year of Spanish.  Students wishing to take up Spanish for the first time in Year 10 should make an appointment to see the Head of Languages or the subject teacher. 

Me tiro whakamuri, kia anga whakamua. If we want to shape Aotearoa New Zealand's future, start with the past. 

Te Ao Tangata | Social Sciences encourage ākonga to observe, to wonder and be curious about people, places, and society, and to take an interest and engage in social issues and ideas. Through Te Ao Tangata | Social Sciences, ākonga develop understanding, knowledge, and skills in relation to social, cultural, economic, and political processes. This enables them to contribute to and participate in society as critically informed, ethical, and empathetic citizens with a concern for the wellbeing of communities and a commitment to a fair society for all. Central to this in Aotearoa New Zealand is an understanding of the responsibilities deriving from Te Tiriti o Waitangi of engaging in power-sharing and in honourable relationships, and of respecting tikanga and the natural environment. 

Aotearoa New Zealand’s histories is a critical part of social science learning. It focuses on interactions that, across time, connect people to each other and to place, helping ākonga make sense of the present and informing their future decisions and actions. Through it, ākonga build understandings about how Aotearoa New Zealand’s past has been shaped by Māori and those for whom New Zealand has been or is their home. Te Ao Tangata | Social Sciences also take ākonga beyond Aotearoa New Zealand, connecting them to places that can be familiar or unfamiliar and to how people live in these places. Through social science processes, practices, and skills, ākonga learn how to research, evaluate the integrity of sources, communicate, reason, argue, and make decisions about social action. They come to understand that people have different experiences and perspectives and that recognising and drawing on this diversity helps them thrive as community members and citizens.

Students will continue their Te Reo Māori learning journey, advancing from basic conversation to describing and talking about ideas, relationships, plans and opinions. Students will learn pepeha, mihi and tikanga The course prepares students of Te Reo Māori for NCEA Te Reo Māori, and leadership roles in the school, Kapa Haka and Ngā Manu Kōrero.

In Year 11 Architecture and Product Design (formerly DVC), ākonga learn to explore a range of design ideas that address specific issues. They will develop skills and techniques such as freehand drawing, drafting, and both physical and digital 3D modeling to give form and expression to their ideas in response to design briefs.

Ākonga will experiment, develop, respond to feedback, and reflect on their design thinking to enhance and refine the product and spatial design ideas they propose. The course encompasses investigation, ideation, exploration, progression, and communication of design ideas into potential outcomes.

Year 11 Architecture and Product Design, students will have the opportunity to design for the community, share ideas, and meet with professionals in the field.

11APD is an excellent starting point for exploring the design world and what it offers. It prepares ākonga for Architecture and Product Design at NCEA Level 2 and offers pathways to university-level studies in areas such as Architecture, Product Design, Furniture Design, Industrial Design, Graphic Design, Visual Communication Design, Construction, Engineering, Interior Design, Landscape Design, Urban Planning, and more.

This course will give students the opportunity to experiment with art from a range of creative disciplines (eg: painting, print making, sculpture, photography, design etc). Students will use artmaking techniques (sketching, collage, photography, etc) to research and learn from influential artists. They will also learn how to create a body of work (a presentation of their pieces of artwork) in their chosen area.

Students have the opportunity to engage in education opportunities outside of the classroom, with a trip to Te Papa.

Do you have an interest in product development, the money behind it and how to survive in the economy? 

11COM will provide tauira with a chance to learn business theory then apply their learning by carrying out a business activity.  Throughout the course students will have the opportunity to develop skills associated with Economics, Business Studies and Accounting. The learning outcome being that students build their innovation and enterprising capabilities.

Economic skills within the course will specifically look to supply and demand (market equilibrium), opportunity cost and the circular flow model. Students will be able to identify the impacts of government decisions such as taxation, subsidies and price controls. Business Studies skills will specifically look to stakeholder influence/impact, marketing and production. Tauira will then form companies, where they will plan, produce and sell a product/service at the annual school market evening. Accounting skills will specifically look to developing knowledge of real-world skills to manage the financial affairs of individuals, community organisations and small businesses - such as budgets, return on investment, income statements and cost-benefit analysis. Tauira will learn skills which directly relate to real jobs all over the world.  

This course will encompass hands-on, creative learning that encourages ākonga to explore the three strands of the technology curriculum through the design and creation of fit-for-purpose outcomes. This prepares ākonga for Design Technology at NCEA Level 2 and leads pathways at university level in the areas of construction, engineering and industrial design.

Ākonga will develop knowledge about materials, techniques, and processes which are intrinsic to their application and use in order to create outcomes that address a need or opportunity.

Ākonga will develop an understanding of sustainable practices through research and application while learning to plan projects and develop specifications through design concepts and the use of briefs.

This course offers a taster of two pathways: digital design and programming.

Ākonga design and develop a digital outcome to address a problem or opportunity in our community. To do this, they:

• investigate human-computer interaction principles, including how digital devices, websites, and software are made to meet the needs of end users
• do basic designs for a digital outcome, such as a website, series of social media graphics, a computer game, etc.
• perform a basic form of Agile development to carry out the development of their outcome

Ākonga also learn basic Swift programming skills to develop a computer program. This includes:

• using world-class tools such as GitHub Codespaces
• learning core concepts such as conditionals (if/else), loops (forEach, while), etc.
• testing and debugging their Swift programs to fix errors

Finally, students will revise their HCI knowledge in preparation for the external exam.

This course will prepare ākonga for NCEA Level 2 Software Engineering and NCEA Level 2 Digital Media & Design.

Students will be given the opportunity to explore Theatre Aotearoa, learn drama techniques and use creative strategies to devise a drama.  Students will be given opportunities to perform in front of a live audience.  This course will provide students with a broad introduction to Drama performance and a safe and supportive environment they are encouraged to be creative and innovative. It aims to foster confidence and the ability to work collaboratively.  

Students will examine a range of texts, both written and visual, to develop their understanding of how and why these texts are created. Students will develop their writing skills through a range of different tasks where they will create both formal and creative pieces. This course will develop student’s skills in the fundamental communication skills of reading, writing, speaking and presenting. 

This course is for migrant, refugee, and international students whose first language is not English. It is designed to support students in learning English as well as assisting them to achieve in their mainstream NCEA subjects at levels 1 - 3. 

Students will be assessed against the English Language Learning Progressions (ELLP) and assigned an English Language Class at an appropriate level to support their language learning. There are classes at Foundation, Elementary, Intermediate and Advanced levels. Senior students of any level will be supported to achieve NCEA English credits in English Language.  Students in year 10 - 13 at intermediate to advanced levels will be supported to achieve the CAA literacy requirements for NCEA.

ELA is an alternative English class for year 12 - 13 EL students who may struggle with achieving NCEA English level 2.  Students will be supported to achieve University Entrance literacy requirements in reading and writing and will be offered 14 - 17 credits in Internal English standards. Students must be at least ELLP 3 (late intermediate to advanced level) to be included in ELA.  Students can select ELA instead of English in year 12 but this should first be discussed with their English teacher and/or English Language teacher.   

Ākonga will learn practical skills and knowledge which be will woven together to provide ākonga with transferable skills that can be applied to every aspect of their lives. With a focus on Fashion, Textiles, applied design and fibres & fabrics.

Ākonga will explore and develop creative and innovative outcomes, accompanied by supporting research and design evidence. There are two main projects throughout the year and one external assessment. 

This is a hands-on, creative course that encourages exploration of the three strands of the technology curriculum through the design and creation of fit-for-purpose outcomes. This course will appeal to ākonga who are interested in a career pathway in Fashion, Textiles or Costume Design, OR those who love to design and sew as a creative outlet. It leads on to the NCEA Level 2 Fashion design course.

Ākonga will develop knowledge about materials, techniques, and processes which are intrinsic to their application and use in order to create outcomes within the area of food technology.

Ākonga will develop an understanding of sustainable practices through research and application while learning to plan projects and develop specifications through design concepts and the use of briefs.

This course will encompass hands-on, creative learning that encourages ākonga to explore the three strands of the technology curriculum through the design and creation of fit-for-purpose outcomes. This prepares ākonga for Food and Society at NCEA Level 2 and leads pathways at university level in the area of food technology.

This course will appeal to students who already have 18 months of French behind them and who are keen to become more fluent in a language that is spoken on all 5 continents. Students will develop their reading, listening, writing and speaking skills through the study of topics of immediate relevance to young people such as home and family, friends, daily life, school, interests and outings.  Students will learn to talk about the past and the future as well as the present, and they will develop their knowledge of French culture.  Three of the four available achievement standards will be formally assessed during the course.

By asking the key questions 'What is where, why there and why care?' students will develop understandings about global environments, population, tropical cyclones, volcanoes and rivers. Students learn to think spatially by using maps, photographs, satellite images, and Geographic Information Systems (GIS) to obtain, analyse, and present information.

In Geography, students carry out first-hand investigations of the environment and the human activity within it. To do this, students go on a field trip to study local river processes, as well as draw upon multiple viewpoints, including te ao Māori perspectives. Students focus on the role of data to help develop understanding of natural and cultural environments, as well as explore decision-making related to geographical challenges.

As a bridge between the sciences and humanities, Geography offers students the opportunity to learn and develop a range of skills and knowledge which they can apply in their everyday lives. Any student interested in how people and their environments interact should consider selecting geography.  

This is a course for students who love social, outdoors based physical activity and health. This course combines Outdoor Education and Health into a fun and exciting experience. Students choose physical activities and consider how these impact on our wellbeing. In 2025 the class chose disc golf, where we did a road trip around Wellington visiting different courses. Students will also go on a 2 day tramp. Health topics are also covered, including alcohol and drugs, safe sex practice and mental wellbeing. Lessons are both practical and classroom based. 

If students enjoy competitive sport, then Sports Performance may be a more suitable option. Students can take both Health and Recreation and Sports Performance courses, as different standards are used for assessment in each course.

Students will examine a range of case studies from Aotearoa and internationally, based around 2 main themes designed to be high engagement, adaptable to student interest and to give a broad foundation of Aotearoa and International history.

Theme 1: 'Protest and Resistance Movements/ Rangatohe Ātete' will draw on a wide range of short case studies throughout the ages.  This could including topics such as the Sparticus revolt, Reformation, French and Russian Revolutions and Black Civil Rights in the US.  We will also look at social justice issues of race and gender in the 19th and 20th century in Aotearoa.  

Theme 2 'Lest we forget?'  looks at how and why history is commemorated with case studies drawn from Aotearoa's international and civil wars.  Within these themes there is the flexibility for students to learn about topics of specific interest to them and their whakapapa.

Students will be introduced to foundational skills for young historians including strong critical thinking, writing and text analysis skills.  Assessments specifically focus on primary source analysis, conceptual understanding and understanding different perspectives on historical narratives, and offer students a choice of topics and presentation modes to meet their interests.  The course is structured to gain an appreciation how the past has shaped modern day situations and values. 

As well as providing broad understanding of historical contexts, this course will help students develop foundational skills for future history courses as well as cross disciplinary skills for other subjects, especially in the social sciences.

This course will appeal to students who already studied Japanese in Year 10 and who are keen to deepen their knowledge of a fascinating language and culture.  Students will develop their ability to read and write texts in Hiragana and Katakana, as well as some Kanji, and will become more adept at communicating about topics of immediate relevance to young people such as home and family, friends, daily life, school, interests and outings.  Three of the four available achievement standards will be formally assessed during the course.

In Māori Performing Arts this year students will be working towards achieving NZQA Unit Standards Level 2, Level 3 Maori Performing Arts, Level 1 to 3 Mau Rakau.  When a Unit Standard is passed credits are awarded that will contribute to the National Certificate of Educational Achievement (NCEA) certificate.  

The whole course is internally assessed.  There is no external assessment for this course.  All Unit Standards are summative assessments.  There is limited opportunity for further assessment, this is subject to Teacher’s discretion.

Students are required to demonstrate practical skills as well as maintain an ordered record of notes and information that will be evidence of knowledge.  Students are required to complete and submit written research assignments as well. 

All performances will be video recorded and all written assignments will be stored as evidence and submitted to NZQA for External Moderation. 

Students will learn topics such as number, algebra, geometry, statistics, probability, and trigonometry, focusing on developing foundational mathematical skills and problem-solving abilities. This course will equip students with effective means for investigating, interpreting, explaining and making sense of the world in which they live and will flow into level 2 Maths or level 2 Statistics.

Students will develop music skills through creative opportunities. Students will gain confidence in performance, composition, and understanding of music styles. This course will prepare students for Level 2 Music and foster students' passion for and understanding of music.

Any instrument and ability is welcome, including use of DAWs and taonga pūoro. If you don't have an instrument, we will catch you up, but it will require focus and hard work.

Tuakana Te Reo Māori represents the pinnacle of Te Reo Māori learning, designed for students who have completed a Te Reo Māori Level 2 (L2) or a Te Reo Māori Level 3 (L3) programme. These students should be advances or deeply immersed in the language. This course is ideal for those with a very high level of understanding in both spoken and written Te Reo Māori. In Tuakana, students will thrive as they engage with advanced language structures, explore complex cultural concepts, and refine their fluency. This subject is perfect for those ready to challenge themselves and further solidify their mastery of Te Reo Māori at the highest level.

Students will explore key concepts in Physics, Biology, Chemistry, and Earth & Space Science through hands-on investigations and real-world contexts.
Students will carry out practical assessments on motion and forces, microbes, and human impact on Earth systems, building skills in scientific thinking and inquiry.
This course will prepare students for Year 12 Science options and open pathways to careers in health, engineering, environmental science, and beyond.

This course will appeal to students who already have 18 months of Spanish behind them and who are keen to become more fluent in one of the world’s most spoken languages.  Students will develop their reading, listening, writing and speaking skills through the study of topics of immediate relevance to young people such as home and family, friends, daily life, school, interests and outings.  Students will learn to talk about the past and the future as well as the present, and they will develop their knowledge of the Spanish-speaking world.  Three of the four available achievement standards will be formally assessed during the course.  

This course is for students who love competitive sports and will suit students keen to learn about factors that improve sports performance. Students will learn about a range of important strategies and skills required in sport, and be assessed on how well they apply these in a class sports tournament. Students will also learn how to  The year starts with a Waka Ama trip to start the class thinking along the lines of applying kotahitanga, teamwork, communication and leadership to build on performance success. Students can also learn about a range of factors that improve performance including nutrition, psychology, physiology and biomechanics. This foundational knowledge will help students understand how to implement training programs, which a large focus of Physical Education at Level 2. Lessons are both practical and classroom based.

If students enjoy less competitive physical activity, then Health and Recreation may be a more suitable option. Students can take both Health and Recreation and Sports Performance courses, as different standards are used for assessment in each course.

Supported Study is an option for students to select in place of a 6th subject. In supported study you will have the opportunity to work on tasks, projects and assessments from your other subjects. The teacher in this class will work with you to set some goals around what your focus is for each class. They will also support you to track your progress throughout the year.

Any students who wish to select this option should have a discussion with their whānau, Ako teacher and Dean. As part of these discussions, consideration needs to be given to the structure of your Year 11 programme and where your Level 1 credits as well as Literacy and Numeracy will come from. 

Students will learn the basics of te reo Māori and enhance their abiltiy to speak, listen, read and write. Students will learn how to express their opinions and intentions and talk about their relationships with the people and world around them. This course will teach our history, our stories, our traditions and our tikanga an prepare students for leadership roles in the school, kapa haka and Ngā Manu Kōrero. Tūwhitia te hopo! Arohatia te reo Māori!

Students will develop the knowledge and skills to manage the financial affairs of businesses. Students will learn about processing, preparing, analysing and communicating financial information to a wide range of users.

Complementary subjects include Business Studies and Economics.

In Year 12 Architecture and Product Design (formerly DVC), ākonga learn to explore design ideas that address specific issues. They will develop skills and techniques such as freehand drawing, drafting, and both physical and digital 3D modeling to give form and expression to their ideas in response to design briefs.

 Ākonga will experiment, develop, respond to feedback, and reflect on their design thinking to enhance and refine the product and spatial design ideas they propose. The course encompasses investigation, ideation, exploration, progression, and communication of design ideas into potential outcomes.

Year 12 Architecture and Product Design, ākonga will have the opportunity to design for their community, share ideas, and meet with professionals in the field.

12 APD allows you to explore the design world and experience what it offers. It prepares ākonga for Architecture and Product Design at NCEA Level 3 and offers pathways to university-level studies in areas such as Architecture, Product Design, Industrial Design, Graphic Design, Visual Communication Design, Construction, Engineering, Interior Design, Landscape Design, Urban Planning, and more.

Art Design allows students to explore a range of ideas and techniques relevant to the world of Graphic Design. This may include website, app, poster, logo, game, and many more design outcomes. Students will learn the history, principles, and basics of design, through one of two options of potential course plans.

The first option is project-based, meaning students are able to do multiple smaller projects using internals only. This allows for opportunities to explore multiple ideas and experimenting with a variety techniques. It also means students can integrate with other subjects through passion projects.

The second option is folio-based, and involves working on one larger project across the year with at least one internal and an external.

Students from both options have opportunity to exhibit their work.

This course will help students gain a broad understanding of visual design techniques and will flow into Level 3 Art Design.

This course is for students who want to explore their creativity and see what the world of Fine Arts is about. It provides students with the option of two potential paths:

The first option is project-based, meaning students are able to do multiple smaller projects using internals only. This allows for customisation of the program and flexibility with what art practice a student uses (eg. painting, printmaking, sculpture). It also means students can integrate with other subjects through passion projects.

The second option is folio-based, and involves working on one larger project across the year with at least one internal and an external. Students will specialise in one art area (painting, printmaking, or sculpture), allowing them to go in-depth with their investigation and experimentation.

Students from both options have opportunity to exhibit their work.

This course introduces students to the world of creative photography. They will be able to learn how to use digital cameras and lighting equipment to make their creative vision come to life. Students will explore a range of ideas and techniques within photographic practice.

Students will work through a creative process to produce a body of work that explores themes, processes, and methods based on a personal proposal. This course will help students gain a broad understanding of photographic techniques and conventions and will flow into Level 3 Art Photography.

Students will investigate the interconnectedness of living things at the organism and ecosystem level. Using an understanding of DNA, cells and gene expression, we explore the different ways living things carry out life processes at the cellular level. Students will learn a variety of skills including microscopy, carrying out investigations, and how to think critically about social-scientific issues. This course will give students a foundational understanding of biology and help them link to other disciplines in science, as well as lead to level 3 Biology.

Have you ever considered starting your own business? 

This course aims to develop the understanding of the complex world that businesses operate in. It will look at the internal and external factors impacting businesses. A significant part of the year involves forming a company and offering a product/service for sale within a wider community context.  

Tauira will also learn theories about motivation and how successful New Zealand businesses motivate their staff.

 Complementary subjects include Accounting and Economics.

Students will learn about a range of areas of chemistry such as redox chemistry; structure, bonding, and energy; quantitative analysis; chemical reactivity; and technology. These topics will build students' foundational knowledge of chemistry as well as equip them with practical skills involved in chemical techniques.

There are three internals that students may sit (one test, one practical, and one report), and two exams.

This course will help students learn about the nature of matter that makes up our universe, and prepare them to go on to level 3 Chemistry.  

Classics is a fascinating cross-disciplinary subject which contains elements of Art History, Literature, History, Politics, Mythology, Drama and Philosophy.  In the level 2 course, students will examine the history and influences of Classical world through a range of case studies including a comparative study of Greek mythology and Māori Purakau,  Athenian art and architecture,  Roman society, politics and the assassination of Julius Caesar.   Students will analyse primary classical evidence from ancient sources to identify and explore significant ideas, events and influences of the classical world.  This course will develop students’ knowledge and understanding of the classical world as well as their academic research and writing skills and will lead to level 3 Classics.

This course will encompass hands-on, creative learning that encourages ākonga to explore the three strands of the technology curriculum through the design and creation of fit-for-purpose outcomes. This prepares ākonga for Design Technology at NCEA Level 3 and leads pathways at university level in the areas of construction, engineering and industrial design.

Ākonga will continue to develop knowledge about materials, techniques, and processes which are intrinsic to their application and use in order to strengthen their understanding of how to create outcomes that address a need or opportunity.

Ākonga will develop an understanding of sustainable practices through research and application while learning to plan projects and develop specifications through design concepts and the use of briefs.

Ākonga will work in groups to conduct an inquiry. This involves:

• investigating an issue to solve or cause to fight for that will improve a situation for others
• carrying out real-world research using online, offline, and in-person sources (interviews, surveys, etc.)
• propose a suitable digital outcome, in the form of a multi-page website, computer program, podcast, video series, or digital art

Their project will actively fight against modern digital design practices such as the overload of artificial intelligence in modern products, so-called "dark patterns" that lead unsuspecting people into dangerous areas of the web, and the spread of misinformation on social media. As part of this, ākonga will learn about the history of digital design in computer programs, games, the web, and how we can apply principles of good design to create useful, meaningful digital experiences.

Following that, ākonga investigate industry-standard tools and techniques relevant to their chosen digital domain(s), design, and develop an outcome. Skills are self-taught with facilitation and support from the kaiako.

Ākonga learn to manage their time with project management tools and build relationships using collaboration tools. They will also evolve their written or spoken communication skills to target the specific audiences of their outcomes.

This course prepares ākonga for Level 3 Digital Project Management and also embeds skills useful for Art Design, Media Studies, and career pathways in communications.

Ākonga who take Level 2 Software Engineering may also, and are encouraged to, take this course concurrently.

A practical course covering a variety of Drama concepts. Students will build on the skills and knowledge learnt from year 11. They will work in a collaborative environment and are encouraged to take risks and stretch their creative thinking. There is a focus on pushing performance skills through the exploration of dramatic action.  

Students will take four internally assessed standards where they will create original work, use drama techniques in performance and perform a substantial role in a significant performance.  

• learning how to structure, create, write and perform original work 
• learning how to structure, create, write and perform original work 

This Level 2 Economics course provides a comprehensive introduction to key economic concepts and models, focusing on analysing inflation, growth, unemployment, trade and the interaction between government policies and contemporary economic issues. Through engaging assessments, students will develop the skills to critically evaluate and understand these fundamental economic experiences.

This knowledge will enable students to analyse and interpret economic trends, providing a strong foundation for further studies in economics or related fields, as well as a practical understanding of economic principles applicable to everyday life.

Complementary subjects include Business Studies and Accounting. 

Students will examine a range of texts, both written and visual, to develop their analytical skills and understanding of how and why these texts are created. Students will develop their writing skills through a range of different tasks, both formal and creative, and have the opportunity to write and present a speech. This course gives all the necessary Level 2 University Entrance Literacy credits, and flows into Level 3 English. 

This course is for migrant, refugee, and international students whose first language is not English. It is designed to support students in learning English as well as assisting them to achieve in their mainstream NCEA subjects at levels 1 - 3. 

Students will be assessed against the English Language Learning Progressions (ELLP) and assigned an English Language Class at an appropriate level to support their language learning. There are classes at Foundation, Elementary, Intermediate and Advanced levels. Senior students of any level will be supported to achieve NCEA English credits in English Language.  Students in year 10 - 13 at intermediate to advanced levels will be supported to achieve the CAA literacy requirements for NCEA.

ELA is an alternative English class for year 12 - 13 EL students who may struggle with achieving NCEA English level 2.  Students will be supported to achieve University Entrance literacy requirements in reading and writing and will be offered 14 - 17 credits in Internal English standards. Students must be at least ELLP 3 (late intermediate to advanced level) to be included in ELA.  Students can select ELA instead of English in year 12 but this should first be discussed with their English teacher and/or English Language teacher.   

Ākonga will develop more advanced knowledge and hands-on skills related to Fashion, Textiles, and Design in this NCEA Level 2 course.

Ākonga will develop fit-for-purpose outcomes accompanied by supporting research and design evidence with a focus on Fashion history and Sustainable design.

This course will appeal to ākonga who are interested in a career pathway in Fashion, Textiles or Costume Design, OR those who love to design and sew as a creative outlet. It leads on to the NCEA Level 3 Fashion design course.

Ākonga will continue to develop knowledge about materials, techniques, and processes which are intrinsic to their application and use in order to strengthen their understanding of how to create outcomes within the area of food technology.

Ākonga will develop an understanding of sustainable practices through research and application while learning to plan projects and develop specifications through design concepts and the use of briefs.

This course will encompass hands-on, creative learning that encourages ākonga to explore the three strands of the technology curriculum through the design and creation of fit-for-purpose outcomes. This prepares ākonga for Food and Society at NCEA Level 3 and leads pathways at university level in the area of food technology.

This course builds on the knowledge and skills that students gained in year 11. The course will give students the ability to communicate in French about topics of interest to young people such as relationships, education, future plans, leisure activities and travel. Students will continue to develop their oral and written fluency and their listening skills, and they will deepen their understanding and knowledge of French culture.

By exploring the questions 'What is where, why there and why care?' in depth, students will develop understanding about spatial patterns and interrelationships between people and their environments.  Specifically, they will learn about natural processes, such as volcanism, weather, and glaciation, as well as ongoing questions about the sustainability of North Island ski fields. A field trip to the Ruapehu District will be offered.  

Students will learn to think spatially and critically by using maps, visual images, and Geographic Information Systems (GIS) to obtain, analyse, and present information. Through geographic thinking they develop understandings related to environmental change, competing perspectives, and sustainability in relation to local and global geographical issues.

Geography offers students the opportunity to learn and develop a range of skills and knowledge which they can apply in their everyday lives, no matter what level they begin their Geography studies. Any student with an interest in their natural and cultural world should consider selecting geography. 

This course will suit students interested in a career as a Health professional (eg: doctors, nurses, counselors, psychologists). The course will look at range of adolescent health issues such as alcohol, drugs, sexual health and mental health. We will also look at factors that help/prevent people from being affected by these issues. Students will take action by promoting health within the school and critique how health messages are presented to the public. 

If students are aiming to attend med school at university, they must also complete 2 other Science courses.

This L2 History course takes a thematic approach looking at 2 broad themes of "ideology" and "conflict".  To explore these themes students will examine a range of case studies as a class related to the cold war, and the shaping of the geo-political world post WW2 continuing up to 9/11 and the “War on Terror”. This includes a broad survey of events of the cold war, the formation of the UN, Aotearoa's anti-nuclear movement, post-colonialism, and emerging independence movements.  There is a focus on "how the past affects the present" with an examination of how past events that have ongoing impacts and have shaped the modern world.  Alongside the all-class case studies, there is also a substantial element of student choice to follow their specific interests by selecting an independent research topic.   The course will develop students' critical thinking, source analysis and formal writing skills. 

This course builds on the knowledge and skills that students gained in year 11. The course will give students the ability to communicate appropriately in Japanese about topics of interest to young people such as relationships, education, future plans, leisure activities and travel. Students will continue to develop their oral fluency, their listening skills and their ability to read and write Hiragana, Katakana and Kanji and will deepen their understanding and knowledge of Japanese culture. Students will be assessed on three of the five standard, and can sit a fourth standard on request.

In Māori Performing Arts this year students will be working towards achieving NZQA Unit Standards Level 2, Level 3 Maori Performing Arts, Level 1 to 3 Mau Rakau.  When a Unit Standard is passed credits are awarded that will contribute to the National Certificate of Educational Achievement (NCEA) certificate.  

The whole course is internally assessed.  There is no external assessment for this course.  All Unit Standards are summative assessments.  There is limited opportunity for further assessment, this is subject to Teacher’s discretion.

Students are required to demonstrate practical skills as well as maintain an ordered record of notes and information that will be evidence of knowledge.  Students are required to complete and submit written research assignments as well. 

All performances will be video recorded and all written assignments will be stored as evidence and submitted to NZQA for External Moderation. 

Students will learn to analyse graphs, solve problems involving angles and distances, solve real-world problems involving Algebra and Calculus, understand abstract concepts, and prepare for advanced mathematics. Students will develop critical thinking, problem-solving, and analytical skills that are valuable in various academic and professional pursuits.  This course will lay the foundation for the year 13 Calculus course, scientific research, engineering, and other math-intensive fields.

Students will learn techniques for collecting and organizing data, analysing and interpreting data sets using graphical displays and making conclusions or predictions about a population based on sample data. They will relate their learning to the real world informed by research. Students will also learn about fundamental principles of probability, including calculating probabilities of events and understanding concepts like independent and dependent events, and conditional probability. This course will give students problem-solving skills that are transferable to other areas of study and everyday life.  

Students will look at representation and audience theory, the media’s role in society, the relationship between a media product and its' audience, and pursue areas of their own interest within media.  Students will put theory into practice in their own media production of either a magazine article or music video, and transfer media literacy skills across different subjects. This course will help them to see beyond the screen and read between the lines – to become ‘media literate’.

Students will gain substantial performance, composition and research skills through a range of creative opportunities. Students will have the opportunity to choose from a range of standards to play to their strengths and also to what interests them, whether that be music technology and DAW through to orchestral to acoustic to a combination of the above.

This is a flexible course that offers students a unique musical experience.

Because of this, each year can look quite different. Below is an example of how the year may look.

This course will lead into Level 3 Music.

Students will experience the outdoors through participating in a range of activities including, tramping, mountain biking and rock climbing. Students will complete an out door specific first aid course at the beginning of the year. Students will build their self confidence and social responsibility by reflecting on how their experiences impact on others and the environment, as well as taking part in a social action that contributes to the community. 

This course is for students who love physical activity and wish to look at a range of ways that physical activity is used in our lives. The year starts by looking at Leadership, with students creating a coaching plan, and learning how to coach students from Raroa Intermediate. Students will then learn how to create an in-depth training programme for themselves in their chosen sport. This involves learning about a range of methods of training, and what effects these have on the body. Students will also look at how sports events impact our society, including a trip to a major sports game (previous years have been the FIFA women's world cup in 2024 and an All Blacks vs South Africa in 2025). Lessons are both practical and classroom based.

This course investigates the rules governing the physical world. In Physics we seek to understand why and how the world functions. We break this down into different areas:

Mechanics - Investigating motion and how this is linked to energy and forces

Electromagnetism - Investigating electrical charge and how it interacts with circuits and electric and magnetic fields.

Practical Physics - Conducting experiments to find relationships between different variables and concepts

Atomic and Nuclear Physics - Investigating radioactivity, atomic models and mass-energy equivalence. We link these concepts to how they are used in society

Tuakana Te Reo Māori represents the pinnacle of Te Reo Māori learning, designed for students who have completed a Te Reo Māori Level 2 (L2) or a Te Reo Māori Level 3 (L3) programme. These students should be advances or deeply immersed in the language. This course is ideal for those with a very high level of understanding in both spoken and written Te Reo Māori. In Tuakana, students will thrive as they engage with advanced language structures, explore complex cultural concepts, and refine their fluency. This subject is perfect for those ready to challenge themselves and further solidify their mastery of Te Reo Māori at the highest level.

Students will explore the areas of Science that are likely to shape society in the future or have a large impact on ourselves personally. The course will cover a range of scientific areas (Biology, Chemistry, Physics, Earth and Space Science) while preparing students to become scientifically literate citizens. This course will lead to Science and Society (Y13).

Students will aim to complete 4 or 5 Internal standards based on their interest and/or what are current scientific issues relevant to New Zealand. An idea of topics that have been looked at in class are:

1. How will humans live on Mars - The Science behind the challenges of living there.

2. Genetic engineering and the future - How humans, plants and animals will have their genes edited for medicine and food production.

3. Nuclear power - How Nuclear power currently works and how it could in the future to save the planet from climate change.

4. Where did the moon come from? - Exploring scientific theories of the moon's creation and how they have changed as new scientific evidence comes to light.

5. Car Safety (Optional) - How cars have been designed to lower injuries and deaths and the physics principles behind this.

Ākonga will develop competencies in areas of software engineering, including database design, administration, advanced programming in Swift, and the long-term development of a digital outcome using Agile methodologies.

All throughout, ākonga will engage with concepts such as rangatiratanga (data sovereignty), manaakitanga (ethics), and kaitiakitanga (privacy). These impact the way we design databases and write software.

This course leads to the Level 3 programme, with skills relevant to academic degrees in Software Engineering and Computer Science, as well as vocational qualifications in Information and Communication Technology.

Ākonga may also take Level 2 Digital Media & Design concurrently in order to foster important transferable skills such as time and relationship management.

This course builds on the knowledge and skills that students gained in year 11. The course will give students the ability to communicate in Spanish about topics of interest to young people such as relationships, education, future plans, leisure activities and travel. Students will continue to develop their oral and written fluency and their listening skills, and will deepen their understanding and knowledge of Spanish culture.  

Supported Study is an option for students to select in place of a 6th subject. In supported study you will have the opportunity to work on tasks, projects and assessments from your other subjects. The teacher in this class will work with you to set some goals around what your focus is for each class. They will also support you to track your progress throughout the year.

Any students who wish to select this option should have a discussion with their whānau, Ako teacher and Dean. As part of these discussions, consideration needs to be given to the structure of your Year 12 programme and any Literacy and Numeracy requirements.

Students will learn how to communicate about past-times, ambitions, opinions and intentions. Students will use whakataukī, kīwaha, kupu whakarite, and other facets as we do this. This course will teach about our history, our stories, our traditions and our tikanga and how these connect with the topic being taught. Students are expected to have an extended understanding of Te Reo Māori and also being able to work independently. Whakapakaritia tō mōhiotanga! Kia kaha ki te kōrero Māori!

Students will develop the knowledge and skills to manage the financial affairs of a range of different types of businesses. Students will learn about processing and communicating financial information to a wide range of users. 

This course will give students a deeper understanding of Accounting, in order to prepare students for University. 

Complementary subjects include Business Studies and Economics.

In Year 13 Architecture and Product Design (formally DVC), ākonga will be challenged by advanced briefs addressing specific chosen issues. Ākonga will explore ideation, innovative thinking, design solutions and presentation techniques. Ākonga will further develop skills and techniques such as freehand drawing, drafting, and both physical and digital 3D modeling to discover how to give form and expression to their ideas in response to design briefs. 

Year 13 Architecture and Product Design ākonga will have the opportunity to share ideas, exhibit projects and connect with professionals in the field. Students may also have the chance to enter into Scholarships to support them for their future. 13 APD will have the opportunity to go on a Architecture and Design Trip, visiting a Architecture & Design firm as well as getting a tour of a university to explore potential career pathways.

13 APD allows you to develop and build a design portfolio of your own work.This subject offers pathways to university-level studies in areas such as Architecture, Product Design, Industrial Design, Graphic Design, Visual Communication Design, Construction, Engineering, Interior Design, Landscape Design, Urban Planning, and more.

Students will explore design ideas and techniques through their own chosen projects. Students will investigate a wide range of approaches to visual design through research and practical experimentation. This is done through one of two potential options.

The first option is project-based, meaning students are able to do multiple smaller projects using internals only. This allows for opportunities to explore multiple ideas and experimenting with a variety techniques. It also means students can integrate with other subjects through passion projects.

The second option is folio-based, and involves working on one larger project across the year with at least one internal and an external.

This course will give students the opportunity to develop and extend their ideas toward their own independent design practice.

3.2 or 3.5 Design & 3.2 Power and Resistance

Students will explore one of four areas of study in NCEA a variety of critical lenses. Students will create written and/or practical work to demonstrate understanding of Art History topics as well as participate in discussions around art. The course will prepare students for further study in Art and Art History by developing their visual literacy and critical thinking skills.

You can see more on the course outline here: https://sites.google.com/onslow.school.nz/13ahi/course-outline?authuser=0

This course is for students who want to further expand on their skills and explore the world of Fine Arts. It provides students with the option of two potential paths:

The first option is project-based, meaning students are able to do multiple smaller projects using internals only. This allows for opportunities to explore multiple ideas and experimenting with a variety techniques. It also means students can integrate with other subjects through passion projects. Students are also able to customise their program to include internals across the different art practices (painting, printmaking, and sculpture). Note: If students want this as a UE subject, they need 14 credits in ONE art practice.

The second option is folio-based, and involves working on one larger project across the year with at least one internal and an external. Students will specialise in one art area (painting, printmaking, or sculpture), allowing them to go in-depth with their investigation and experimentation.

Students from both options have opportunity to exhibit their work.

This course helps students continue to develop in the world of creative photography. They will be able to use digital cameras and lighting equipment to make their creative vision come to life.

Students will explore photographic ideas and techniques in-depth to build a body of work based around a personal proposal. Students will investigate a wide range of approaches to image making through research and practical experimentation. This course will give students the opportunity to develop and extend their ideas toward their own independent art practice.

3.2 or 3.5 

Photography 

& 3.2 Power and Resistance

Students will explore interactions and behaviours of organisms in response to both their external and internal environments. We study the evolutionary mechanisms that contribute to biodiversity and the ways humans use biological knowledge for our benefit. We also examine and evaluate current scientific evidence for our own evolution. Students will learn how to write coherently and accurately about biological ideas and processes. As well as, how to carry out your practical investigation, analyse data and relate ideas to a wide range of biological contexts. This course opens many career opportunities and is at the heart of many health, social, economic and environmental issues.

Still passionate about running a business? 

As a continuation from Level 2 business, this course aims to build upon knowledge of mid-size organisations and the practical experiences from previous learning. Students in Year 13 will focus on larger global businesses and conglomerates. They will experience a practical element, enhanced by working alongside the Young Enterprise Scheme, who guide students through establishing and running a business enterprise. The course gives key insights into workplace practices, giving tauira skills that employers desire.  

Complementary subjects include Accounting and Economics. 

Students will explore areas of chemistry such as electrochemistry, thermochemistry, spectroscopy, organic chemistry, and chemical processes. Students will learn a variety of analytical skills, practical skills, and how to interpret observations and experimental data.

There are three internals (two tests and an optional research report) and two exams.

This course will build on level 2 chemistry, and prepare students to take tertiary-level chemistry.

Classics is a fascinating cross-disciplinary subject which contains elements of Art History, Literature, History, Politics, Mythology, Drama and Philosophy.  The main case studies in the Level 3 course focus on Alexander the Great, the influence of Greek art, Greek and Roman philosophy, the development of democracy and comedic theatre. 

Students will develop critical thinking skills, primary source analysis skills and strong formal writing skills.  

This course will develop students’ knowledge and understanding of the classical world as well as their academic research and writing skills, key inter-disciplinary skills for those pursuing further study in Classics or other humanities subjects.

Ākonga will continue to develop knowledge about materials, techniques, and processes which are intrinsic to their application and use in order to strengthen their understanding of how to create outcomes that address a need or opportunity.

Ākonga will develop an understanding of sustainable practices through research and application while learning to plan projects and develop specifications through design concepts and the use of briefs.

This course will encompass hands-on, creative learning that encourages ākonga to explore the three strands of the technology curriculum through the design and creation of fit-for-purpose outcomes. This prepares ākonga for pathways at university level in the areas of construction, engineering and industrial design.

Ākonga will work in groups to conduct an inquiry. This involves:

• investigating an issue to solve or cause to fight for that will improve a situation for others
• carrying out real-world research using online, offline, and in-person sources (interviews, surveys, etc.)
• propose a suitable digital outcome, in the form of a multi-page website, computer program, podcast, video series, or digital art

Their project should embody the spirit of Te Raukura, an important symbol to the tribes who affiliate to the Taranaki Whānui rohe such as Te Ati Awa. Encapsulated in the form of a white feather, this represents spiritual, physical, and communal harmony and unity.

Following that, ākonga investigate industry-standard tools and techniques relevant to their chosen digital domain(s), design, and develop an outcome. Stepping up from Level 2, ākonga aim to create a professional-level outcome that meets real-world industry standards.

Ākonga learn to manage their time with project management tools and build relationships using collaboration tools. They will also evolve their written or spoken communication skills to target the specific audiences of their outcomes.

This course will prepare ākonga for a wide range of courses at university level across the design and digital media landscape.

Ākonga who take Level 3 Software Engineering may also, and are encouraged to, take this course concurrently.

This course will build upon the skills and competencies learned in the level one and two courses. We also offer a scholarship exam as extension learning.  Students will work in a collegial yet challenging environment where they are encouraged to extend themselves and push their creative limits. There is a focus on pushing performance and reflective skills through the use of intensive workshops.

Students can create work that is political and relevant and incorporates learning and research from other subjects to enable cross curricular assessment opportunities

Standards

Outline

Type

Total Credits

3.2 Drama 

&

3.7 Geography

Students could devise a drama based around a topic at a global scale. The research they do for Geography can be used for the devised drama and vice versa.

Internal 

8 credits

3.2 Drama

&

3.2 History 

Students could devise a drama based around their analysis of an historical event or place of significance. The research they do for History can be used for the devised drama and vice versa.

Internal 

10 credits

3.4 & 3.2 Drama Combined

&

3.7 Geography 

Students can devise a piece of work in a particular theatre form (Epic Theatre).  This can be a political piece which utilises the research from their study of a topic at a global scale.  e.g climate crisis.   

Internal 

12 credits

3.4 & 3.2 Drama Combined

&

3.2 History  

Students can devise a piece of work in a particular theatre form (Epic Theatre).  This can be a political piece which utilises the research from their analysis of an historical event or place of significance.   

Internal 

15 credits

Students will deepen their understanding of key concepts in microeconomics and macroeconomics. Through comprehensive assessments, you will develop a strong grasp of demand and supply, market efficiency, microeconomic principles, government interventions, and macroeconomic influences on the New Zealand economy.

This course will equip you with valuable insights into the complexities of the economy, enabling you to make informed decisions and contribute to economic analysis and policymaking about out standards of living.

Complementary subjects include Business Studies and Accounting. 

Students will examine a range of texts, both written and visual, to strengthen their critical thinking skills as well as how to develop a clear and convincing argument. Students will have the opportunity to design their own assessment structure from the set of Achievement Standards listed. This course will enable students to follow their interests, develop their academic writing, and look critically at how the texts we read and watch provide a commentary on the world we live in.

3.5 English 

3.1 Health

3.2 Earth, Space and Science 

3.4 English

3.2 Media

3.8 English

This course is for migrant, refugee, and international students whose first language is not English. It is designed to support students in learning English as well as assisting them to achieve in their mainstream NCEA subjects at levels 1 - 3. 

Students will be assessed against the English Language Learning Progressions (ELLP) and assigned an English Language Class at an appropriate level to support their language learning. There are classes at Foundation, Elementary, Intermediate and Advanced levels. Senior students of any level will be supported to achieve NCEA English credits in English Language.  Students in year 10 - 13 at intermediate to advanced levels will be supported to achieve the CAA literacy requirements for NCEA.

ELA is an alternative English class for year 12 - 13 EL students who may struggle with achieving NCEA English level 2.  Students will be supported to achieve University Entrance literacy requirements in reading and writing and will be offered 14 - 17 credits in Internal English standards. Students must be at least ELLP 3 (late intermediate to advanced level) to be included in ELA.  Students can select ELA instead of English in year 12 but this should first be discussed with their English teacher and/or English Language teacher.   

Ākonga will develop more complex knowledge and hands-on-skills related to Fashion, Textiles, and Design in this NCEA Level 3 course.

Ākonga will explore and further develop complex, creative and innovative designs for an end of year ‘Mini Collection’ accompanied by supporting research and design evidence.

This course will provide taster experiences of the main career pathways within this subject through the 3 major projects: Textile design, Pattern drafting and Fashion design. This course will appeal to ākonga who are interested in a career pathway in Fashion, Textiles or Costume Design, or those who love to design and sew as a creative outlet. It leads to a wide range of national and international tertiary courses in Fashion, Textile and Costume design.

Ākonga will continue to develop knowledge about materials, techniques, and processes which are intrinsic to their application and use in order to strengthen their understanding of how to create outcomes within the area of food technology.

Ākonga will develop an understanding of sustainable practices through research and application while learning to plan projects and develop specifications through design concepts and the use of briefs.

This course will encompass hands-on, creative learning that encourages ākonga to explore the three strands of the technology curriculum through the design and creation of fit-for-purpose outcomes. This prepares ākonga for pathways at university level in the area of food technology.

Students will further develop their fluency in reading, writing, speaking and listening. Course content will cover topical issues, and students will learn to express and justify their opinions and challenge the opinions of others. Students will be assessed in four of the five standards. 

In this course we ask the fundamental questions “What Is where, why there, and why care?” about complex global and local issues that have questions of sustainability at their heart. In a world where human activity is having a significant impact on the planet’s natural environments, this Year 13 course is themed about issues of local and global significance: event management of a music festival, researching aspects of urban public spaces, exploring plastic pollution of our oceans, and tourism development.  

Geographic thinking helps ākonga to participate in the world as critical, empathetic, informed, and responsible people. It analyses characteristics of natural and cultural environments and evaluates the significance of actions through socio-cultural, economic, environmental and political lenses. 

In Year 13 Geography, ākonga nurture kaitiakitanga and manaakitanga by considering possible, probable and preferred futures. This course will provide foundational skills for those wanting to study geography at tertiary level, while also providing a range of inter-disciplinary skills and aptitudes useful in the sciences and humanities. Any student who has an interest in dealing with complex issues and wants to make the world a better place should consider selecting geography. 

This course will suit students interested in a career in the Health profession (eg: doctors, nurses, counselors, psychologists). The course will have a range of guest speakers, including doctors, nurses and the NZ drug Foundation. Students begin the year by visiting Waiwhetu and learning about Māori Health Equity. In Term 2, students learn about Ethics in health and explore topics around reproduction, euthanasia, legalisation of cannabis and abortion. Students will learn about a range of health conditions, and different philosophies on treating health issues, including a bush walk to learn about Māori Cultural healing. This course will give students a understanding of modern issues that health practitioners should have a strong foundation in.  If students are aiming to attend med school at university, they must also complete 2 other Science courses.

Students will examine a broad range of case studies from Aotearoa and global history based around the forces and trends of European imperialism and the indigenous experience from 1500 to the modern day.  There is a particular focus on Aotearoa’s experience of colonization in the 19th Century.   Other case studies covered could include the Atlantic slave trade, Opium Wars, the contested history of the Tasmanian genocide, the Raj and Indian war of independence, the roots of capitalism, and the causes and effects of the industrial revolution amongst others.  There is flexibility in the selected case studies to respond to class and individual interests to create an engaging course which aims to give both a broad understanding of key events over the last 300 years which have shaped the modern world, and also an in-depth understanding of Aotearoa's own colonial past.  

Students will develop an understanding of historical forces and trends, historiography and the contested nature of historical narratives and conduct an inquiry on a self-selected topic related to an historic event that connects to their own whakapapa. 

This course will provide foundational skills for those wanting to study history at tertiary level, while also providing a range of inter-disciplinary skills and aptitudes useful in a range of fields. 

Students will further develop their fluency in reading, writing, speaking and listening. Course content will cover topical issues, and students will learn to express and justify their opinions and challenge the opinions of others. Students will be assessed in three of the five standards, with the opportunity to do a fourth standard by request.

In Māori Performing Arts this year students will be working towards achieving NZQA Unit Standards Level 2, Level 3 Maori Performing Arts, Level 1 to 3 Mau Rakau.  When a Unit Standard is passed credits are awarded that will contribute to the National Certificate of Educational Achievement (NCEA) certificate.  

The whole course is internally assessed.  There is no external assessment for this course.  All Unit Standards are summative assessments.  There is limited opportunity for further assessment, this is subject to Teacher’s discretion.

Students are required to demonstrate practical skills as well as maintain an ordered record of notes and information that will be evidence of knowledge.  Students are required to complete and submit written research assignments as well. 

All performances will be video recorded and all written assignments will be stored as evidence and submitted to NZQA for External Moderation. 

Students will learn to form and use trigonometric, simultaneous, polynomial and other nonlinear equations and interpret solutions in context. They will also learn to choose and apply a variety of differentiation and Integration techniques to functions and relations using both analytical and numerical methods. This course will open pathways for students in the field of STEM subjects.

Students will look at film and audience theory, media’s role in society and pursue areas of their own interest within media. Students will learn how media messages are a construction of reality, not reality itself through the study of Reality Televison and representation in the Media, and will put theory into practice in their own media production of short films or magazine articles. This course will help students to transfer media literacy skills across different subjects and see beyond the screen.

Students will explore music in depth by communicating and creating through performance and composition. They will have the opportunity to earn credits from choosing across a wide range of standards. 

In Year 13 music, students have the ability to specialise or keep their approach broad, or both. 

This course will lead to a variety of pathways including commercial music, performance and composition study, teaching, music therapy, law and beyond!

So what could a possible Year 13 course look like:

- Solo Performance (8) + Second Instrument Performance (3) + Group Performance (4) = 15 credits 

- Solo Performance (8) + Research (6) = 14 credits

- Composition (8) + Arrangement (4) + Songwriting (8) = 20 credits

- Music Analysis (4) + Music Analysis External (4) + Research (6) = 14 credits

There are other options too, depending on what your focus is!

This Music Research assessment involves students researching any Music Topic of their choosing. This can be related to any other subject and similar research work can be used for both standards. Here are some examples of overlap with other internal assessments:

• Classics 3.5 - Demonstrate understanding of the lasting influences of the classical world on other cultures across time
• Health 3.1 - Analyse a New Zealand health issue
• English 3.5 - Create and deliver a fluent and coherent oral text which develops, sustains, and structures ideas

Students learn one piece for their “perform whakaraka” assessment. Partnered with another waiata, students can use both songs for their Group Performance assessment.

** 3.3 Music can also work for Kapa Haka students who do the 32955 set (e.g. their set for St. Brigid’s or the Regional Kapa Haka competition). However, there are some changes that will need to be made. Please speak with a music teacher about how this could work.

Students will experience the outdoors through participating in a range of activities including tramping, surfing and the Tough Guy, Tough Gal challenge. Students will analyse safety issues for a physical activity, before creating and refining their own strategies in a multi-day tramp. This is designed for student to develop the knowledge required to gain further education and work in the outdoor industry, and the skills to enjoy the outdoors in their own personal lives. This course uses Physical Education standards, and can be used for University Entrance. 

This course will suit students who are keen to learn skills to help them with their physical activity experiences in the future. Students will create a successful sports training programme by understanding 10 key principles that can be applied to any sport. A trip to the NZ Institute of Sport will help students understand how these training principles apply in the real world of sport. Students will also learn how how to apply a range of leadership skills that will help with working in sports teams or in coaching others. This unit helps students reflect on what has shaped our physically active lives and how physical activity will continue to enhance our lives in the future, professionally or personally.

Students will explore four areas of Physics; Mechanics, Electromagnetism, Modern Physics and Waves. Students will develop their science capabilities, relating more sophisticated physics Concepts to the world around them. This course will give students a rounded understanding of physics principals and how they relate to the world and society as well as preparing students for more advanced study.

“Where there is power, there is resistance” - Michel Foucault.
In Power & Resistance (13PWR) we start by introducing Sociology. Sociology is the scientific study of society, social behaviours, and institutions. It examines how individuals interact, power relations in society, and cultural norms. It helps us understand inequalities, and human behaviour. 

Students examine the causes and effects of current social issues that relate to identity, culture, and organisation, and learn to take actions to influence policy at national, local, or organisational level. Specifically, planning and delivering a social campaign of their choice, in which they will explore being critical, active, and responsible citizens. They investigate how individuals, communities, and societies respond to change and how ideas about society develop over time; doing this by researching points of views, values and ideologies, including Feminism Racism, Neo-Liberalism and Surveillance Society. Any student interested in human rights, social justice, philosophy and public policy should consider Power & Resistance. 

Tuakana Te Reo Māori represents the pinnacle of Te Reo Māori learning, designed for students who have completed a Te Reo Māori Level 2 (L2) or a Te Reo Māori Level 3 (L3) programme. These students should be advances or deeply immersed in the language. This course is ideal for those with a very high level of understanding in both spoken and written Te Reo Māori. In Tuakana, students will thrive as they engage with advanced language structures, explore complex cultural concepts, and refine their fluency. This subject is perfect for those ready to challenge themselves and further solidify their mastery of Te Reo Māori at the highest level.

Students will explore topical areas of Science that will help them to make informed decisions and think critically about the role science can play in society around personal actions, policy and general decision making. The course will draw from a range of scientific areas (Biology, Chemistry, Physics, Earth and Space Science). This course provides University entrance and would also facilitate the appropriate credits for certain trades. 

Students will aim to complete 4 or 5 Internal standards based on their interests. As a class we will explore what ideas are both topical and interesting so the course can change and offer choices each year. Ideas covered in 2024 were:

1. Exploring a variety of challenges and solutions to climate change and the flow on effects that these solutions may have.

2. Looking at the role solar panels currently play and could play in the future for individual household, Onslow College and New Zealand.

3. Exploring pre-human global climate events, how scientists have been able to track these and what the implications could be for the future.

4. Explore an aspect of astronomy / space travel that takes student interest.

Ākonga will continue to address problems and opportunities with digital technology outcomes.

Continuing from Level 2, ākonga refine their use of agile development to manage the development of a complex computer program connected to a database. This makes use of complex programming techniques, including object-oriented programming and accessing data from a database program. They will also research and evaluate areas of computer science.

As part of their project, students will engage with concepts such as whanaungatanga (considering end users), manaakitanga (accessibility), and kaitiakitanga (respecting privacy, cultures, and social groups).

This course will prepare ākonga for further academic study in the fields of Software Engineering, Computer Science, as well as vocational qualifications in Information and Communication Technology.

Ākonga may also take Level 3 Digital Media & Design concurrently in order to foster important transferable skills such as time and relationship management.

Students will further develop their fluency in reading, writing, speaking and listening.  Course content will cover topical issues, and students will learn to express and justify their opinions and challenge the opinions of others.  Students will be assessed in four of the five standards.   

Students will learn to analyze and interpret quantitative data. They will explore probability, Sampling and confidence intervals along with the analysis of bivariate and time series data. This course will support any area of study at the tertiary level, especially the biological sciences, social sciences, and commerce. 

Te Reo Māori is the primary mode of communication at this level. Students are researching, and presenting ideas about their world and issues which affect them from the past, present and future. There are three internal assessments the students will be doing during the year, Whakarongo (Listening and comprehension), Kōrero (a spoken speech), and Waihanga tuhinga (internal essay writing). Our senior students are the leaders of te reo Māori, and all facets of Māori in the school and they are exercising tino rangatiratanga to bring transformative change in Te Tari Māori and Onslow College. They are developing their oratory skills on the Ngā Manu Kōrero and Kapa Haka stage. Kia mau, kia māia, kia ita ki tō huarahi ki te ao Māori! Manawatia te reo Māori!

HIS 3.2: Analyse an historical event, or place, of significance to New Zealanders. "NZ/Pacific Involvement in WW1"

This course is for migrant, refugee, and international students whose first language is not English. It is designed to support students in learning English as well as assisting them to achieve in their mainstream NCEA subjects at levels 1 - 3. 

Students will be assessed against the English Language Learning Progressions (ELLP) and assigned an English Language Class at an appropriate level to support their language learning. There are classes at Foundation, Elementary, Intermediate and Advanced levels. Senior students of any level will be supported to achieve NCEA English credits in English Language.  Students in year 10 - 13 at intermediate to advanced levels will be supported to achieve the CAA literacy requirements for NCEA.

ELA is an alternative English class for year 12 - 13 EL students who may struggle with achieving NCEA English level 2.  Students will be supported to achieve University Entrance literacy requirements in reading and writing and will be offered 14 - 17 credits in Internal English standards. Students must be at least ELLP 3 (late intermediate to advanced level) to be included in ELA.  Students can select ELA instead of English in year 12 but this should first be discussed with their English teacher and/or English Language teacher.   

In Māori Performing Arts this year students will be working towards achieving NZQA Unit Standards Level 2, Level 3 Maori Performing Arts, Level 1 to 3 Mau Rakau.  When a Unit Standard is passed credits are awarded that will contribute to the National Certificate of Educational Achievement (NCEA) certificate.  

The whole course is internally assessed.  There is no external assessment for this course.  All Unit Standards are summative assessments.  There is limited opportunity for further assessment, this is subject to Teacher’s discretion.

Students are required to demonstrate practical skills as well as maintain an ordered record of notes and information that will be evidence of knowledge.  Students are required to complete and submit written research assignments as well. 

All performances will be video recorded and all written assignments will be stored as evidence and submitted to NZQA for External Moderation. 

Tuakana Te Reo Māori represents the pinnacle of Te Reo Māori learning, designed for students who have completed a Te Reo Māori Level 2 (L2) or a Te Reo Māori Level 3 (L3) programme. These students should be advances or deeply immersed in the language. This course is ideal for those with a very high level of understanding in both spoken and written Te Reo Māori. In Tuakana, students will thrive as they engage with advanced language structures, explore complex cultural concepts, and refine their fluency. This subject is perfect for those ready to challenge themselves and further solidify their mastery of Te Reo Māori at the highest level.