Papanui High School

For students who demonstrate that they are academically advanced, this class provides the opportunity to study one year ahead in the core subjects. It offers a stimulating environment where high-achieving students can excel and prepare for advanced educational pathways.

Designed for students whose first language is not English. This class provides focused English language support, integrated with the core curriculum. The primary objective is to build confidence in both language proficiency and academic learning.

The class is designed to meet the needs of a wide range of learners. Lessons will focus on delivering instruction that caters to various learning styles, abilities, and interests, aiming to foster a supportive and inclusive learning environment for all students.

This class integrates Māori culture, language, and values into the learning environment, fostering a strong connection to te ao Māori (the Māori world) while covering core subjects. It is designed for students seeking to enrich their cultural identity and gain a deeper understanding of kaupapa Māori (the knowledge, skills, attitudes and values of Māori).

In this class, students remain in the same low-sensory room for 60% of their lessons, while teachers come to them. This setup provides a calm, consistent environment, which helps to decrease sensory overload and offers support to students who may benefit from a stable, quiet space.

This course offers students a chance to develop their understanding of different art-making processes and learn about New Zealand art and artists. This is the Art course to take if you already love drawing and want to extend your skills using a range of media and equipment.

This course provides an introduction to Commerce. It covers the following:

How the share market works and ways of investing your money

Making and using a simple cash budget

Different ways of spending and investing your money

Buying a used car, what are the costs?

What are your rights when things go wrong?

During the course students will have free access to Banqer High, an online platform that teaches students about money. Students will also create their own class currency $$$. This will be used to pay them for coming to class at the end of the course, they can spend their accumulated wealth on various items during a giant class auction.

This half year course will give you the opportunity to extend and expand your dance performance and creation skills. Increasing fitness, exploring creativity in groups and trying new styles, this course provides a solid foundation for continuing on to do Dance through to Year 10 and NCEA. 

The course may include but is not limited to:

• Digital dance - a lot of the dance we are exposed to now is either digital through social media, YouTube or online concerts. Exploring the use of body angle and architecture this topic will explore site specific dance work that is designed for the camera
• Musical Theatre - you will explore some of the components of musical theatre dance and learn a performance with your class
• 3 styles - You will choose three different styles of dance (choosing from hip-hop, salsa, ballet, contemporary, tutting, poi, sasa) to research and perform from

Are you a budding theatre performer with years of experience already up your sleeve? Or have you simply always wanted to take the stage and never had the opportunity? This course will cater to all levels of ability or experience. The main criteria is that you’re ready to have some fun, get creative, work in a team and get up on stage to perform!

As part of this course you will have the opportunity to do a variety of the following things:

• Create characters and develop acting technique
• Improvisation and Theatresports
• Scriptwork
• Learn about the technologies of lights and costume
• Work with masks
• Learn about a theatre style - for example clowning or melodrama

Ultimately the goal will be to develop performance pieces to share with friends and family as the course develops. We cannot underestimate the power of the arts and how important it is to develop a creative mind. The confidence that we develop through the processes of Drama is undeniable.

Do you enjoy drawing? Would you like the opportunity to code a website? Do you like taking an idea then designing and creating it? If you answered ‘Yes’ to these questions, then this course is for you!

 In this course, students will develop knowledge and skill sets to create media outcomes by;

• Designing and creating a character and poster using Adobe Illustrator
• Creating a website including an animated gif
• Using creative thinking to create a personal project
• Expanding knowledge with digital fluency including cybersecurity
• learning about digital devices and the impact of these on society

What interests you in the world of digital technologies? Where is your best fit? Do you like inventing things? Is NASA calling for you? Have you ever thought that you could be the next Bill Gates or Elon Musk – everyone starts somewhere.

 In this course you will be working with STEAM kits to:

• collaborate and connect with others learning about programmable electronics 
• using the key competencies to create and develop models with electronics 
• develop a working prototype

 You will also work on game development to:

• create a game around cultural legends and mythology
• You will come to understand the conventions of game development and how to create a digital outcome (the game) that is fit for purpose to the targeted audience
• you will understand how to test and debug your game
• evaluate your game with others using feedback to improve your outcome

Design and Visual Communication (Graphics) is a design course that focuses on sketching, rendering and creative design process which is connected to technical drawing with both hand drawing and computer aided (CAD) to design in two major areas: 

1. Products from furniture to electronic goods and anything in between

2. Architecture design from small houses to large industrial buildings

Students will learn to communicate their creative ideas on paper through sketching and design analysis. Projects will be influenced by student interest in the class.

Student results from both years 9 and 10 will be factored in when looking at course entry for year 11 this is to ensure students are capable of experiencing some level of success for the NCEA credits on offer. Generally, students will be successful in the year 9 and 10 courses if they complete their project work.  

This course is for students from non-English speaking backgrounds. It offers help with English language skills. In this programme, the mainstream English curriculum processes – exploring language, thinking critically and processing information – are integrated into learning in the English curriculum strands – Reading, Writing, Speaking, Listening, Viewing and Presenting. 

Students will learn in small groups, in pairs and on an individual basis. Classroom activities will foster co­operation with others and encourage students to use English well in all subject areas and include Reading, Writing, Speaking, Viewing and Presenting.

This subject will help students from non-English speaking backgrounds to take part in all aspects of life at a New Zealand secondary school and in the wider community. Students who continue to study ESOL at senior levels will be able to gain NCEA credits leading to University Entrance.

Did you know that French is the only other language (apart from English) that is spoken across all 5 continents?  Approximately, 300 million people across the world speak French as their mother tongue. Having French as a second language will definitely open doors in your future!

This course is designed to introduce students to the French language, culture and customs. Students will study the basics of the language, French culture, geography and "savoir vivre".

During the course, students will develop their awareness of the French language using textbooks, videos and DVDs, on­line French learning sites, role playing and songs. Students are strongly encouraged to utilise the Language Perfect programme as part of the course.

Learning French up to NCEA Level 3 enables the students to enrol at university to further their study of the language. Opportunities available to students who have studied French include: working for French/International companies, any career requiring communication skills (legal representatives, journalism, marketing and sales), hospitality and tourism industries, or teaching.

Do you know over 70% of the food you buy is processed? In this course you will discover the ingredients in food products through deconstruction and evaluation of ultra processed foods. Also you will develop skills to describe the attributes of food, food labeling, simple food marketing, innovative food packaging, recent food trends such as superfoods and the planetary diet. You will be collaborating with others and developing ideas and modelling a potential food product, food label and package.

Year 9 Industrial Design is a practical course that teaches students the design process and use of modern fabrication tools, such as 3d printing and laser cutting. Students will learn design process, sketching, 3d Modelling, thermoforming and soldering.

Materials, may include but not limited to:

• Wood
• Metal and Plastics
• Electronics

Skills:

• Workshop safety
• Correct use of tools and equipment
• Using different materials to make projects
• Brief Development and design process 
• Managing time and completing projects to a timeline
• Evaluating the outcome of the product, construction techniques and own skills/ Performance  

Projects, may include but are not limited to:

• Torch/Lighting Product
• Mini Drag Car Grand Prix
• Personal project

This course helps develop the craft and design skills for the Year 10 Trades, Design Technology and Industrial Design courses.

Did you know that more than 125 million people across the world speak Japanese as their native language?  And not just in Japan either! Parts of the US, Brazil and Guam (in Micronesia) have Japanese as their native language.  Japan is one of the largest economies in the world. Japanese people love to travel and buy foreign goods so being able to speak Japanese can give you a huge advantage.  Japanese is also a gateway into other Asian languages, technology and pop culture.

This course is designed to introduce students to the Japanese language and culture through class activities that have a ‘communication’ focus. Students will develop reading, writing, listening and speaking skills and explore parts of Japanese culture that interest them.  Anime, cultural games and activities and food are also woven into the curriculum this year.

Students are strongly encouraged to utilise the Education Perfect programme as part of the course. 

Japanese is taught from Year 9 to Year 13 at Papanui High School. Students who take Japanese are likely to have the opportunity to host Japanese students and participate in school tours to Japan at senior level. After high school, students can study the subject at many tertiary institutes including universities and polytechnics, where they can gain degrees or diplomas; most also offer scholarships to study in Japan.

Learning Japanese can lead to many exciting and challenging pathways, not only because of the knowledge learnt in studying the language, but also the understanding and overall awareness that learning another language can bring.

With many Japanese students studying at Papanui High School at any given time and groups from Japan scheduled to visit the school throughout the year, students will have many chances to practice Japanese with native speakers and in turn develop friendships, confidence and a deeper understanding of culture, customs and language.

This course is not suitable for students who speak Japanese at home or those who attend Japanese school.

This course is designed to enable students to grow aspects of conversational reo Māori, especially those that are appropriate for school and home life. Students will learn appropriate vocabulary and structures that will enhance their confidence, and support their ability, to become increasingly confident to speak Māori in the classroom setting and beyond.

In this course, ākonga can expect to take part in activities that involve:

• Greeting farewell and acknowledging people.
• Responding to greetings and acknowledgements.
• Introducing themselves and others and responding to introductions.
• Communicate about numbers, using days of the week, months and dates.
• Communicate about personal information, such as name, parents’ and grandparents’ names, iwi, hapū, mountain, and river, or home town and place of family origin.
• Communicate about location.
• Understand and use simple politeness conventions (for example, ways of acknowledging people, expressing regret, and complimenting people).
• Use and respond to simple classroom language (including asking for the word to express something in te reo Māori).

Through practical activities, rehearsals, and collaborative projects, ākonga will develop confidence in communication and performance skills. By the end of the course, students will have an appreciation for Māori culture and performing arts.

This course focuses on performance. Students will learn and perform waiata, waiata-ā-ringa, haka and possibly poi as the main component of the programme. Items learned will come from three sources. The first of these will be waiata and haka that are common to Papanui High School, the second will be waiata and haka relevant to our region, while the third will be well-known anthems identifiable with other iwi around the country.

Students will also focus on skills such as vocal control, posture, takahi, wiri and pūkana that will enhance their ability to perform.

Music in Year 9 gives ākonga the opportunity to experience all different aspects of music in an environment based heavily around hands-on and practical work. Ākonga who choose to take music for half a year will have the opportunity to lead a project in an area of music they are passionate about, either in a group or solo setting. This could touch on but is not limited to a range of subjects that will be covered throughout the first half of this course.

Some of the things we cover in Year 9 music are..

• Exploring different technologies in music and the use of a recording studio 
• Learning to perform on an instrument with a focus on basic guitar and keyboard skills
• Rhythm based learning and games
• Introduction to a variety of new instruments
• Learning the building blocks and theory of music
• Creating and composing music
• Working as part of an ensemble or band
• Contextualising and making connections to music throughout history 

Students who take the Mythology course will learn about a variety of myths and legends. This will include:

Pūrākau (Māori Myths and Legends); students will explore Māori culture through pūrakau about creation myths including; gods, goddesses, whenua, taniwha, Ranginui and Papatūānuku, the exploits of Māui, the voyage of Kupe and the discovery of Aotearoa.

Greek Mythology; the Greek Gods and the influence that they have had on the world that we live in today. Students will have the chance to create their own Greek God and look at the role that mythology still has in the world today – particularly within the Media. 

Indigenous Cultures of the World; Students will research and explore the multitude of different indigenous cultures of the world and understand what makes them unique, yet similar.

Do you like to design and create? Do you enjoy a combination of both theory and practical hands-on learning? Then Textiles Technology is for you. 

To start the course, you will create small scrap buster projects, then move onto the design of a high-quality bag. These beginning projects will support and build your skills allowing you to progress to an item of your choice, storage baskets, wallets, PJ’s or even an exciting piece of wearable art! 

Year 9 Workshop Design is a practical course that teaches students the design process in a workshop setting. Students will learn the use of both hand tools and fixed machines to create various projects using a range of materials.

Materials, may include but not limited to:

• Wood
• Metal and Plastics

Skills:

• Workshop safety
• Correct use of tools and equipment
• Using different materials to make projects
• Brief Development and design process 
• Managing time and completing projects to a timeline
• Evaluating the outcome of the product, construction techniques and own skills/ Performance  

Projects, may include but are not limited to:

• Spice Rack
• Tool Box
• Personal project

This course helps develop the craft and design skills for the Year 10 Trades, Design Technology and Industrial Design courses.

Visual Art

This course allows students to explore their curiosity and skills in Visual Art. Students can explore the Art Department's media and resources. Students will grow their confidence at drawing and expressing themselves. In the Art Department you will have fun using the skills of listening, watching, researching, thinking, drawing, talking, and growing friendships with like-minded Art students while trying out many exciting new materials and how they work.

Drama

This Drama ‘taster’ course will be done as part of the Arts combo selection. By taking this 

term long option in Drama you will learn to work effectively in a group to create and rehearse theatre performance work. Throughout life we are placed in situations where we need to speak in front of others, communicate in a group setting and ‘fake it til we make it’. Drama incorporates all these key competencies in a fun and constructive way. If you want to build your confidence as a performer then this is for you. Students of Drama have gone on to work in many different fields and all express gratitude that they had a grounding in this subject; personal trainers, corporates, journalists, chefs, lawyers and the list goes on.

This course will require students to work in groups to be creative, communicate ideas and perform on stage in front of their peers. Some examples of content covered include;

• Warmup games
• Working with a text or script
• Devising scenes
• Teamwork exercises

Dance

This course is for everybody who loves to move, not just those who consider themselves a ‘dancer’. 

We are designed to move our bodies and this course is as much about learning to dance as it is about learning through dance. Discover how to make epic dances in groups by being introduced to tools from the dance curriculum. Learn about different countries and cultures by stepping into classic and contemporary dance styles performed by groups of people around the world. 

Negotiating with others, moving your body, experiencing different styles of music and expanding your creativity are all core components of this course. No prior experience required and fun guaranteed.

Drama

This Drama ‘taster’ course will be done as part of the Arts combo selection. By taking this 

term long option in Drama you will learn to work effectively in a group to create and rehearse theatre performance work. Throughout life we are placed in situations where we need to speak in front of others, communicate in a group setting and ‘fake it til we make it’. Drama incorporates all these key competencies in a fun and constructive way. If you want to build your confidence as a performer then this is for you. Students of Drama have gone on to work in many different fields and all express gratitude that they had a grounding in this subject; personal trainers, corporates, journalists, chefs, lawyers and the list goes on.

This course will require students to work in groups to be creative, communicate ideas and perform on stage in front of their peers. Some examples of content covered include;

• Warmup games
• Working with a text or script
• Devising scenes
• Teamwork exercises

Drama

This Drama ‘taster’ course will be done as part of the Arts combo selection. By taking this 

term long option in Drama you will learn to work effectively in a group to create and rehearse theatre performance work. Throughout life we are placed in situations where we need to speak in front of others, communicate in a group setting and ‘fake it til we make it’. Drama incorporates all these key competencies in a fun and constructive way. If you want to build your confidence as a performer then this is for you. Students of Drama have gone on to work in many different fields and all express gratitude that they had a grounding in this subject; personal trainers, corporates, journalists, chefs, lawyers and the list goes on.

This course will require students to work in groups to be creative, communicate ideas and perform on stage in front of their peers. Some examples of content covered include;

• Warmup games
• Working with a text or script
• Devising scenes
• Teamwork exercises

Music

Music in Year 9 gives ākonga the opportunity to experience all different aspects of music in an environment based heavily around hands-on and practical work. This class is set up to touch on a broad variety of subjects within music to allow for ākonga to find where their passion lies. This class runs for 1 term with 4 lessons a week and can be selected alongside another arts subject.

Some of the things we cover in year 9 music are..

• Exploring different technologies in music 
• Learning to perform on an instrument with a focus on basic guitar and keyboard skills
• Rhythm based learning and games
• Introduction to a variety of new instruments
• Learning the building blocks and theory of music
• Creating and composing music
• Working as part of an ensemble or band
• Contextualising and making connections to music throughout history 

Music

Music in Year 9 gives ākonga the opportunity to experience all different aspects of music in an environment based heavily around hands-on and practical work. This class is set up to touch on a broad variety of subjects within music to allow for ākonga to find where their passion lies. This class runs for 1 term with 4 lessons a week and can be selected alongside another arts subject.

Some of the things we cover in year 9 music are..

• Exploring different technologies in music 
• Learning to perform on an instrument with a focus on basic guitar and keyboard skills
• Rhythm based learning and games
• Introduction to a variety of new instruments
• Learning the building blocks and theory of music
• Creating and composing music
• Working as part of an ensemble or band
• Contextualising and making connections to music throughout history 

Dance

This course is for everybody who loves to move, not just those who consider themselves a ‘dancer’. 

We are designed to move our bodies and this course is as much about learning to dance as it is about learning through dance. Discover how to make epic dances in groups by being introduced to tools from the dance curriculum. Learn about different countries and cultures by stepping into classic and contemporary dance styles performed by groups of people around the world. 

Negotiating with others, moving your body, experiencing different styles of music and expanding your creativity are all core components of this course. No prior experience required and fun guaranteed. 

Dance

This course is for everybody who loves to move, not just those who consider themselves a ‘dancer’. 

We are designed to move our bodies and this course is as much about learning to dance as it is about learning through dance. Discover how to make epic dances in groups by being introduced to tools from the dance curriculum. Learn about different countries and cultures by stepping into classic and contemporary dance styles performed by groups of people around the world. 

Negotiating with others, moving your body, experiencing different styles of music and expanding your creativity are all core components of this course. No prior experience required and fun guaranteed. 

Visual Art

This course allows students to explore their curiosity and skills in Visual Art. Students can explore the Art Department's media and resources. Students will grow their confidence at drawing and expressing themselves. In the Art Department you will have fun using the skills of listening, watching, researching, thinking, drawing, talking, and growing friendships with like-minded Art students while trying out many exciting new materials and how they work.

Music

Music in Year 9 gives ākonga the opportunity to experience all different aspects of music in an environment based heavily around hands-on and practical work. This class is set up to touch on a broad variety of subjects within music to allow for ākonga to find where their passion lies. This class runs for 1 term with 4 lessons a week and can be selected alongside another arts subject.

Some of the things we cover in year 9 music are..

• Exploring different technologies in music 
• Learning to perform on an instrument with a focus on basic guitar and keyboard skills
• Rhythm based learning and games
• Introduction to a variety of new instruments
• Learning the building blocks and theory of music
• Creating and composing music
• Working as part of an ensemble or band
• Contextualising and making connections to music throughout history 

Visual Art

This course allows students to explore their curiosity and skills in Visual Art. Students can explore the Art Department's media and resources. Students will grow their confidence at drawing and expressing themselves. In the Art Department you will have fun using the skills of listening, watching, researching, thinking, drawing, talking, and growing friendships with like-minded Art students while trying out many exciting new materials and how they work.

Year 10 Digital Art students use the Art computer suite and a variety of computer programmes to learn new techniques and make finished artworks. Students will learn about artists and the way they work.

Visual Art and technology are able to be developed further in the senior school as Photography, Art Design (including digital Illustration) and Art History. Students interested in growing skills in these areas should choose Digital Art.

Yr 10 Multi Media Art students use the ‘wet’ media classrooms and a variety of materials and techniques to develop their skills and finished artworks. Students will be exploring drawing, painting, printmaking and sculpture and practice with a range of new and familiar media to grow confidence in these areas. Students will learn about artists and the way they work.

Visual Art and Multi Media are able to be developed further in the senior school as Painting, Printmaking, Sculpture and Art History. Students interested in growing skills in these areas should choose Multi Media Art.

In Year 10 Commerce, students will develop their own class currency, get paid for coming to class, and bank their income every week. We will explore the world of money, saving, compound interest, and how to invest your hard-earned dollars to make them grow. We will use our class currency to make a budget, buy and sell assets, and learn about financial literacy. 

During the course students will have free access to Banqer High, an online platform that teaches students about money. At the end of the course students will use their accumulated wealth to buy goods and take part in a giant food auction. 

Year 10 Commerce is the ideal subject if you want to improve the way you manage your money, and is an important course for those who think they might like to take Commerce in the senior school.

This dance class involves learning different styles such as hiphop, contemporary, Kpop, salsa, disco, ballet and more. Going deeper into different genres of dance, you will learn to perform group pieces and explore the cultural and historical influences that each style comes from. You will learn to create your own choreography, using devices, elements and different kinds of music to inspire your movements. 

This full year course will allow students to develop dances that will then be performance ready for the showcase, infinite. There will also be the opportunity to share the teaching of styles you may have expertise in, building confidence in communication and leadership. 

Design and Visual Communication (Graphics) is a design course that uses sketching, rendering with both colour pencils and design markers to creatively explore design ideas though an annotated design process. Students will learn technical drawing with both hand drawing and computer-aided (CAD) with Fusion 360 and TinkerCad to formalise refined ideas across 2 major areas: 

Area 1: Product Design examples

• Lighting 
• Furniture (chair, coffee table, modular shelving, etc.) 
• Sound
• Transport (smaller scale eg. bike)
• Cell phone (handheld electronics) 
• Whiteware (kitchen products)

Area 2: Architecture design examples

• Tiny houses
• Birdhouses 
• Band rotunda (range of shelter options) 
• Eating Pods
• Interstellar recolonization pods 
• Greenhouses

Students will learn to communicate their creative ideas on paper through sketching and design analysis. Project selection will be influenced by student interest in the class. 

This course will give you a good understanding for future study in Year 11 Design & Visual Communication. 

Previous Student results in DVC will be factored in when looking at course entry for year 11 this is to ensure students are capable of experiencing some level of success for the NCEA credits on offer. For students that have not taken the course prior previous related subjects will be used as a guide. Generally, students will be successful in the year 9 and 10 courses if they complete their project work.   

Year 10 Design technology is a practical, hands-on course that focuses on the development of design skills paired with manufacturing techniques. Students will develop their problem solving skills, test and compare materials and techniques to best produce products designed for specific clients.

Materials, may include but not limited to:

• Wood
• Metal and Plastics

Skills:

• Workshop safety
• Correct use of tools and equipment
• Selection and using different materials to make projects
• Brief Development and design process 
• Managing time and completing projects to a timeline
• Evaluating the outcome of the product, construction techniques and own skills/ Performance  

Projects, may include but are not limited to:

• Bridge Build Challenge
• Chopping Board
• Personal project

This course helps develop the craft and design skills for the Year 11 Trades, Design Technology and Industrial Design courses.

If you enjoy learning how to design and create digital outcomes this course is for you! You will use the design process to develop and grow your knowledge and skills in a range of digital media. Key competencies of problem solving and creative thinking are a focus in this course of learning.

Students will learn to: 

• work through the process of design to plan digital media outcomes
• develop their knowledge and skills by creating a range of digital media outcomes which may include:
  • image creation
  • website using HTML / CSS / Javascript
  • animation
  • video editing
  • 3D creations
• evaluate their outcome
• showcase their outcomes and use reflective thinking using a blog

Year 10 Digital Technologies Media is the ideal subject if you want to improve your knowledge and skills in a range of media outcomes, and it is an important course for those who think they might like to take Digital Technologies at the senior school level.

If you enjoy finding out how things work, have curiosity as to how digital technologies impact society; as well as having an interest in inventing, then you should look at this course. 

This course offers 4 Modules of work:

3D Modeling: In this module you will be working with the industry-based program Blender. You will learn the skills of how to create a 3D Model of your choice. You will understand how to apply lighting and shading, rendering, applying textures, colours, and animate your 3D model

ARVR:  With this module you will be learning about Game Design in Unity. You will extend your skill and knowledge with Programming to be able to code in Unity. 

Vex Robotics: You will be exploring the world of roboticcs and using Python Programming language. You will program a vex robot to do certain tasks. Working in teams, you have the opportunity to compete regionally, and if winning the regions, nationally, and if winning the nationals, internationally. This is hands on learning where you will be building, coding and competing with robots.

Project Management: You will work in pairs to manage a project and you will learn the basic skills connected with Project Management e.g. time management, critical thinking, and working through the design process to develop a digital outcome for an end-user. With this project you could integrate the skills you have learnt in 3D Modelling and Python Programming.

Game Design:

You will finish off your Year 10 Programming course with Game Design and animation. You will learn about storytelling, character creation, and further develop your skills and knowledge in game design and basic animation.  

Digital Technologies leads to numerous careers including Game Developer, Animator, Programmer, 3D Modelling etc. 

This course leads to Year 11 Digital Technologies Programming.

A student of Drama develops a number of key competencies that become life-long skills. In this course students will be able to be up on their feet and constantly creating with their peers. Drama not only builds confidence speaking and presenting in a group setting, but also in front of larger crowds. It is undoubtedly a creative outlet for many people. This course will require communication, teamwork, leadership, creativity, perseverance and spontaneity. Students trained in Drama gain interpersonal skills that allow them to work in many different fields including: lawyers, entrepreneurs, chefs, teachers, personal trainers and the list goes on.

The Drama half year courses are designed to be taken as a full year if both are selected but can be taken as half year options if students are keen on a semester.

Units to expect in this course:

Do you want to improve your confidence and learn how to use body language to effectively communicate? Do you love working with scripts and creating characters? Do you enjoy directing and rehearsing scenes? This course will help develop your ability to analyse a play text and bring it to life on stage. There will be a lot of opportunities to workshop and perform varied content. There will also be an exploration of the other things that contribute to making theatre that you may not realize go on behind the scenes. Students of Scripted Drama have gone on to work in many different fields including; journalists, teachers, lawyers, event planners, technicians and the list goes on.

The Drama half year courses are designed to be taken as a full year if both are selected but can be taken as half year options if students are keen on a semester.

The Year 10 English course builds on foundational skills from Year 9, focusing on the further development of communication and critical thinking. The curriculum will expose students to a diverse range of texts and contexts, from extended novels and poetry collections to non-fiction works, films, and written plays. This encourages students to analyse different perspectives and consider what it means to be human. A key component of the course is the opportunity for students to sit the NCEA Co-Requisite exams, which provides a valuable head start on their NCEA qualification

This course is for students from non-English speaking backgrounds. It offers help with English language skills. In this programme, the mainstream English curriculum processes – exploring language, thinking critically and processing information – are integrated into learning in the English curriculum strands – Reading, Writing, Speaking, Viewing and Presenting.

Students will work on an individual basis, in pairs and in small groups. Classroom activities will encourage students to use English effectively in all subject areas and include Reading, Writing, Speaking, Listening, Viewing and Presenting.

Year 10 ESOL will assist students to take an active and full part in all aspects of life in a New Zealand secondary school and in everyday life. Students who continue to study ESOL at senior levels will be able to gain NCEA credits leading towards their NCEA qualification.

Food & Nutrition – Fuel for Life! 

Eating smart = Brain fuel, feeling & being the best YOU

In this course you will:

• experience hands on cooking to build life skills

• create food that is tasty, healthy, and affordable.

• explore Gut Health: learn how your gut impacts mood, energy & immunity

• unpack trends like energy drinks, plant-based eating, and food marketing.

• understand the impact of diet on sleep, energy and wellbeing.

• learn about key nutrients for growth, brain function & immunity.

• create food strategies to stay active, focused, and be active

This course will give you a good grounding of understanding for future study in Year 11 Food & Nutrition or Y11 Hospitality.

“Food Technology = Fun + Learning = Life Skills”

Do you want to be inspired to make simple recipes to reduce food waste and help save the planet ? 

Join the journey to:

• learn simple & creative cooking skills & food presentation

• enhance team skills, manaakitanga and collaboration

• discover Aotearoa entrepreneur and learn to embrace UN Sustainable Development Goals

• promote values of kaitiakitanga and manaakitanga

• select food sensibly & improve your nutrition knowledge while reducing food waste  

• learn how to disassemble a food product, design & read food labels and packaging

 “You learn skills that are useful forever.”

This course will give you a good grounding of understanding for future study in Year 11 Food & Nutrition or Y11 Hospitality.

Year 10 French is not available in 2026 

This course leads on to NCEA Level 1 French in Year 11. Students will continue the friendly, lively approach to communicative language teaching, adopted in the first level of this course.

By the end of this course students should have an understanding of and ability to use most of the communication functions in Levels 1-4 of French in the New Zealand curriculum.

Students will develop reading, writing, speaking and listening skills through communicative activities. French culture will be “experienced” through discussion, DVDs and other resources.

Learning French can lead to many exciting and challenging pathways, not only because of the knowledge learnt in studying the language, but also the understanding and overall awareness that learning another language can bring.

This course will consist of 4 theory periods per week where students will use critical thinking to look at major social issues that are in society today. Topics covered include:

• Social media - looking at the benefits and disadvantages of social media, how companies use it to hook people in and the impact of social media on individuals, others and society - how do you know the information you are seeing is correct?
• Body Image - studying what determines what makes someone beautiful, has this always been this way or has beauty changed throughout the ages, how has social media influenced our views on body image, what is body dysmorphia and how can we address some of the issues we are given.
• Gender issues - looking at gender differences in other cultures including child marriage and violence against women, seeing if there is a gender bias in education and in the workplace, looking at the traditional stereotype of masculinity and femininity and has that changed and also looking at transgender athletes in sport and the problems they are facing around competing.
• Drug laws and the impact of decriminalisation on society - studying the cost of drugs on society and should New Zealand decriminalise the use of all drugs, looking at the impact of drugs in sport and the recent rise of vaping

All year 10 students will participate in this compulsory Health & Physical Education course. 

This course will consist of 2 practical periods and 2 theory periods per week. Students will have the opportunity to develop the following skills throughout the Physical Education component of the course: 

• Relating to Others & Social Responsibility
• Managing self
• Participating and Contributing. 

These concepts will be taught through various physical contexts. 

The Health component of this course will consist of:

• Friendships
• Relationships and Sexuality Education
• Drug Education 
• Mental Health (Change, Loss and Grief)

Year 10 Industrial Design is a courses that mixes design process, CAD software and practical skills, with a focus on making products to fill set purposes. Students will develop their design skills, learn to 3D model, solder circuits and produce products via a range of manufacturing techniques.

Processes, may include but not limited to:

• Wood shaping
• 3D modelling and hand drawn design
• 3D printing, laser cutting and thermoforming
• Soldering and circuit design

Skills:

• Workshop safety
• Correct use of tools and equipment
• Selection and using different materials to make projects
• Design process and Modelling
• Managing time and completing projects to a timeline
• Evaluating the outcome of the product, construction techniques and own skills/ Performance  

Projects, may include but are not limited to:

• Bluetooth Speaker
• Game based products
• Personal project

This course helps develop the craft and design skills for the Year 11 Design Technology and Industrial Design courses.

This course leads on to NCEA Level 1 in Year 11. Students will study Japanese language, culture and customs covering many topics. Students will continue to read and write using hiragana characters and will learn additional Kanji characters. Katakana characters will also be introduced. By the end of this course, students should have an understanding of and ability to use most of the communication functions in Level 1-4 of the Japanese in the New Zealand Curriculum Statement.

Students will develop reading, writing, listening and speaking skills by participating in class activities that employ a communicative approach. They will also be given an assortment of illustrated material designed to further their understanding of Japanese grammar and culture. Students are strongly encouraged to utilise the Education Perfect programme as part of the course.

Japanese is taught from Year 9 to Year 13 at Papanui High School. Students who take Japanese are likely to have the opportunity to host Japanese students and participate in school tours to Japan at senior level. After high school, students can study the subject at many tertiary institutes including University and Polytechnic, where they can gain degrees or diplomas. Most also offer scholarships to study in Japan.

Learning Japanese can lead to many exciting and challenging pathways, not only because of the knowledge learnt in studying the language, but also the understanding and overall awareness that learning another language can bring.

With many Japanese students studying at Papanui High School at any given time and groups from Japan scheduled to visit the school throughout the year, students will have many chances to practise Japanese with native speakers and in turn develop friendships, confidence and a deeper understanding of culture, customs and language.

Students may have an opportunity to travel to Japan on the school's cultural tour in the senior school.

Leadership is designed to enhance or discover a student's skills through practical activities and theory research and projects.

The theory component of this course will have a strong focus on "Key Competencies" and will explore topics such as:

• Leadership styles and structures
• Aotearoa New Zealand & Pasifika models of leadership
• Emotional intelligence
• Interpersonal & communication skills
• Problem-solving & decision making
• Teamwork & collaboration

A reflection process at the conclusion of each activity will allow students to gauge where they are in terms of their own leadership and plan further personalised development.

The practical component will allow the application of the learned theory to create and implement student-focused activities within the school and community, in a personalised learning context.

Year 10 Music Extension

This extension course is designed for ākonga who wish to develop their musical abilities at a higher level. Building on the Year 10 Music programme, students will strengthen their skills in performance, aural awareness, theory, and composition, as well as engage with music technology and music history.

The course provides a strong foundation for progression into NCEA Level 1 Music, equipping students with the knowledge and practical experience needed for success in senior music studies.

In Year 10 Music students can expect to take part in:

• Practical work on instruments through class band and individual performance.
• Music Theory & Aural Skill development.
• Music History & Context
• Composition using Sibelius and other computer based programmes.
• Extracurricular groups, tours, festivals, competitions and trips.
• Performance opportunities within school and also at local, national, and international levels.
• Recording opportunities

It is not a prerequisite to be learning an instrument in order to take Year 10 Music. However, there are many opportunities for students to learn through the Papanui High School Music Itinerant Teaching Scheme, and students intending to continue Music into Year 11 are strongly encouraged to take advantage of this.

Year 10 Music

Do you enjoy making, listening to, or creating music? This course is your chance to explore all sides of music while building skills that will help you in the future. You’ll get to:

• Perform and develop your confidence on an instrument or voice
• Train your ear and sharpen your listening skills
• Learn the basics of music theory and composition
• Experiment with music technology
• Discover how music has developed over time

This course also opens the door to the Year 10 Extension Music programme. It’s a great choice if you’re keen on music but still deciding whether to keep studying it long term.

Ākonga will have opportunities to participate in and work on…

• Performances as an individual and as a member of class groups
• Extracurricular groups, tours, festivals, competitions and trips
• Recording studio sessions to create recordings of composed works and live performances
• Exploring the use of Tāonga Pūoro in music and composition
• Building a solid foundation of the fundamentals of music and theory

Although learning an instrument is not a prerequisite to join year 10 music, it is encouraged that ākonga take advantage of the incredible itinerant music scheme we have at Papanui High School.

This course will consist of four periods per week of mixed learning in and out of the classroom.  Outdoor Education will give you experiences, knowledge and skills to enhance your enjoyment of Aotearoa New Zealand’s unique taiao/ outdoor environments.

The course will cover:

• Adventure-based learning and team-building games to develop whakapono/trust, kotahitanga/team-work, whakaoti-rapanga/ problem solving and whanaungatanga/interpersonal skills
• Understanding and exploring Aotearoa New Zealand’s taiao/ unique outdoor environments and discovering taonga species, including a field-trip to Pūtaringamotu/Riccarton bush
• Kaitiakitanga and conservation activities including pest management, protecting biodiversity, environmental restoration and tree planting
• Introduction to haumaru/risk management and trip planning, including identifying, understanding and managing weather, hypothermia, hazards, decision-making and group management
• Camping skills including cooking in the outdoors, setting up shelters, clothing and equipment for the outdoor environment
• A range of introductory outdoor experiences such as rock climbing, bouldering and abseiling, mountain biking, caving experience at Cave Stream, day hiking, ropes course activities and  
• A three-day camp at the Papanui Campsite in the Craigieburn Forest Park

This course will consist of 4 practical periods with theory content taught throughout practical 

periods. Students will have the opportunity to play a variety of competitive sports in teams, developing an understanding of:

• Teamwork and Interpersonal skills
• Fitness and stretching
• Sport specific drills and skills
• Sport Psychology with a focus on athletes emotions
• Different roles in a sport such as a referee/coach

Sports may include but are not limited to:

• Netball
• Handball
• Football
• Turbo touch etc…

This course follows on from Year 9 Te Reo Māori and Year 9 Māori Performing Arts. 

In this course, ākonga can expect to take part in activities that involve:

•    revising language to enable them to discuss whānau relationships

•    communicate information about themselves and others

•    present information accurately about a well-known Māori people - past and present

•    extend their oral pepeha/mihimihi

•    listen, speak, and respond to commands and instructions in Te Reo Māori.

•    read and write sentences in Te Reo Māori.

•    there is also an option to participate in the Manu Kōrero speech contest.

Three important Māori art forms are studied: waiata (songs), haka (traditional dance), and poi (performance art using weighted balls on cords). Ākonga will learn about the cultural significance and importance of these art forms to develop their skills in performing them. Emphasis is placed on understanding the historical context, correct technique, and cultural sensitivity associated with waiata, haka, and poi. Through practical activities, rehearsals, and collaborative projects, ākonga will develop their teamwork, communication, and performance skills. By the end of the course, students will gain further confidence and a strong foundation in these art forms and an appreciation for Māori culture and performing arts.

Do you like to design and create? Do you enjoy a combination of both theory and practical hands-on learning? Then Textiles Technology is for you. 

To start the course you will create scrap buster projects, that will support and build your skills allowing you to progress to an item of your choice, a Hoodie, an item of clothing or even an exciting piece of wearable art! 

Applied design techniques and functional modelling will be explored to develop design ideas. You will develop practical skills in construction, fabrics and the functional attributes of your item. You may be introduced to pattern adaptations to make sure your textiles product meets the specifications.

This course will give you a good grounding of understanding for future study in Year 11 Textiles Technology

Year 10 Trades is a practical, hands-on course developing workshop skills for the construction of quality products, with a focus on hand tools and the finishes of the created products.  

Materials, may include but not limited to:

• Wood
• Metal and Plastics

Skills:

• Workshop safety
• Correct use of tools and equipment
• Selection and using different materials to make projects
• Following a plan of action and working drawings 
• Managing time and completing projects to a timeline
• Some elements of design
• Evaluating the outcome of the product, construction techniques and own skills/ Performance  

Projects, may include but are not limited to:

• Plant holder/stand
• Breakfast tray
• Vanity Item

This course helps develop the craft skills for the Year 11 Trades and Design Technology courses.

In this course students will make art based on ‘who they are’, ‘where they are’ and the style of art they find interesting and exciting.

Artwork is visual language and students will begin to express themselves through making their own artwork, learning from established artists. They will be encouraged to grow student confidence through practicing with familiar and new materials in a safe and inclusive classroom. They will be welcomed and will thrive.

• Future pathways: ARD21F, ARH21F, PTG21F, PHO21F, PRN21F, SCU21F

In this course students will learn about how businesses use resources to produce goods and services. The course covers aspects of Accounting, Economics, and Business Studies, and is designed to give students a small taste of each of these subjects. 

Students will examine case studies as well as real life businesses in order to understand how businesses operate. They will use this knowledge to develop their own product idea, finding out how much it would cost to make, who might want to buy it, what price to charge, and how they would promote and sell it. Students could then develop this product idea further in Year 12 by actually making a physical product to sell.

• Future pathways: ACC21F, ECO21F, BUS21F

Cultural Music 1 is a NCEA level one music course designed for Māori and Pasifika students and covers the three main strands of Music: performing music, creating music, and understanding music. This is studied with a focus on ākonga’s personal culture and tīkanga. This course will be presented as a portfolio with the highest quality work being submitted for assessment.

Your musical journey will also include the following:

• Exploring your own musical whakapapa.
• Investigating the various elements of different cultures and their impact on the music within those cultures.
• Understanding how music is a waka to explore diverse worldviews.
• Tāonga Pūoro (Māori musical instruments).

In general, the course is taught holistically, with all aspects covered throughout the year. Many skills and dispositions are developed that are crucial for musicians, and these form the basis of teaching and learning in the course:

• Confidence, self-belief and resilience: Every performance is a risk. Successful musicians embrace

this and, while striving for their best, accept that there is never a ‘perfect’ performance.

• Creativity: Music is a creative pursuit. In senior Music classes, students really begin to develop

their own voice and style as a performer and creator.

• Self-management: motivating and organising yourself to consistently practise your instrument

and work on composition. Preparing for performance and creating original music are processes

that require consistent time over a sustained period.

• Collaboration, empathy and connectedness: Creating and making music are collaborative

processes. There are many opportunities to share and be inspired by the other members of the

class and wider Papanui Music whānau.

• Future pathways: CMS21F

Step into the captivating world of dance and experience a course that brings extensive benefits for rangatahi from improved cognitive ability, wellbeing, fitness and confidence through to social connection. 

Join us to explore a wide range of dance styles from the unique skills required to perfect traditional forms such as line dancing, to the expressive beauty of contemporary and the electrifying energy of hip-hop. Through this dynamic journey you’ll not only boost your confidence but also stay fit and active while forming friendships and learning about the cultural and social contexts that dance styles emerge from. 

If you learn best while moving, this is a course for you. No previous dance experience is necessary, however if you have experience you will be extended with new styles and choreographic challenges, building to an annual showcase where you will have the opportunity to perform. 

• Future pathways: DNC21F, DRA21F, PRO21F

This course has 3 major projects:

• Product Design
• Architecture or Landscape Design
• A presentation project using Fusion360 an industry level CAD program to create a 3D computer model, technical drawings and 3D printed model for presenting either the product or architecture project. 

All projects will use sketching skills and rendering to design. Supportive notes to communicate design thinking in response to a brief, analysing /reflecting on the designs in relation to the brief and design principles. 

Future pathways: L2 DVC (Design & Visual Communication)

Previous Student results in DVC will be factored in when looking at course entry for this course this is to ensure students are capable of experiencing some level of success for the NCEA credits on offer. For students that have not taken the course prior previous related subjects will be used as a guide. Generally, students will be successful in the year 9 and 10 courses if they complete their project work.  

Design Technology at Level 1 focuses on core technical skills and the informed design and build of a project for a specific client.

This course continues learning from any of year 10 Trades, Design Tech and/or Industrial Design.

Students will learn to design and manage projects for a particular client and select suitable materials and techniques for best meeting their client's needs. 

There is flexibility in the second project for students to work on more individualised projects that are restricted primarily by their creative thinking skills and enthusiasm. Due to the individualised nature of projects, course costs will vary between students.

As some of the coursework is online, it is highly recommended that students bring an appropriate device to class.

• Future pathways: DST21F, IND22F, TRD22F

In this course students will develop and grow knowledge and skill in the Digital Technologies strands of DDDO (Designing and developing digital outcomes), and CT (Computational Thinking). Key Competencies are a major factor in this course of learning with students using their problem solving and creative thinking competencies.

Students will learn to: 

• work through the process of design to plan a digital media (or multimedia) outcome
• develop skills to create a  digital media (or multimedia) outcome
• use project management tools to create and manage a project with a digital media (or multimedia) outcome
• understand Human Computer Interaction (HCI) in design
• understand the design elements and principles and how to implement these into a Media (or multimedia) outcome

• Future pathways: DTM21F

In this course students will develop and grow knowledge and skills in the Digital Technologies strand of CT (Computational Thinking).

Students will learn: 

• computer science and how to program with Python 
• to work through the process of design to create their own digital programming outcome
• to use knowledge and skills to create their own digital programming outcome
• to use PHP/MySQL to manage data for a digital outcome
• learn about and develop a computer system
• to understand compression coding

• Future pathways: DTP21F

“The earth without art is just eh”

In this course ākonga will study acting techniques, toi whakaari/theatre and drama processes and performance.

Drama is a fundamental subject for applying and exploring the key competencies. Students continuously work in a rōpū/group setting using their communication, whakawhanaungatanga/teamwork and leadership skills. Students analyse texts and interpret meaning. They are required to think creatively and independently. They will develop their confidence and mana.

The units of work we cover may include:

• devising a group performance, using the elements and conventions of drama
• studying Theatre Aotearoa and its importance to us as Kiwis and also its place in the ao/world
• analysing and exploring acting techniques, theorists and drama processes
• performing a role in a scripted play to an invited audience of friends and whānau/family
• writing a portfolio that focuses on critiquing and analysing a live professional performance they have seen during the year

This course will prepare students for future academic and vocational opportunities in Theatre and Film, Broadcasting, Law, Communications, Journalism, Teaching, Early Childhood and many other areas that focus on the application of key competencies.

• Future pathways: DRA21F, PRO21F

Change often occurs due to just one individual being brave enough to use their voice to make change. Consider the likes of Kate Sheppard, Greta Thunberg, Nelson Mandela and Malala Yousafzai. All have used, or still do use, their voice to be the influence they want to see in the world. In this course, we will use literature to help us look at the impact such individuals and groups have had in their society.

Discover the power of media and how to effectively shape and communicate messages. In this course, you'll have the chance to express yourself and unleash your creativity like never before. We'll explore vital aspects of design, critical thinking, project management, and writing for different purposes. Whether you're into journalism, film production, or simply want to understand the media landscape better, this course has got you covered.

Korean singer Psy once said: “the world’s most famous and popular language is music”. In this course we will study the hidden motives of your favourite musicians, and how they use the power of the written workd to inspire, motivate, and emotionally impact our worldview. We will look at ways music has influenced others and demonstrated the harms of injustice. We will focus in particular on the ways language can be used with craft and control to affect the audience.

You may assume that sports have no place in the English classroom, but the teachers in this department couldn’t disagree with you more. Take this course and we will explore how important teamwork is, the qualities of a great sports player and the impact of language used in sports all while developing our reading and writing. We will engage with texts throughout the year that focus on sports and take your learning from the pitch to the classroom. 

Learners will be selected for this course if they find literacy rich subjects challenging. They will be given the opportunity to have more support and time to prepare for assessments. They will complete two compulsory standards and then, with discussions with the teacher, attempt other standards that will allow them to be successful.

The compulsory standards sit outside the English realm; however, they still allow learners to work on their literacy skills and apply them to achieve. The context will be an investigation into Cults, myths, legends etc. If you have any questions please contact the Head of Department English.

If learners do not have their Level 1 Literacy they will be given the option of sitting the CAA examinations for literacy.

Are you curious about how food affects your body, mood, and mind? In this course, you’ll explore the connection between what we eat and how we feel. You’ll learn about hauora and how different aspects of well-being are all connected. We’ll dig into teen nutrition, gut health, food and mood, and what your body really needs to thrive.

You’ll also discover how food hygiene keeps us safe, and how to plan and prepare meals using manaakitanga (care and respect) and teamwork. Together, we’ll explore how marketing, packaging, and social media influence our food choices—and how peer pressure and personal values come into play.

Get hands-on in the kitchen with practical cooking lessons and learn about the important role of kai in culture and connection. Unlock the secrets of smart snacking, decode food labels, and become a confident, informed food decision-maker.

Enrol now and begin your journey to understanding food, health, and yourself—one bite at a time!

• Future pathways: FNU21F

Please note in 2026 Senior French is being taught through Te Kura

Level 1 French builds on Year 9 and 10 French. 

Topics such as travel, sport & leisure, holidays, eating out and health and communication will be covered. 

Students will be able to use familiar language in a variety of situations and be able to understand and explain many French customs. There will be a focus on listening, reading, writing and speaking skills. A diversity of resources, such as Education Perfect and internet games will be used during the year.

• Future pathways: FRE21F

What is where, why there and why care?

Have you ever wondered why cities are located where they are? Why do earthquakes not happen everywhere in the world? Why do some communities grow while others shrink and what impact does this have on te taiao (environment)? Taking an Aotearoa New Zealand based approach to geography, we will compare what we know about New Zealand to other world destinations, while developing our investigative skills as to why humans live where they do. With extreme natural events occurring more frequently we will examine the spatial distribution, causes and consequences of these events that can be catastrophic to te taiao and people but also allow us to rebuild in a sustainable way for the future.

Study and assessments:

AS 1.1 Demonstrate understanding of the spatial distribution of a phenomenon and its impact on place

AS 1.2 Explore an environment using data

AS 1.4 Demonstrate understanding of decision making in response to a geographic challenge in the wider Pacific region

Future pathways:

 GEO21F, TOU22F

With teenagers getting messages from a variety of sources about how to look, how to behave and what they should be doing it is now more important than ever to critically think about the messages they are given and the impact this can have on their wellbeing. 

In this course we will look at how a person’s health can be affected physically, mentally, socially and spiritually through the choices they make in terms of how they live their lives and how to make positive change. We will look at the communication and decision making skills needed to navigate major issues around mental health and resilience, relationships and sexuality education and drugs and look at actions that could be taken to make themselves, communities and society fairer and more inclusive. This will be done through varied practical and in class activities. The ability to work well both individually and as part of a group is important. 

• Future pathways: HEA21F

“The causes of events are ever more interesting than the events themselves,” (Cicero).

History studies not only what happened in the past, but how and why these stories and events continue to be told over time. Level 1 History students will examine primary source evidence, consider why certain historical events are significant and explore different perspectives on events.  The contexts for the year are:

• New Zealand at War - What were the origins of World War II and how did it impact New Zealand?
• Black Civil Rights - the campaign to end segregation in the United States from the 1950s to the 1970s
• 
  
• Future pathways: HIS21F, CLS21F

Level 1 Hospitality is designed to provide hands-on-learning experiences that develop essential food preparation skills. The lessons aim to be interactive, engaging and tailored to students’ ability and interests. Students will build confidence in the kitchen, develop practical food skills, promote healthy eating habits and foster creativity. 

There are a number of foci for the year:

• Kitchen/food safety & hygiene
• Fruit & Vegetable preparation & cooking techniques
• Meat preparation & cooking techniques
• Hot Finger Food preparation & cooking techniques
• Knife skills
• Hospitality Industry terminology

• Future pathways: HOS22F

Industrial Design at Level 1 focuses on developing both practical and 3d modelling skills for the informed design and build of a project for a specific client.

This course continues learning from year 10 Design Tech and/or Industrial Design.

Students will learn to use a combination of design skills, 3d modelling, electronics and workshop practial to develop a number of products.

There is flexibility in the second project for students to work on more individualised projects that are restricted primarily by their creative thinking skills and enthusiasm. Due to the individualised nature of projects, course costs will vary between students.

As some of the coursework is online, it is highly recommended that students bring an appropriate device to class.

• Future pathways: DST21F and IND22F

This course is  developed in stages so that the student is placed in the level which best promotes their usage of English. 

Staff will test and place the students at the appropriate stage.  

IES00 Foundation Level

Students will be introduced to basic concepts expressed in simple English. The course is at a level where students

will learn to understand basic instructions, answer simple questions and participate in limited interactions on

familiar topics. Students will expand their vocabulary, learn to read short texts (1 or 2 sentences) and be able to

write simple or compound sentences. Students will build towards confidently using basic English.

IES01/02 Stage 1 and 2

Students will be working towards understanding more complex concepts expressed in English. This course is at a

level where students will be able to understand and give more complex instructions, ask and answer simple

questions and participate in interactions on familiar topics. Students will continue to expand their vocabulary, learn

to read short texts (short paragraphs containing simple, compound and complex sentences) and be able to

confidently write simple or compound sentences, working towards more complex sentences. Students will be

exposed to more topic specific and technical vocabulary. Students will confidently and appropriately use basic

English in a range of familiar situations.

IES03/04 Stage 3+

Students can understand and use complex language structures and language devices such as irony and puns. They

can understand texts with lower frequency and technical words. They will be able to make distinctions between

formal and informal speech. They will be able to confidently write on a variety of topics using appropriate paragraph

structure and using more complex grammar structures. They will also be able to show their personal voice in their

writing by having more control over vocabulary choice and literature devices such a similes and metaphors.

Students will confidently and appropriately use English in a range of familiar and unfamiliar situations.

Level 1 Japanese builds on Year 9 and 10 Japanese. 

Topics such as family, eating out, leisure activities, holidays, meeting others, school and health will be covered. Students will continue to learn about aspects of Japanese culture and society and this will be incorporated into the learning of the language. 

Students will be able to use familiar language in a variety of situations and be able to understand and explain many Japanese customs. There will be a focus on listening, reading, writing and speaking skills and students will be expected to be able to read and write hiragana, katakana and 55 simple kanji by the end of the year.

• Future pathways: JPA21F

This course further develops knowledge in:

• Number and Algebra
• Geometry and Measurement
• Statistics and Probability

and enhances problem solving skills and mathematical thinking. Mathematics skills and concepts essential for students wishing to continue studying mathematics or statistics at higher levels are developed and placed in a meaningful context wherever possible. 

This course lays the foundation for future study in any of our Level 2 course offerings. The first half of this course is identical to L1MAT-Sta.

This course further develops knowledge in elementary mathematics necessary for success in modern society and enhances problem solving skills and mathematical thinking. Maths skills and concepts are developed and placed in a meaningful context wherever possible. The primary aim for this course is working towards the Numeracy co-requisite for NCEA, although opportunities for credits in Achievement Standards are also possible. Entry to this course is at the discretion of the TiC and the HoD.

The following topics are covered in the Level 1 Music course:

Developing composing and performing skills

Ākonga will develop music composition skills and performance skills for their instrument (voice is an instrument). 

They will learn the different kaupapa around live performance such as stagecraft, delivery, engagement, respect, ownership of environment, and different components of diverse performance settings (eg kapa haka, the Sāsā, small intimate shows, and festival settings).

Ākonga will also look at different ways of working through feelings of nervousness related to performance, how to manage it, and even use it to their advantage. They will do this by performing during class time where others in the class give formative feedback and building up their confidence to then perform in assembly/prize-giving/outside of school at an appropriate showcase. 

Performances can be recorded for peer review processes.

Ideas for creating music that leads into performance

Looking at chord progressions, Ākonga will start with a few chords and build their melodic ideas on top of them. Once the foundations of their piece are set, they will then explore ideas of what to layer over the top. This could be aspects like melody, rhythm, lyrics, harmony, MIDI, different instrumental sounds, and song structures. 

Ākonga can also learn the basics of using DAW software to create the working template.

They will work independently or in pairs according to the rest of the composition brief provided by the kaiako.

The next step is for ākonga to arrange their compositions for a group or solo. Each student can do this with their own composition and can orchestrate it for a live setting. Ākonga will then be exposed to online shows like NPR’s Tiny Desk Concerts, the BBC Live Series and “Like A Version”, which can be accessed through streaming platforms, where artists perform their music and the music of others in a small and sometimes completely different setting. This will inform ākonga that even successful artists have restrictions and sometimes have to think outside the box to deliver their own material to the best of their ability and with what is available to them.

Developing music skills through music activities

Ākonga can engage in a wide range of activities that will build their music skills in different areas. Activities could include improvising, arranging, aural activities such as playing by ear, reproducing melodies, harmonies, rhythms, effects on a DAW, or transcribing, running singing rehearsals or creating harmonies for a melody.

Developing recording and mixing skills through music activities

Ākonga can engage in a wide range of recording activities through Loop recording studio. Activities include, effects on a DAW, mixing, P.A set up, compression and studio effects. This unit will count for 2 Unit Standard credits. 

• Future pathways: MUS21F

Personal Life Skills is learning in relation to the student and the society that they live in. There is a real life aspect to them where students are able to draw on their own knowledge and experiences as much as possible. 

The areas taught include Personal Safety, Understanding Hauora/Well being - looking at what contributes to wellness and what might affect it, and Whakapapa and the individuals place in Aotearoa/New Zealand society. 

• Future pathways: STR23F

In PE we don’t just talk about it, we will do it! 

We move, because movement is absolutely fundamental to our wellbeing. In Level 1 Physical Education we will explore the incredible adaptations that happen to the body and mind when we move. We will investigate questions such as:

• Are great athletes born or made?
• What's the difference between their bodies and mine?
• How do they train their minds and bodies? 
• What is mental toughness? Are we born with it?
• What makes a champion team instead of a team of champions? 
• Do I have what it takes?

As well as learning about the fascinating human body, you will challenge your own mind and body in a wide range of practical activities. Do you have what it takes to challenge yourself to achieve difficult things like those elite athletes? Can you curl a football? Can you replicate a Tik Tok balance, do a backflip or help the team to victory? Let's find out. 

Strong people lift others up - with an emphasis on teamwork and relating positively to others we will create an environment where everyone is encouraged to challenge themselves and be the best they can be - not just talk about it.

He oranga ngākau, he pikinga waiora. Positive feelings in your heart will raise your sense of self-worth. 

• Future pathways: PED21F, SPL22F

Welcome to our course focused on boosting your overall well-being through a blend of physical activity and valuable insights into health-related topics.

Throughout this course you’ll embark on a journey aiming to achieve the following:

• Discover the connection between physical activity and its multitude of health benefits. Gain a deep appreciation for the positive impacts that an active lifestyle can have on both your body and mind. Explore a diverse range of activities to discover your true passions.
• Equip yourself with the tools to make informed decisions related to various aspects of your well-being. We'll delve into topics such as relationship and sexuality education, alcohol, and other substances, enabling you to make sound choices that promote a healthy lifestyle.

Get ready to embark on a rewarding journey towards improved well-being, personal growth, and a deeper understanding of health-related matters.

Ākonga will study Biology and Chemistry. They will develop an understanding of the variation, continuity, and interconnectedness of life. They seek evidence to explain the nature of living things and interactions within and between biological systems.

Ākonga will develop an understanding of the atomic composition of matter. The study of chemistry allows us to predict how substances may behave when surrounding conditions change, and how they react to form new substances. 

Possible pathway into Year 12 Physics with HOD discretion.

In this academic course, ākonga will study all three Science strands - Biology, Chemistry and Physics in preparation for studying Science in year 12 and 13. They will develop an understanding of the variation, continuity, and interconnectedness of life. They seek evidence to explain the nature of living things and interactions within and between biological systems.

Ākonga will develop an understanding of the atomic composition of matter and use this to explain and predict the properties and behaviour of different everyday materials. The study of chemistry allows us to predict how substances may behave when surrounding conditions change, and how they react to form new substances.

Ākonga will investigate the physical world by using models, laws, and theories of physics to explain and predict physical phenomena. They will learn how to use concepts such as motion, force, and energy to understand the universe. 

Ākonga will study Physics and Earth and Space Science. They investigate the physical world by using models, laws, and theories of physics to explain and predict physical phenomena. They will learn how to use concepts such as motion, force, and energy to understand the universe.

Through Earth and Space Science, ākonga will learn about the Earth and how it works as a system, and how it interacts with the Sun and the Moon in the Solar System. They will also learn about how human actions impact Earth and space.

 Possibly pathway into Year 12 Biology with HOD discretion.

The Level 1 NCEA Life Science course provides students with the opportunity to gain internal science credits through a range of standards. A key component of the course is a year-long gardening and maintenance project, which is compulsory and comprises three unit standards totaling 12 credits. In addition to this core element, students select an additional standard worth 5 credits from a variety of internal standards based on their interests, choosing from topics such as chemical reactions in context, investigation of physical phenomena, or exploring the interactions between microorganisms and humans. This course is designed to offer practical, hands-on learning experiences alongside theoretical understanding, supporting students in developing foundational scientific knowledge and skills.

This course further develops knowledge in:

• Statistics, Data Science and Probability
• Number, Algebra, Geometry and Measurement

and enhances problem solving skills and statistical thinking. Skills and concepts essential for students wishing to continue studying statistics beyond this Level are developed and placed in a meaningful context wherever possible. 

This course provides students with a foundation for either Statistics or General Mathematics at Level 2. The first half of this course is identical to L1MAT. This course does NOT prepare students for studying Calculus at higher levels.

This unique programme will guide you through an immersive journey into the Māori world of sound, through the exploration, creation, and expression of taonga pūoro –  Māori musical instruments. The course builds your understanding of te taiao (the natural environment), ngā atua Māori (Māori deities), and the origins of Māori sound traditions, while also developing hands-on and reflective skills.

What Will I Learn This Year?

This course is built around four Unit Standards, and focuses on learning through:

1. Mātauranga Māori – the cultural and spiritual knowledge behind taonga pūoro
   
   
2. Wānanga and storytelling – learning from and about taonga pūoro artists
   
   
3. The environment as a source – gathering natural materials to connect with sound
   
   
4. Reo puoro practice – expressing the voice of the environment through sound-making
   
   

Key Capabilities Developed

• Understanding Māori creation narratives and sound origins
  
  
• Respect for tikanga (protocols) around taonga and the environment
  
  
• Knowledge of key taonga pūoro practitioners and their contribution
  
  
• Connection to nature through observation and harvesting
  
• Creative expression using sound inspired by the natural world

Pathways: MTP22F

Students will demonstrate understanding of key features of Te Ao Haka through five key features (wiri, takahi, pūkana, and two others) of Te Ao Haka.

Other examples of key features include: 

• rere (of poi)  

• stance 

• reo/hāngū 

• tūwaewae 

• mahinga rākau 

• formations

Students will perform an item from a Te Ao Haka Discipline. They will demonstrate understanding of five key features (wiri, takahi, pūkana, and two others) of Te Ao Haka.

Disciplines include:

• mōteatea 

• waiata ā-ringa 

• poi 

• haka, haka wahine 

• whakaeke 

• whakawātea.

Students will demonstrate understanding of categories within Te Ao Haka. Students will demonstrate understanding of a range of categories within a particular item.

Examples of categories include: Mōteatea 

• aroha 

• tangi

• pao

Students will demonstrate understanding of elements within Te Ao Haka. Students will demonstrate understanding of elements within a Te Ao Haka performance. 

Examples of elements include: 

• tempo 

• dynamics 

• characterisation 

• voice 

• point of view

• Future pathways: MPA22F

Students will consider the impact of historical factors on the vitality of te reo Māori before 1970. They will deliver a two-minute oral presentation on their perspectives of the vitality and validity of te reo Māori arising from the events/attitude of the time and write about the ways that historical factors have impacted the vitality of te reo Māori. Students will respond to short passages pertaining to various events/circumstances that impacted the vitality of te reo Māori before 1970.

Students will use language strategies to develop their fluency in Te Reo Māori and will deliver mihi to a target audience. Students will also deliver an oral dialogue and create an instructional video.

Students will learn about the Māori principles that are reflected in the words and structures of the language and will  learn how to use language accurately.

• Future pathways: MAO21F

Sustainable Style

Unleash Your Creative Superpowers for a Sustainable Style!

Hey, fashion-forward teens! Are you ready to join the Textile Revolution and transform the world of fashion and textiles? In this course, you will dive into the exciting realm of textiles and learn how to create amazing textile items. Get hands-on with a range of materials and learn sewing techniques to transform, combine, form and manipulate materials and more!  Let your imagination run wild as you design and construct unique pieces with a purpose. It's time to showcase your skills and become a true eco-style superhero!

• Future pathways: TXT21F

This course is designed for students seeking to pursue vocational pathways or apprenticeships after Year 12. It extends the learning of Year 10 Trades and Design Technology.

Students have the opportunity to study a range of materials and learn skills relevant to the Construction, Joiner and Cabinet Making Industries. This is a practical course that enables students to have hands-on experience constructing projects from working drawings.

As some of the coursework is online it is highly recommended that students bring an appropriate device to class.

The course covers (this may differ slightly from year to year depending on student needs):

• furniture, cabinet and tool making

• understanding constructing and manufacturing materials

• using workshop tools and equipment

• occupational Safety and Health (OSH)

• Future pathways: L2 Trades and L2 Design Tech

Accounting at this level is the study of how firms record their income and spending and how these firms report on their progress to their owners.

In class students will
1. Learn the basic steps of recording a sale or a purchase
2. Use computer software such as MYOB to record business transactions
3. Look at case studies to see how small businesses operate and how they look after stock
4. Analyse numbers to see how profitable a business has been


Future Possibilities
The natural progression from this course is to Accounting 31F. Various pathways exist to develop an interest in a career in Accounting. Universities and Polytechnics provide advanced courses.

In Lev 2 Art Design, students learn to develop visual ideas through the creative design process. Through studying and applying the techniques of established designers who give popular brands their identity e.g. Nike, Adidas, Lululemon, etc, students learn critical thinking and self management skills that are transferable to many endeavours. 

The design process is central to a wide range of design disciplines from fashion to architecture.   

In this course - 

• Students select their own theme with teacher guidance within one of three categories: Product, Event or Awareness. 

• Students do not need to know how to draw but we do use sketchbooks.

• Students learn to use digital media by first working out ideas in their sketchbooks and then finding the best way to digitally develop these ideas (with teacher guidance and support) working with Photoshop, Illustrator and InDesign.

Future Possibilities
Successful completion of this course gives students entry to Art Design 31F or Photography 31F. Entry to tertiary Art and/or design courses is often through folio submission showcasing a range of work, therefore it is recommended that students considering studying Art and/or design at University enrol in two of the following Level 2 courses: Art Design, Art Photography, Art Painting, Art Printmaking, Art Sculpture.

Students learn to gather information from a wide range of research and coherently present their ideas, views and opinions. These skills are transferable to a variety of real world settings and can help students improve their literacy skills. 

Art History is an English-rich subject exploring modern and contemporary art and culture, examining major artists and ideas in New Zealand and internationally. Students in this course will typically enjoy reading, writing and developing critical thinking skills that pertain to Art Histories.

In this course:

• Students produce 4 written submissions during the year in the form of transactional writing (i.e. these are not essays as such). Help is available for those who struggle with writing. 

• In class, students watch videos, discuss art and culture, read articles and research using both visual and written texts to support opinions.

• Main units: Theory & Personal Responses to Artworks - Art in Context. - Research a Topic in Art - Examine Art in Relation to its Environment 

• UE Literacy credits are available in both Reading and Writing.

Future Possibilities - Art History Level 3, Philosophy

Students use their own ideas and subject matter with a variety of contemporary Art Painting techniques, media and processes. Students research a variety of artists and demonstrate an understanding of established practice in Painting.  

Future Possibilities

Successful completion of this course gives students entry to Art Painting 31F. Entry to tertiary Art and/or design courses is often through the submission of a folio showcasing a range of work, therefore it is recommended that students considering studying Art and/or Design at University enrol in two of the following Level 2 courses: Art Design, Art Photography, Art Painting, Art Printmaking, Art Sculpture. 

See Ms Connon for more information.

The focus of Level 2 Photography course is on the development of artistic ideas. Students use their ideas and subject matter with a variety of contemporary photographic approaches to Art. Students research artists and demonstrate an understanding of established photographic practice with teacher guidance. 

The course includes –

• Making original art using digital photography
• Learning and using practical art skills
• Researching and applying 'Artist's Conventions'
• Editing & image making with Adobe Photoshop

Future Possibilities

Successful completion of this course gives students entry to Art Photography 31F. Entry to tertiary Art, Design or Photography courses is often through the submission of a folio representing a range of art study in the Year 13 courses, therefore students considering studying Art and/or Design at University should enrol in two of the following Level 2 courses: Art Design, Art Photography, Art Painting, Art Printmaking or Art Sculpture. Art History and/or Art Theory is a compulsory component of most tertiary Visual Arts degree courses, therefore learning how to write about Art will be an advantage in your future training and should also be considered.

See Ms Connon for more information.

Lev 2 Printmaking students use their own ideas and subject matter with a variety of contemporary printmaking techniques, media and processes. Students research established artists and demonstrate an understanding of artistic printmaking practice.

Future Possibilities

Successful completion of either the Semester or Full Year Printmaking course gives students entry to Level 3 Printmaking and/or Painting. Entry to tertiary Art and/or Design courses is often through the submission of a folio representing a range of art study in Year 13 courses, therefore students considering studying Art and/or Design at University should enrol in two of the following Level 2 courses: Art Design, Art Photography, Art Painting, Art Sculpture or Art Printmaking.

See Mrs Giesteira for more information.

Lev2 Art Sculpture students will work collaboratively and individually to develop a range of technical and conceptual sculptural solutions to their own themes. Students will investigate and use a variety of artists’ ideas to develop a body of sculptural work. 

Refer to the links below to see examples of student work.

Future Possibilities

Entry to tertiary Art, Design or Photography courses is often through the submission of a folio representing a range  of art study in the Year 13 courses, therefore students considering studying Art and/or Design at University should enrol in two of the following Level 2 courses: Art Design, Art Photography, Art Painting, Art Printmaking or Art Sculpture. 

These can be taken as either full year or as a semester course. 

See Ms Connon for more information.

This course is intended to provide students with a broad understanding of Biology and the range of disciplines within it. The curriculum is largely centred around the building blocks of the living world, from the sub-cellular level up to whole physical systems and their function.

This includes the following:
• cell form and function
• animal and plant adaptations to the environment
• investigating patterns in an ecological community
• genetic information and its transfer

Assessment
A minimum of 16 credits, all assessed at NCEA Level 2 and all are Achievement Standards. 8 Credits are available from two external examinations, and at least 8 from two internal assessment opportunities. This course includes 8 writing credits for University Entrance Literacy.

Future Possibilities
This course leads to further study in Biology at Level 3 as well as giving a broad general background in a range of Biological Sciences, including microscopy, laboratory skills and ecological concepts. The content is important for students hoping to pursue a career in the Health Sciences.

The aim of this course is to develop the knowledge and skills to run a small business. 

In this course students will:

1. investigate motivation theory
2. form small groups which will set up their own business
3. come up with an idea for a product/service with a community focus
4. conduct market research to find out if their product/service idea will sell
5. use their own money to buy all the raw materials needed to make a product
6. sell a product/service to the market and keep any profit

The external achievement standard explores and provides solutions to critical problems that threaten a business.

Future Possibilities
Level 3 Business Studies which gives students the option to participate in the Young Enterprise Scheme 

This course prepares students for Level 3 study in Calculus or General Mathematics, as well as careers involving a high level of mathematical or analytical thought. Its focus is algebra, graphs of functions, and early calculus. Mathematical thinking and concepts are developed and placed in a meaningful context wherever possible.

An NCEA Course Endorsement is possible for this subject.

This is an intensive course designed to prepare students for Level 3 study in both Calculus and Statistics. It has a mix of algebra, geometry, statistics and early calculus. Mathematical thinking and concepts are developed and placed in a meaningful context wherever possible.

An NCEA Course Endorsement is possible for this subject.

This course is designed to introduce the fundamentals of the Material World and how the materials interact with each other. It puts emphasis on developing the tools needed to observe, quantify and explain chemical interactions. This course provides a sound basis for further study in Chemistry.

Topics include:
- Practical Chemistry Skills
- Chemical Reactivity
- Chemical Bonding
- Reaction Types

The course will provide 16 credits from the standards being assessed are listed below.

Future Possibilities
Chemistry at Year 12 is necessary for study at Year 13 and a wide range of tertiary studies including engineering and health sciences. This is an essential course for those interested in pursuing health sciences at University.

Classical Studies is an interdisciplinary subject that uses art, literature and history to examine ancient Greek and Roman culture.

This course includes:

- Greek mythology - the gods, myths and legends of the Ancient world

- Classical Society - e.g. entertainment, gender roles, social structure, cultural practices

- Classical Art - e.g. the art of Pompeii and Herculaneum or Ancient Athens

- Classical Literature - e.g. The Odyssey

Future Possibilities: The course provides an excellent background for further study in Classics Level 3 and beyond, and also in History, Art History, English and Philosophy. Classics can also be of general interest, providing cultural enrichment, improving literacy and helping to develop communication, research and analytical skills.  Further study leads to careers in law, journalism, library and archive management, publishing, marketing, travel, broadcasting, foreign affairs, archeology, museum curation, architecture, education, research.

 This course includes 18 reading credits and 8 writing credits for University Entrance Literacy.

Cultural Music 2 is designed for Māori and Pasifika students. The course continues on your musical development from Cultural Music 1 and covers the three main strands of Music: performing music, creating music, and understanding music. The learning for all students will be in the areas outlined below. The summary table of Achievement Standards is at the bottom of this document. Students will put together their own educational pathway based on their own Cultural Musical Art Form that expresses their individual talents and cultural narrative. Students will select a course totaling a minimum of 16 credits and a maximum of 24 credits in Music for 2025. Just like Cultural Music 1, this is studied with a focus on ākonga’s personal culture and tīkanga. This course will be presented as a portfolio with the highest quality work being submitted for assessment. 

Your musical journey will also include the following:

• Exploring your own musical whakapapa.
• Investigating the various elements of different cultures and their impact on the music within those cultures.
• Understanding how music is a waka to explore diverse worldviews.
• Tāonga Pūoro (Māori musical instruments).
• Development of ākonga’s own self management skills.

Work for this course will be presented as a portfolio with the highest quality work being submitted for assessment.

Future pathways: CMS31F

The course aims to widen the student’s knowledge of Dance through choreography, performance history, viewing and responding to dance. Students will expand their knowledge of dance technique and choreographic skills. Students are given the opportunity to explore a variety of styles with tutors inside and outside of school.

Design and Visual Communication / Graphics course builds on a foundation of knowledge and techniques established in Level 1. Design contexts are more sophisticated in nature requiring the use of specialist design knowledge and the increased integration of visual communication and presentation skills. At this level, design thinking is required to be more refined in terms of the level of detail and the depth of reflection and creative exploration.

As some of the coursework is online it is highly recommended that students bring an appropriate device to class.

There are 2 major projects, product/furniture based and architectural based. One additional minor presentation project based from one of the two major projects of the students selection.

Students will achieve between 15-25 credits during the year depending on their interests and abilities.

In this course students will generate design ideas for garment design drawing inspiration from various sources, including historical fashion trends, cultural influences, contemporary art, nature, and technology. Students will then explore pattern adaption techniques and apply them practically to create their design. The course emphasizes visual communication skills to develop design ideas that address specific technological challenges outlined in a self developed brief. The exploration of diverse themes and concepts will encourage them to think outside the square and push the boundaries of traditional design aesthetics. 

Future Possibilities
This course aims to provide a grounding in important skills and knowledge to prepare students for Design and Textile Technology 31F as well as future tertiary education at providers such as Ara or Design at University.

Design Technology at Level 2 extends the skills and knowledge of Level 1 with a focus on advanced technical skills and designing for a particular client. Students will be expected to apply their personal design skills to a situation that also requires careful consideration of their client's needs/wants. 

There is more flexibility in Level 2 Design Technology and students will be able to work on more elaborate individualised projects that are restricted only by their creative thinking skills and enthusiasm. Due to the individualised nature of projects, course costs could vary between students.

As some of the coursework is online, it is highly recommended that students bring an appropriate device to class.

This course further develops design and development skills and is about problem solving and creating rather than just being users of digital technologies.  It develops the student's knowledge of multimedia so as they can communicate information effectively. Students will design and create a digital media/multimedia outcome that meets the purpose and end user requirements. Students are able to take both DTM21 and DTP21 should they wish to work on a bigger project combining both areas. It has an emphasis on the need for Innovative creativity and aims to provide students with a pathway in digital technologies towards tertiary studies and innovative employment opportunities. 

Students will complete a project for an end-user by designing and creating a media/multimedia digital outcome to further develop their digital skillset. An innovative approach and creative thinking along with problem solving and self-managing competencies are highly recommended.  Students work through the design process life cycle of problem solving, documenting, effective testing, refining and evaluating.

Students are able to take both DTM21 and DTP21 should they wish to work on a bigger project by combining both areas.

This course will develop:
• skills in designing and developing a digital outcome • advanced digital media/multimedia skills • an understanding of what is good design • project planning • computational thinking • evaluating • an understanding of HCI (Human Computer Interaction)

Types of projects could be:
• Creating: a website using HTML/CSS/Javascript • graphics and producing an interactive infographic • an animation • the graphics for a game • an App • a database using MySQL and PHP that is used in the website or capturing video and editing to produce a film 

Careers: Database Development & Administration, Design/Product Development Engineer, Game Developer, Graphic Designer, ICT Multimedia Designer Developers, Product Evaluator, Software Developer/Engineer, Software Tester, UX/UI Designers, Web Developer.

This course develops an advanced understanding of concepts in Computer Science and techniques to plan and implement advanced programs which underpin further study in Computer Science. It has an emphasis on the need for computer awareness and understanding and aims to provide students with a pathway in digital technologies towards tertiary studies and innovative employment opportunities. 

Students will complete a project for an end-user by designing and creating a game/program to further develop programming knowledge and skills. An innovative approach and creative thinking along with problem solving and self-managing competencies are highly recommended.  Students work through the program development life cycle of problem solving, coding, documenting, effective testing, refining and evaluating. 

It is an introduction to Computer Science and the use of digital data as the principle tool for data storage, manipulation and transmission.

Skills in using Python Programming Language and/or Unity C# are developed.

Students are able to take both DTM21 and DTP21 should they wish to work on a bigger project by combining both areas.

Career Outlook:
CAD Draftsperson, Computer Systems Engineer, Database Development & Administration, Design/Product Development Engineer, Electronics Engineer/Technician, Food Technologist, Game Developer, Geospatial (GIS) Analyst, Graphic Designer, ICT Multimedia Designer Developers, IT Support Professional, Product Evaluator, Robotics or Automation Engineer, Software Developer/Engineer, Software Tester, Telecommunications/Network Engineer, UX/UI Designers, Web Developer. 

The Working World: Spark, Orion Health, Tait Communications, CerebralFix, Vodafone, Fonterra, SLI Systems.

Assessment: Students will choose, in negotiation with their teacher from the list of standards to be assessed against and are not expected to complete all of them.  

This course builds upon the foundations of Level 1 Drama. The students will study acting technique and performance in greater depth.

Drama is a fundamental subject for applying and exploring the key competencies. Students continuously work in a group setting using their communication, teamwork and leadership skills. Students analyse texts and interpret meaning. They are required to think creatively and independently.

The units of work we cover include:
- devising a group performance, using the elements and conventions of drama
- studying a theatre form and applying the features of this form in a performance to an invited audience
- analysing and exploring acting techniques, theorists and drama processes

There is one external written examination. Students will critique and analyse a live professional performance they have seen during the year. 

Assessment - There are a total number of 22 credits available in this course. These are all Achievement Standards and assessed at NCEA Level 2.  This course includes 8 reading credits for University Entrance Literacy.

Future Possibilities
This course will prepare students for future academic and vocational opportunities in Theatre and Film, Broadcasting, Law, Communications, Journalism, Teaching, Early Childhood and many other areas that focus on the application of key competencies; teamwork, communication, diplomacy and analytical thinking.

Dual Enrolment allows students to complete their studies both at school and at another tertiary provider, sharing the days they attend each institution. Students can choose from one of the following providers:

If you want to select Dual Enrolment please choose 5 school based subject and choose this as your 6th Subject.  Please see Ms Clissold or Mrs Langdon if you need help with this.  

Option 1: Ara gives students the opportunity to gain credits towards NCEA Level 2 or 3 using a partnership between the school and Ara.
Study will focus on relevant industry skill-based training leading to employment or further training.
Credits gained at both school and Ara count towards NCEA Level 2 or 3.
Students will complete a programme of learning at school that will include a combination of Literacy and Numeracy, Tourism, Construction, Automotive Hospitality, Sports and Careers depending on the student's needs and interests. This will take place at school Monday to Wednesday, Thursday and Friday students will be at Ara on their specialist course.

Ara Courses (to be confirmed) for 2026 include: Trades - carpentry, electrical engineering, mechanical engineering, general construction. Hospitality - chef training, food and beverage, Tourism, Sport and Health, Hairdressing and Beauty Therapy.


Option 2: The National Trade Academy (NTA) gives students the opportunity to gain credits towards NCEA Level 2 or 3 using a partnership between the school and the National Trades Academy.
Study will focus on Industry Training Organisation standards designed for land based industries such as agriculture, horticulture, animal care and equine, leading to employment or further training.
Students will complete a programme of learning at school that will include a combination of Literacy and Numeracy, Tourism, Construction, Automotive Hospitality, Sports and Careers depending on the student's needs and interests. This will take place at school Monday to Wednesday, Thursday and Friday students will be at NTA 

on their specialist course.
NTA Courses (to be confirmed for 2026) include Agriculture - sheep, beef and dairying; Horticulture and Animal Care.
Credits from both school and NTA count towards NCEA Level 2 or 3.

This course leads on from Economics 11F. 

It covers four major issues:
1.Inflation - What causes prices to rise, how rising prices affect people and businesses and how economists try to reduce inflation.
2.Economic Growth - How do economists attempt to grow the size of our economy and the positive and negative effects of a growing economy.
3.Trade - Why does NZ trade with other countries, what countries do we trade with and what goods and services does NZ import and export.
4.Government - Looks at how the government helps to reduce inflation, create growth and encourage international trade.
5.Employment - Examines what causes changes in employment and how these changes affect people and businesses.

In each topic students will use the share market, newspapers, internet and television, case studies and other media to help them understand how the NZ economy works.

Future Possibilities
Leads on to Year 13 Economics.  This course includes 10 reading credits for University Entrance Literacy. 

 Career prospects are in the areas of business, management, marketing, law, media and many more.

This course has been developed to help learners improve their literacy skills in a supported and individual needs-based program. This course is designed for learners who are preparing to enter the workforce, or those that find literacy based courses challenging.

If learners do not have their Level 1 Literacy, then they will be supported in achieving this during this course.

Learners will enjoy this course if they enjoy viewing texts. They will have the opportunity to read and analyse many different texts types, which could include:

• Visual texts (feature films, tv shows, short films)
• Short written texts (short stories, poetry, song lyrics)
• Extended written texts (novels, plays)

This course will work on all the skills within the English curriculum by allowing them to express themselves clearly, understand others deeply, and engage thoughtfully with the world around them. This includes interpreting and producing texts, which will help them to explore and articulate complex ideas and emotions. Learners will cover the specific skills of:

• Crafting Text
• Oral Communication
• Text Anaylsis
• Critical Analysis
• Responding to Texts

Learners will have the opportunity choose the optional Unfamiliar Text examination through discussion with their teacher.

This course will allow learners to achieve 10 University Entrance Literacy writing credits.

Learners are only able to choose one Level 2 English course due to crossover of standards.

Learners will enjoy this course if they enjoy reading texts. They will have the opportunity to read and analyse many different texts types, which could include:

• Extended written texts (novels, plays)
• Visual texts (feature films, tv shows, short films)
• Short written texts (short stories, poetry, song lyrics)

This course will work on all the skills within the English curriculum by allowing them to express themselves clearly, understand others deeply, and engage thoughtfully with the world around them. This includes interpreting and producing texts, which will help them to explore and articulate complex ideas and emotions. Learners will cover the specific skills of:

• Crafting Text
• Oral Communication
• Text Analysis
• Critical Analysis
• Responding to Texts

Learners will be expected to independently read a novel and write an essay for the written text as part of their NCEA examination. 

This course will allow learners to achieve their University Entrance Literacy.

Learners are only able to choose one Level 2 English course due to crossover of standards.

Y12 Food & Nutrition students develop knowledge and research skills to solve real world nutritional challenges.

This course examines the challenges and considerations in providing food for individuals with specific dietary needs, including sports nutrition, early childhood and other approved specific dietary requirements. Students will develop critical thinking skills and propose practical solutions to enhance food provision for specific dietary requirements. 

 Through an analysis of societal influences such as advertising and economic factors, students will gain insights into their influence on nutritional issues in Aotearoa today. This enables students to understand a comprehensive range of influences that interrelate and impact on our food choices. The course includes practical food preparation activities that support and/or reinforce the knowledge and understanding.. 

Access to a device is important for completing the research and reporting component of this course.

Future Possibilities
Nutrition provides a diverse range of career pathways including working in human nutrition, social work, psychology, sports nutrition and health care services, education, and is recognised as a pre requisite for nursing. Numerous tertiary providers, including Universities, offer courses which follow on from the broad knowledge gained from this course.

Please note in 2026 Senior French is being taught through Te Kura

Students continue to develop their language skills, learning more complex grammatical structures and gaining flexibility in using French in less familiar contexts. Students should be reaching the 'social competence' stage of language development.
Year 12 and 13 French form a combined class and students study different topics in class depending on their year level.

Topics covered in Level 2 French include:
• youth culture
• family issues
• the future – technology and society
• immigration in today’s world
• environment
• travel and exploring
• leisure time
• work and careers

Future Possibilities
Year 13 French (FRE31F)

Future Planning is a subject which has been designed to teach students about practical aspects of society.

Students will gain a variety of skills and knowledge in a diverse range of areas. The focus of the course is to develop students’ confidence, employability and life skills. Work experience opportunities and literacy support  may be offered subject to student needs.

TOPICS TO BE COVERED

• Driver safety and responsibility 
• Employability Skills
• Budgeting and money management
• Literacy skill development

INDIVIDUAL LEARNING PROGRAMMES 

• At the beginning of the course individual learning programmes will be created to meet students' specific needs.
• These programmes will be reviewed term by term.

This is a broad-interest course that prepares students that may leave school after Year 12 for trades, the military, polytechnic institutes, or possibly for Level 3 study in General Mathematics. Topics covered will include coordinate geometry, networks, statistical inference, and probability, and may include sequences and series, trigonometry, and systems of equations. The exact composition of the course will be determined by the teacher in consultation with the students.

An NCEA Course Endorsement is possible for this course.

General Science
This course is designed around building science knowledge and looking at real world contexts and applications. It will cover a combination of standards from Chemistry and Earth and Space Science. 

Future Possibilities
This course is designed to provide a general background in Science and can lead on to Year 13 General Science. This course is designed for those who may wish to pursue pathways needing a science background, but not needing specialisation.

Geography interprets the world and how it changes over time  past, present and future. We will explore the connections between people and both the natural and cultural environments, investigating the ways in which features are arranged on the earth’s surface and explaining the patterns and processes that create them, in a variety of settings ranging in scale from local to continental. These settings will be used to show contrast between places, to illustrate ideas or to apply concepts from one part of the world to another.

Study and assessments include:

AS: 2.1 Demonstrate geographic understanding of a large natural environment

AS 2.4  Apply geography concepts and skills to demonstrate understanding of a given environment

AS 2.5 Conduct geographic research with guidance

AS 2.6 Explain aspects of a contemporary New Zealand geographic issue

AS 2.7 Explain aspects of a geographic topic at a global scale.

 This course includes 4 reading credits for University Entrance Literacy.

Future possibilities 

Geography continues into Year 13 as a Level 3 subject. Beyond that it can be studied at University as a Science or Arts subject. Geography graduates work across the private sector, including data mapping companies, power companies, global logistics and transport companies, public sector organisations, city and regional councils and science-based crown entities. Geography is an excellent general education subject suitable for most careers.

This course extends the knowledge of the main concepts of Health Education. Students will be required to think critically about themselves, others and society through a variety of contexts.
Topics include:
1. Adolescent Health Issue – Using the main health issues teenagers experience, students will look at the consequence of each on an individual and strategies to improve the situation. Possible topics include; social media, drug use, body image and conflict in relationships.
2. Mental Health – Looking at the event of the February earthquake in 2011 students will look at the impact this had on the mental health and resilience of an individual.
3. Health Promotion – Working as a class, students will plan an action that will improve the health of a group of students or staff within the school.
4. Gender and Sexuality – By studying media and societal attitudes, students will look at how stereotypes can influence a teenager to behave and act as well as developing strategies to change this inequality.

A device is required if the student wishes to complete the assessments electronically and for research purposes throughout the year.

Future Possibilities
NCEA Level 3 Health, teaching, nursing, child care, health sciences.

Students investigate historical forces that have shaped the modern world. The main themes studied in the year is Persecution and Resistance 

Possible case studies may include:

Parihaka

Peace and Protest in New Zealand

The Elephant and the Flea - The story of the The Vietnam War

The course also develops the student's ability to write concisely.  This course includes 9 writing credits and  23 reading credits for University Entrance Literacy. 

Future Possibilities
The course leads to further study and research in the Social Sciences, particularly History at Year 13 and beyond. History is an excellent grounding for careers in journalism, law, publishing, broadcasting, management, teaching and any job requiring developed communication and investigative skills.

Do you want to develop the skills and knowledge required of a junior chef?

Would you like to develop skills to become employable in the hospitality industry?

Would you like to prepare and cook a range of foods every week to a Café standard?

Do you want new cooking skills that chef's use?

In this course you will have 2 to 3 periods per week of practical food skills and 2 periods of theory a week. 

 Do you want to cook cafe style foods ? 

Do you want to learn to be a good waiter ? Can you serve restaurant/ cafe guests ? 

If this interests you, then take this course 

This course is designed to help you to navigate through life independently. You will have the opportunity to develop useful skills, like managing your own personal needs and how to reach out for support within your community. You will also develop knowledge to identify the rights and responsibilities of becoming a tenant when the opportunity arises to go flatting, the ins and outs of tenancy agreements and most importantly the skill of problem solving. 

A childcare unit may be offered dependent upon interest and appropriateness to meet class needs.

If attendance is at 80% and students have passed assessment they may be offered a First Aid Course by an external provider if you wish to extend your skill set.

Industrial Design (previously Electronic Product Design) at Level 2 extends the skills and knowledge of Level 1 with a focus on advanced fabrication skills and designing for a particular client. 

Students will complete a number of small, set electronic circuits, designing and producing product casings for them. Students will then design and make thier own product to meet the needs of a specific client, also developing their project management skills over the course of the project.

There is more flexibility in Level 2 Inudstrial Design and students will be able to work on more individualised projects that are restricted only by their skills and enthusiasm. Due to the individualised nature of projects, course costs could vary between students.

As some of the coursework is online, it is highly recommended that students bring an appropriate device to class.

IES Course descriptors

00 ELLP Foundation Level

Students will be introduced to basic concepts expressed in simple English. The course is at a level where students

will learn to understand basic instructions, answer simple questions and participate in limited interactions on

familiar topics. Students will expand their vocabulary, learn to read short texts (1 or 2 sentences) and be able to

write simple or compound sentences. Students will build towards confidently using basic English.

01/02 ELLP Stage 1 and 2

Students will be working towards understanding more complex concepts expressed in English. This course is at a

level where students will be able to understand and give more complex instructions, ask and answer simple

questions and participate in interactions on familiar topics. Students will continue to expand their vocabulary, learn

to read short texts (short paragraphs containing simple, compound and complex sentences) and be able to

confidently write simple or compound sentences, working towards more complex sentences. Students will be

exposed to more topic specific and technical vocabulary. Students will confidently and appropriately use basic

English in a range of familiar situations.

03/04 ELLP Stage 3+

Students can understand and use complex language structures and language devices such as irony and puns. They

can understand texts with lower frequency and technical words. They will be able to make distinctions between

formal and informal speech. They will be able to confidently write on a variety of topics using appropriate paragraph

structure and using more complex grammar structures. They will also be able to show their personal voice in their

writing by having more control over vocabulary choice and literature devices such a similes and metaphors.

Students will confidently and appropriately use English in a range of familiar and unfamiliar situations.

Students continue to develop their language skills, learning more complex grammatical structures and gaining flexibility in using Japanese in less familiar contexts. Students should be reaching the 'social competence' stage of language development. The study of the Japanese writing system continues and another 56 Kanji will be studied. By the end of the year students will be able to use approximately 100 of the most common kanji.
Year 12 and13 Japanese form a combined class and students study different topics in class depending on their year level.

Topics covered in Level 2 Japanese include:
• family life
• leisure activities
• the school system
• eating and drinking

Future Possibilities
Year 13 Japanese.

This course explores key biological concepts through practical investigation, research, and real-world applications. Students will complete five internal NCEA Level 2 standards including: investigation, biological validity, microscopes, animal adaptations and reproductive techniques in agriculture.

This course is ideal for students who prefer internal assessment and practical, contextual learning. This course has no external examinations and leads to 31f Life Science. This is not suitable for students wishing to study Biology, Health Sciences or Veterinary Medicine at University. It supports future study and careers in animal sciences, agriculture, and environmental fields.

Students will be able to –
• demonstrate knowledge of Tikanga and skills in performance
• demonstrate knowledge and skills of poi, mõteatea, waiata-a-ringa, haka, whakaroka and haka wahine

Assessment
The unit standards listed below are indicative of the possible assessments which may run alongside this course. Students will be entered into standards that best reflect their individual learning needs and attainment.

Future Possibilities
• Māori performance – domestic and overseas
• Future tertiary course in Māori performing arts
• Competitions
• Level 3 Māori performing arts

Media Studies is about the active exploration, analysis, creation, and enjoyment of the media and its products.

Media Studies examines the dynamic role of the media in society, how the media constructs messages about individuals, communities, and cultures, and how media products are produced, controlled, and distributed.

This course is suitable for any learners who are interested in the media, specifically films and film making. This course allows a large amount of creativity and helps prepare learners for work in the film industry, as well as helping learners to improve their literacy and communication skills.

The tasks in the course that the students will undertake will include:

• Design and plan a film trailer
• Pitch ideas to a real live audience
• Write a script for a film trailer
• Produce a film trailer
• Analyse the relationships between a media product and its audience

This course will help prepare learners for further education and provide skills needed in any literacy rich subject.

Learners can achieve their University Entrance Writing Literacy through this course.

If you have chosen this course then you cannot take Level 2 Media-Theory, due to a crossover of standards.

Media Studies is about the active exploration, analysis, creation, and enjoyment of the media and its products.

Media Studies examines the dynamic role of the media in society, how the media constructs messages about individuals, communities, and cultures, and how media products are produced, controlled, and distributed.

In this course, learners will learn how to 'read' media and analyse media issues in contemporary society. They will improve their analytical skills by studying different types of media:

• feature/short films
• advertisements
• tv shows
• social media
• News

This course will help prepare learners for further education and build on skills needed in any literacy rich subject.

Learners can achieve their University Entrance Writing Literacy through this course.

If you have chosen this course then you cannot take Level 2 Media-Practical, due to a crossover of standards.

This performance course includes:
• Solo and group performance
• Composition and Instrumentation
• Aural skills and score reading
• Musical knowledge

Audio Engineering – a strand of Audio Engineering will be offered as an alternative to performance - includes set-up and operation of sound recording and PA equipment (see Music 31F for further information).

Students create their own course by selecting from the standards listed below. Therefore 6 writing credits for University Literacy may be available.

Future Possibilities
This course leads on to NCEA Level 3 Music. Thereafter to other music courses at University or Polytechnic.

Outdoor Education introduces students to Te Taiao, the unique natural environment of Aotearoa New Zealand.  The course aims to develop an appreciation and respect for Te Taiao and the confidence to go safely and respectfully into a range of outdoor environments. Outdoor Education students will develop skills in self-management, group support and teamwork, accepting challenges, and making informed decisions using sound judgement. There is a focus on preparing the students to be independent and informed users of the outdoors.

Coursework based in practical contexts includes: camping, tramping, trip planning, assessing weather, navigation, safety management, outdoor first aid, mountain biking, snow skills, environmental sustainability, ropes challenges and adventure-based learning and rock climbing. This includes a significant number of trips during school time. Students are expected to manage the workload and commitments to make themselves available for practical assessment opportunities. Most of the standards that are assessed in this course require practical engagement, so participants must commit to attending all trips and practical activities.

Assessment
Students will aim to complete a programme of assessment that includes a combination of the standards outlined. Students with previous experience, passion and skill in outdoor education may attempt a larger number of standards. The assessment programme is Unit Standards based and all of the standards are internally assessed.

Future Possibilities
This course will develop an awareness and knowledge of outdoor environments, which may lead to further study in a range of outdoor professions including Adventure Tourism, Outdoor instruction, Eco-Tourism, Conservation and Environmental Education.

This course leads on from PED11F and offers students the opportunity to develop their Physical Education knowledge as it relates to movement and sport. There will be an opportunity to apply this knowledge in both the theoretical and practical settings through the following topics:
1. Biathlon Training Principles - demonstrate an understanding of how to train effectively, different ways to train, how the body responds and improves with training.
2. Understanding Trampolining Skill Performance - demonstrate an understanding of anatomy (muscles, bones, joints and movement), biomechanics (how the body moves), how we learn new skills and the role the mind plays when performing trampolining skills.
3. Leadership Strategies - develop communication skills, manage self and group, provide motivation and plan back up strategies when planning and implementing activities for our Kimi Ora students.
4. Implement an Event - plan, deliver and reflect on a camp with Kimi Ora students.
5. Practical Assessment - produce a quality performance in biathlon and trampolining.

Assessments
All assessments are Achievement Standards and internally assessed. A device is required if the student wishes to complete these assessments electronically.

Future Possibilities
Students can continue their study in Physical Education or Outdoor Education at Level 3. They could also move into tertiary study at New Zealand Institute of Sport or Ara Institute of Canterbury and careers within the sport, recreation and fitness industry. These could include but are not limited to fitness instruction, personal trainer, gym instruction, after school and holiday programmes, coaching and Armed forces.

Physics is the fundamental description of the physical world we live in. Students will study mechanics, waves, electricity and radioactivity in theory and carry out investigations. People working in industries involving Physics come in and talk to students during the year about what they do and how they became involved in their career.

This course will provide a minimum of 18 credits towards NCEA Level 2.

Future Possibilities
Physics is essential for a large range of careers including all aspects of engineering, hi-tech industries such as software development and IT, medicine, being a pilot, forensics, electronics and architecture. This course is essential for those wishing to pursue Engineering or Health Sciences at University.

Are you passionate about sports? Do you love the idea of coaching, helping others get active, and having a blast while doing it? Imagine exploring how the human body works in sports, figuring out what makes a great leader and captain, and mastering the best ways to learn and teach new skills.

Our Sports Performance program is your gateway to discovering all these exciting areas! You'll get hands-on experience with two practical lessons and learn the theory with three classroom sessions each week. Plus, you'll become a positive role model for your peers and younger students, making a real impact in our school community.

Ready to turn your love for sports into an awesome journey? Join us and start your adventure in Sports Performance!

Units in SPO consist of both Unit and Achievement Standards, all internally assessed by the class teacher. There are no end-of-year exams in SPO. The course includes a significant written component, requiring students to be prepared accordingly—it's not solely practical. Teachers prioritize practical teaching methods to engage students, deepen understanding, and ensure the learning is relevant to sports.

Credits offered : 21 Credits

This course prepares students for Level 3 study in Statistics, as well as careers involving statistical analysis, understanding data, and data science. Its focus is on theory and applications of the statistical enquiry cycle, analysis of reports, and probability. Statistical thinking and concepts are developed and placed in a meaningful context wherever possible.

An NCEA Course Endorsement is possible for this subject. 2 reading credits for University Entrance are available.

This course deepens your journey into the world of taonga puoro, exploring the spiritual, cultural, environmental, and creative dimensions of Māori sound traditions. You'll continue to grow your understanding of te ao Māori, develop your relationship with te taiao (the natural world), and advance your practical skills in collecting, crafting, and performing with traditional instruments.

What Will I Learn This Year?

At Level 2, the course builds on foundational knowledge from Level 1. You'll focus on:

1. Cultural knowledge of traditional and contemporary uses of taonga puoro
   
   
2. Collecting and preparing materials from nature
   
   
3. Crafting basic taonga puoro instruments
   
   
4. Performing and improvising with crafted taonga inspired by te taiao
   
   

This course is assessed using four Unit Standards, totalling 20 credits. It’s a hands-on, reflective, and culturally grounded learning experience that values kaupapa Māori and sound as a form of whakapapa and expression.

Key Capabilities You Will Develop

• Deeper understanding of Māori perspectives on sound and environment
  
  
• Skills in harvesting and preparation of natural materials
  
  
• Knowledge of instrument design and traditional crafting techniques
  
  
• Creative expression and performance confidence
  
  
• Respect for tikanga, wairua, and mātauranga Māori
  
  

Pathways: MTP32F

This course aims to develop a student’s ability to communicate in te reo Māori in familiar social situations. Students will gain increased understanding of the language and also improve their spoken and written Māori.

Assessment
The achievement standards listed below are indicative of the possible assessments which may run alongside this course. Students will be entered into standards that best reflect their individual learning needs and attainment. University Entrance literacy credits are available from this course: 6 reading and 12 writing.

Future Possibilities
TE REO MAORI 31F as well as courses in te reo Māori at Ara Institute of Canterbury or University of Canterbury.

This course will provide students with the opportunity to put together a significant production in a variety of roles. In the first half of the year they will choose two areas in which capacity they will be a part of the teacher directed major production. Their choice is made from the following: acting, lighting operation and design, props construction, costume design and creation, make up design and application, publicity, stage management and front of house. Students will then have the opportunity to create and facilitate their own smaller scale performance in the second half of the course, again choosing which of the areas listed above that they would like to explore but with the addition of script writing and directing.

The course is assessed by a mixture of Achievement Standards and Unit Standards. The standards are listed below. Students will not be able to attempt and gain all the credits listed. It is advised that they attempt a maximum total number of 21 credits. Some University Entrance credits in reading and writing are available.

All students enrolled in the course and wishing to undertake the acting component, although guaranteed inclusion in the course, must still audition to determine their role in the show.

Tourism is one of New Zealand’s largest economic drivers, contributing over $17 billion to the economy and directly employing around 10% of the current workforce. Tourism equips students with practical, transferable skills such as communication, interpersonal and research skills.

This course focuses on:
1. New Zealand as a travel destination.
2. Popular world travel destinations.
3. Characteristics of tourists and marketing to stereotypes.
4. Different work roles within the tourism industry.
5. How tourism operates as a business.
6. Impacts of tourism both on the environment and society.

Future Pathways:
Tourism in Year 13 and/or Tertiary providers to complete a Diploma with credits which have already been gained. A range of employment possibilities exist in the Tourism industry.

This course extends the skills and knowledge of L1Trades and offers students the opportunity to apply them to real-world building projects. Students will learn to use a range of hand tools, portable power tools and machines under supervision, select and correctly use the appropriate materials and fastenings as well as learning to interpret simple drawings to obtain building dimensions.

The course is assessed by unit standards and covers (this may differ slightly depending on student needs):
• building, framing and cladding
• completing minor concrete works
• constructing garden furniture
• fencing and maintenance
• Occupational Safety and Health (OSH)

It is expected that students will achieve between 20-24 credits during the year long course.

NB: This course is a double subject for 10 periods per week.

Prerequisites. To gain entry into Level Three Accounting, students must have passed 12 credits in Level Two Accounting. 

In Level 3 Accounting, the major emphasis is on larger businesses such as partnerships and companies. Students will look at the accounting procedures which these businesses use.

In class students will
1. Form their own partnerships and write their own partnership agreements
2. Examine case studies of several different partnerships to see how they operate
3. Analyse an actual company's annual report and give advice to a potential shareholder
4. Find out about how companies sell shares to the public

Future Possibilities
University and Polytechnic have courses which major in Accounting. Students with accounting qualifications can gain employment in a range of businesses both in New Zealand and overseas.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance. There are 9 reading and 9 writing credits available for University Literacy.

Would you like to earn a qualification that can help you get a job right after school? Do you enjoy working with young people and teaching them skills that could save lives? Our aquatics course offers an incredible opportunity to do just that.

By completing this course, you'll earn the New Zealand Certificate in Aquatics (Swim & Water Safety Teacher), a qualification recognised internationally. The course includes a two-day workshop led by Swim Education Training Advisors from the city council, covering both theoretical and practical swimming activities. You'll then participate in a teaching practicum, where you'll shadow and teach junior after-school programs at Christchurch City Council Recreation and Sport Centres. These sessions run from 3:30 to 5:30 PM once a week, and you can choose the day that suits you.

You don't need to be a strong swimmer to join; all necessary skills will be taught. In addition to practical experience, you'll work closely with students from Papanui High School to perfect your teaching skills and develop specialized sessions to teach specific skills.

Many students who take this course start paid teaching positions at the Graham Condon Centre even before completing it. You can also work towards earning a Lifeguard award. This course is an excellent opportunity to gain valuable experience and qualifications in the aquatics industry!

Note: Students will need to purchase a black rash top for their volunteer hours at the city council pools. This is a compulsory item. 

Credits offered : 20 Credits

In Lev 3  Art Design, students learn to develop visual ideas through the creative design process. Through studying and applying the techniques of established designers who give popular brands their identity e.g. Nike, Adidas, Lululemon, etc, students learn critical thinking and self management skills that are transferable to many endeavours. 

In this course - 

• Students select their own theme with teacher guidance within one of three categories: Product, Event or Awareness. 

• Students do not need to know how to draw but we do use sketchbooks.

• Students learn to use digital media by first working out ideas in their sketchbooks and then finding the best way to digitally develop these ideas (with teacher guidance and support) working with Photoshop, Illustrator and InDesign.

Future Possibilities 

Successful completion of ARD31F provides students with some of the content necessary to apply to Tertiary Art and/or Design courses. These courses often require the submission of a folio showcasing a range of work, therefore it is recommended that students considering studying Art and/or Design at University enrol in two of the following Level 3 courses: Art Design, Art Photography, Art Painting, Art Printmaking, Art Sculpture. 

Achieving 14 Level 3 credits in this course counts as an approved subject for University Entrance.

This course will examine the way history affected Modern European Art from 1900 to World War II.

Students learn to gather information from a wide range of research and coherently present their ideas, views and opinions. These skills are transferable to a variety of real world settings and can help students improve their literacy skills. 

This is an English-rich subject exploring modern and contemporary art and culture, examining major artists and ideas. Students in this course will typically enjoy reading, writing and developing critical thinking skills that pertain to Art Histories.

In this course:

• Students produce 4 written submissions during the year in the form of transactional writing (i.e. these are not essays as such). Help is available for those who struggle with writing. 

• In class, students watch videos, discuss art and culture, read articles and research using both visual and written texts to support opinions.

• Main units:  Analyse Texts about Art - Examine the Relationship between a Theory and Artwork - Art in Context and Understanding Style in Art.

• UE Literacy credits are available in both Reading (16 credits) and Writing (4 credits).

Future Possibilities

Related Arts fields (e.g. Museum or Gallery management), Tertiary Art History & Art Theory courses which complement degrees in the Humanities, Journalism, Marketing, Tourism, Law and Psychology, Philosophy. Art History at University is consistently regarded as a very popular subject.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance. All standards in this course contribute to University Entrance Literacy.

Lev 3 Paining students develop and extend ideas in a mature body of art work with teacher guidance. Researching contemporary artists, students learn to apply their research to advance their own work, producing a sophisticated painting folio that can form the basis of their submission if they wish to apply for any Art or Design based tertiary programme. Guidance is provided for all tertiary applications. 

Refer to the links below to see examples of student work.

Entry to tertiary Art or Design based courses is often through the submission of a folio showcasing a range of work, therefore students considering studying Art and/or Design at University should enrol in two of the following Level 3 courses: Art Design, Art Photography, Art Painting, Art Printmaking or Art Sculpture. 

See Miss Stewart for more information.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.

Future Possibilities

Entry to tertiary Art or Design based courses is often through the submission of a folio showcasing a range of work, therefore students considering studying Art and/or Design at University should enrol in two of the following Level 3 courses: Art Design, Art Photography, Art Painting, Art Printmaking or Art Sculpture. 

See Miss Stewart for more information.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.

The focus of the Level 3 Photography course is on the development of artistic ideas. Students use their ideas and subject matter with a variety of contemporary photographic approaches to Art. Students research artists and demonstrate an understanding of established photographic practice with teacher guidance. 

The course includes – 

• Making original art using digital photography
• Learning and using practical art skills
• Researching and applying artist's conventions
• Editing and image making with Adobe Photoshop

Future Possibilities
Entry to tertiary Art, Design or Photography courses is usually through the submission of a folio representing a range of art study in the Year 13 courses, therefore students considering studying Art and/or Design at University should enrol in two of the following Level 3 courses: Art Design, Art Photography, Art Painting, Art Printmaking or Art Sculpture. 

See Ms Connon for more information about this course.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.

Lev 3 Printmaking students develop and extend ideas in a mature body of art work with teacher guidance. They research contemporary artists and learn to apply that research to advance their own work. They produce sophisticated prints that can form part of a submission if they wish to apply to any Art Design or Photography based tertiary programme. Guidance is provided for all tertiary applications.

Future Possibilities

Entry to tertiary Art, Design or Photography courses is often through the submission of a portfolio representing a range of art study in the Year 13 courses, therefore students considering studying Art and/or Design at University should enrol in two of the following Level 3 courses: Art Design, Art Photography, or Art Painting, Art Printmaking or Art Sculpture. 

See Mrs Giesteira for more information.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance. (18 credits offered)

Lev3 Art Sculpture students will work collaboratively and individually to develop a range of technical and conceptual solutions to their own themes within Sculpture. Students will investigate and use a variety of artists’ ideas to develop a body of sculptural work.

Future Possibilities

Entry to tertiary Art, Design or Photography courses is often through the submission of a folio representing a range of art study in the Year 13 courses, therefore students considering studying Art and/or Design at University should enrol in two of the following Level 3 courses: Art Design, Art Photography, Art Painting, Art Printmaking or Art Sculpture. These can be taken as either full year or as a semester course. 

See Miss Stewart for more information about this course.

See Ms Connon for more information about tertiary pathways for Art.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance (22 credits are offered).

This course explores life with particular emphasis on how individuals or populations respond to their environment including evolutionary change and adaptations.

This will include topics such as:
• plant and animal responses to the environment
• trends in human evolution
• carrying out a practical Biology investigation
• researching a contemporary issue in Biology
• how animals maintain a stable internal environment

It is academically challenging and has a balance of internally and externally assessed content that requires students to be focused on achievement in both areas in order to reach the 14 credit threshold for University Entrance in this subject.

Assessment
A total of 19 credits, all assessed at NCEA Level 3 and all are Achievement Standards. 9 credits are available from two external examinations and 10 from three internal assessment opportunities. If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance. This course includes 15 reading credits and 9 writing credits for University Literacy.

Future Possibilities
This course is good preparation for further study in Biological Sciences, Medicine, Health Sciences and Physical Education.

The aim of this course is to develop the knowledge and skills to run a small business. Students will work in groups to run their own small business throughout the year and compete in the Young Enterprise Scheme, a nationwide competition.

In this course students will
1. form small groups and set up their own business
2. come up with an idea for a product/service that is innovative and sustainable
3. conduct market research to find out if their product will sell
4. use their own money to buy all the raw materials needed to make a product
5. sell a product to the market and keep any profit

The external achievement standard explores and finds solutions to complex problems that threaten a business.

Assessment
As well as gaining credits towards NCEA Level 3, successful students can also gain the Young Enterprise course completion certificate. If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance. This course includes 10 reading credits and 4 writing credits for University Literacy.

Future Possibilities
This is a good background to pursue tertiary study in Business/Marketing and the knowledge to set up and run a small business successfully.

This course continues the development of Mathematics with particular emphasis on Calculus. Content also includes algebra, coordinate geometry and trigonometry. Mathematical thinking and concepts are developed and placed in meaningful contexts. The aim is preparation of students for University-level courses in Mathematics and Calculus. It provides a solid foundation for students wishing to pursue careers in engineering, physical or chemical sciences, mathematical modelling, meteorology, higher economics, or any career involving the analysis of changing quantities and functions.

This is a UE approved subject, in which a course endorsement is possible.

This course is a study of the structure and physical and chemical behaviour of materials and extends the knowledge and skills acquired in the Year 12 course. It is designed to cover the fundamentals of chemistry needed to be successful in tertiary courses which have a Chemistry component to them.

Topics include:
• Organic Compounds
• Nature of Solutions
• Atoms and Molecules, and Energy Changes
• Analytical Chemistry

This course provides a minimum of 16 credits towards NCEA Level 3. The standards covered will be chosen from the list below.  If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.   Students completing all standards will gain 3 reading and 3 writing credits for University Literacy. 

Future Possibilities
Year 13 Chemistry provides an important background for tertiary studies in the sciences, engineering, medicine, agriculture, horticulture and forestry. This is an essential course for those wishing to pursue health sciences, engineering or science at University.

Classical Studies is an inter-disciplinary subject which investigates history, literature, art and philosophy in ancient Greek and Roman times. In Level 3 our areas of focus are

Art - Messages of Greece through GreekVases and Roman Art and Architecture
Literature - Virgil’s 'Aeneid'
History - Alexander the Great and the Policy of Fusion

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.   This course includes 20 reading credits and 8 writing credits for University Literacy. 

Future Possibilities
Classical Studies develops literacy and communication skills which are the basis of most vocations. Further study leads to careers in law, journalism, library and archive management, publishing, marketing, travel, broadcasting, foreign affairs, archeology, museum curation, architecture, education, research..

Students will put together their own educational pathway based on their own Cultural Musical Art Form that expresses their individual talents and cultural narrative.  

This could include, but is not limited to: 

• Musical Performance
• Event management
• Musical creation
• Spoken word
• Beat making
• Cultural dance
• Cultural Ceremonies

This course focuses on students developing their self management, teamwork and communication skills whilst they explore their own culture in a self directed way. NCEA standards from Levels 1 - 3 are offered to form an individually crafted learning plan for each student. The goal is for each student to present their own original works that represent and articulate their individual journey. 

Opportunities for NCEA credits will be based around cultural events and shows, that could include but would not be limited to : 

• Fono
• Matariki events
• Community services/fundraisers
• Musical and Cultural Performance evenings
• White Sunday and other outside school Community events

Listed below are some of the possible standards available. Students will be assessed against standards they select at the level which is most appropriate to them.

This course aims to develop the student's knowledge of dance history, choreographic elements, incorporate structures and demonstrate devices in choreography. Students must generate movement ideas and present these through group choreography and solo dances. Students are required to participate in dance workshops and dance in a performance.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance. There are 4 writing credits available for University Entrance.

The Graphics - Design and Visual Communication course at Level 3 course extends the knowledge and skills established in Levels 1 and 2, applying these to more individualised design contexts from the spatial/architecture and product/furniture design fields. Well-articulated visual communication of ideas and thinking needs to be demonstrated through advanced visual communication and presentation techniques.

As some of the coursework is online it is highly recommended that students bring an appropriate device to class. One additional minor presentation project based from one of the two major projects of the students selection.

Students can achieve up to 22 credits during this year.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.

Do you see yourself as a fashion guru ?

Students will begin the year by generating design ideas for garment design, drawing inspiration from various sources including historical fashion trends, cultural influences, contemporary art, nature and technology. They will then develop their ideas through testing, trialing and prototyping. The last step in the design process is to implement complex procedures to create a garment. Students do not need to have completed 12TXT Design and Textiles Technology, however students must have prior knowledge of textiles and an ability to sew competently.

Future Possibilities
This course aims to provide a grounding in important skills and knowledge that will prepare students for future tertiary education in Design and Textiles at providers such as Ara or University.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.  This course includes 4 reading credits and 4 writing credits for University Literacy. 

In Level 3 Design Technology, students are fully engaged on individual projects which will allow them to demonstrate their proficiency at solving design problems. Students will fine tune their conceptual and technical skills and be expected to produce high quality products in response to a real need or opportunity.

As some of the coursework is online, it is highly recommended that students bring an appropriate device to class.

Students will achieve between 16-20 credits during the year depending on their interests and abilities.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.

This course further develops design and development skills and is about problem solving and creating rather than just being users of digital technologies.  It develops the student's knowledge of multimedia so as they can communicate information effectively. Students will design and create a digital media/multimedia outcome that meets the purpose and end user requirements. Students are able to take both DTM21 and DTP21 should they wish to work on a bigger project combining both areas. It has an emphasis on the need for Innovative creativity and aims to provide students with a pathway in digital technologies towards tertiary studies and innovative employment opportunities. 

Students will complete a project for an end-user by designing and creating a media/multimedia digital outcome to further develop their digital skillset. An innovative approach and creative thinking along with problem solving and self-managing competencies are highly recommended.  Students work through the design process life cycle of problem solving, documenting, effective testing, refining and evaluating.

Students are able to take both DTM21 and DTP21 should they wish to work on a bigger project by combining both areas.

This course will develop:
• skills in designing and developing a digital outcome • advanced digital media/multimedia skills • an understanding of what is good design • project planning • computational thinking • evaluating • an understanding of HCI (Human Computer Interaction)

Types of projects could be:
• Creating: a website using HTML/CSS/Javascript • graphics and producing an interactive infographic • an animation • the graphics for a game • an App • a database using MySQL and PHP that is used in the website or capturing video and editing to produce a film 

Careers: Database Development & Administration, Design/Product Development Engineer, Game Developer, Graphic Designer, ICT Multimedia Designer Developers, Product Evaluator, Software Developer/Engineer, Software Tester, UX/UI Designers, Web Developer.

This course is for 5 periods a week.

Digital Technologies is the fastest growing industry and students that have a genuine interest and do well in this area are highly sort after. This course further develops design and development skills and knowledge of multimedia to communicate information effectively. 

Students will build a portfolio of work by completing a project which creates a digital outcome for an end-user/stakeholder. This project based course develops a student's understanding of complex tools, techniques and concepts within a Digital Technologies framework. The students will base their work around an end-user/stakeholder's requirements by developing a proposal and designing, creating and completing a digital outcome that is fit for purpose. Projects can be, but not limited to a media focus or part of a programming/gaming focus.

Please Note: This is an approved subject for University Entrance and Scholarship Technology is offered at this level. This course caters for novice to advanced students and student centered learning is a focal point of this course. 

Types of projects could be: creating a multimedia website using HTML/CSS/Javascript - capturing video and editing to produce a film - creating the graphics for a game - creating an animation - creating an App - creating a database using MySQL and PHP, Game design. 

Independent work habits and self-management competencies are essential for the successful completion of this course.

Careers: CAD Draftsperson, Computer Systems Engineer, Database Development & Administration, Design/Product Development Engineer, Electronics Engineer/Technician, Food Technologist, Game Developer, Geospatial (GIS) Analyst, Graphic Designer, ICT Multimedia Designer Developers, IT Support Professional, Product Evaluator, Robotics or Automation Engineer, Software Developer/Engineer, Software Tester, Telecommunications/Network Engineer, UX/UI Designers, Web Developer. Be employed by companies such as Kathmandu, Spark, Orion Health, Tait Communications, CerebralFix, Vodafone, Fonterra, SLI Systems.

Assessment - The list shows the range of standards students can choose from with the expectation of students having the opportunity to attempt between 16 - 20 credits in total.

This course builds upon the foundations of Level 1 and 2 Drama. The students will study the fundamentals of drama and performance with more depth and sophistication. They will be expected to work independently at this level. They will study techniques to communicate meaning in performance and critically analyse the performance of others.

Drama is a fundamental subject for applying and exploring the key competencies. Students continuously work in a group setting, using their communication, teamwork and leadership skills. Students analyse texts and interpret meaning. They are required to think creatively and independently.

The units of work we cover include:
- devising, scripting (if applicable) and presenting a solo performance.
- studying a theatre form and applying the features of this form in a performance to an invited audience
- analysing and exploring acting techniques, theorists and drama processes
- There is the option of one external examination which focuses on critiquing and analysing a live professional performance they have seen during the year.

There are 22 credits available in this course. All assessments are Level 3 Achievement Standards.  This course includes 8 reading credits and 9 writing credits for University Literacy.
If a student achieves 14 credits from the Achievement Standards, this course can count as an approved subject for University Entrance. However, if a student chooses both Drama 31F and Production 31F the credits gained in both subjects will count towards ONE approved subject only, NOT two separate subjects. Please see Careers staff for further clarity.

Future Possibilities
This course will prepare students for future academic and vocational opportunities in Theatre and Film, Broadcasting, Law, Communications, Journalism, Teaching, Early Childhood and many other areas that focus on the application of key competencies; teamwork, communication, diplomacy and analytical thinking. 

Dual Enrolment allows students to complete their studies both at school and at another tertiary provider, sharing the days they attend each institution. Students can choose from one of the following providers:

Option 1: Ara gives students the opportunity to gain credits towards NCEA Level 2 or 3 using a partnership between the school and Ara.
Study will focus on relevant industry skill-based training leading to employment or further training.
Credits gained at both school and Ara count towards NCEA Level 2 or 3.
Students will complete a programme of learning at school that will include a combination of Literacy and Numeracy, Tourism, Construction, Automotive Hospitality, Sports and Careers depending on the student's needs and interests. This will take place at school Monday to Wednesday, Thursday and Friday students will be at Ara on their specialist course.

Ara Courses (to be confirmed) for 2026 include: Trades - carpentry, general construction. Hospitality - chef training, food and beverage, Tourism, Outdoor Education.


Option 2: The National Trade Academy (NTA) gives students the opportunity to gain credits towards NCEA Level 2 or 3 using a partnership between the school and the National Trades Academy.
Study will focus on Industry Training Organisation standards designed for land based industries leading to employment or further training.
Students will complete a programme of learning at school that will include a combination of Literacy and Numeracy, Tourism, Construction, Automotive Hospitality, Sports and Careers depending on the student's needs and interests. This will take place at school Monday to Wednesday, Thursday and Friday students will be at NTA on their specialist course.
NTA Courses (to be confirmed for 2026) include Agriculture - sheep, beef and dairying; Horticulture and Animal Care.
Credits from both school and NTA count towards NCEA Level 2 or 3.

Option 3: Avon City Ford (ACF): gives students the opportunity to gain credits towards NCEA Level 3 using a partnership between the school and Avon City Ford.
Study will focus on standards related to the automotive industry leading to employment or further training.
Students will complete a programme of learning at school that will include a combination of Literacy and Numeracy, Tourism, Construction, Automotive Hospitality, Sports and Careers depending on the student's needs and interests. This will take place at school Monday to Wednesday, Thursday and Friday students will be at Avon City Ford on their specialist course.
Credits from both school and ACF count towards NCEA Level 3.

The course leads on from Economics 21F.

 It covers three major issues.
1/ Micro-Economics - This looks at the issues affecting individual people and individual businesses.
2/ Macro-Economics - This covers the whole New Zealand economy. Students learn how factors like the money supply can affect the economy.
3/ Government Economics - Students will learn how the government manages the economy.

Future Possibilities
Economics at University and Polytechnic. 

 Economics is also important for those students interested in running their own businesses in the future or students wanting to develop management and financial skills.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.   This course includes 24 reading credits and 14 writing credits for University Literacy. 

This course is for learners who wish to continue to work on their literacy skills. They will complete two compulsory Unit Standards. Once those standards have been completed, they will then plan their course based on needs with their teacher.

This course is designed for learners who find literacy-based subjects challenging and need extra support. If learners completed Level 2 Communications, then they should be choosing this course.

This course will allow learners to achieve University Entrance Literacy.

This course builds from the English courses offered at Level 2. Learners are able to choose this course if they completed either Level 2 Written English or Level 2 Visual English. Learners will enjoy this course if they enjoy viewing texts. They will have the opportunity to read and analyse many different texts types, which could include:

• Visual texts (feature films, tv shows, short films)
• Short written texts (short stories, poetry, song lyrics)
• Extended written texts (novels, plays)

This course will work on all the skills within the English curriculum by allowing them to express themselves clearly, understand others deeply, and engage thoughtfully with the world around them. This includes interpreting and producing texts, which will help them to explore and articulate complex ideas and emotions. Learners will cover the specific skills of:

• Crafting Text
• Oral Communication
• Text Anaylsis
• Critical Analysis
• Responding to Texts

Learners will have the opportunity choose the optional Unfamiliar Text examination through discussion with their teacher. Learners will also choose to do either create an oral text OR create a visual text.

This course will allow learners to achieve their 10 University Entrance Literacy writing credits.

Learners are only able to choose one Level 3 English course due to crossover of standards.

This course builds from the English courses offered at Level 2. Learners are able to choose this course if they completed either Level 2 Written English or Level 2 Visual English. Learners will enjoy this course if they enjoy reading texts. They will have the opportunity to read and analyse many different texts types, which could include:

• Extended written texts (novels, plays)
• Visual texts (feature films, tv shows, short films)
• Short written texts (short stories, poetry, song lyrics)

This course will work on all the skills within the English curriculum by allowing them to express themselves clearly, understand others deeply, and engage thoughtfully with the world around them. This includes interpreting and producing texts, which will help them to explore and articulate complex ideas and emotions. Learners will cover the specific skills of:

• Crafting Text
• Oral Communication
• Text Anaylsis
• Critical Analysis
• Responding to Texts

Learners will be expected to independently read a novel and write an essay for the written text as part of their NCEA examination. 

This course will allow learners to achieve their University Entrance Literacy.

Learners are only able to choose one Level 3 English course due to crossover of standards.

Do you love fitness and enjoy building strength? Imagine being able to plan workouts to target specific muscle groups! This course is perfect for students who are passionate about sports and see themselves pursuing a future in fitness, sports, or coaching.

In this course, you'll gain a strong foundation in understanding the body, exercises, and injury management. You'll expand your knowledge of human anatomy as it relates to movement and learn exercise techniques that help strengthen muscles and prevent injuries.

Students with a passion for fitness and health will find this course particularly exciting, as it includes regular fitness sessions. These sessions will explore various ways to stay active while improving your strength and overall fitness. It's a fantastic opportunity to turn your passion for physical activity into a potential career path!

Assessment
A total of 17 credits at NCEA level 3 that are internally assessed unit standards.

By studying nutrition students will gain a solid base of critical thinking and communication skills that can be transferred to numerous areas of study.

Students will use a comprehensive understanding of appropriate nutrition to investigate a nutritional issue and a food related ethical dilemma affecting the well-being of New Zealanders. Students will then use their understanding of nutrition and critical thinking in relation to well-being and societal justice in two external exams, one examining the influences of media messages on food choices and the other evaluating conflicting nutritional information.

Students can expect to participate in practical food experiences once a fortnight.

Food and Nutrition (Home Economics) is an approved subject for University Entrance. Students will undertake 4 Achievement Standards and will attempt a minimum of 19 credits. The standards the students enter will be negotiated with the teacher. There are 19 reading and 8 writing credits available for University Literacy.

Access to a device is important when completing the research and reporting component of this course.

Future Possibilities
Nutrition provides a diverse range of career specialisations including human nutrition and Dietetics, Education, psychology, sports nutrition, food science and health care services eg Nursing where it is recognised as a pre requisite. Numerous tertiary providers, including Universities, offer courses which follow on from the broad knowledge gained from this course.

Please note in 2026 Senior French is being taught through Te Kura

As a continuation of the Year 12 course, students will have an understanding of and ability to use all the communication functions in Levels 1-8 of French in the New Zealand Curriculum. The four language skills are further developed. Students will have sufficient knowledge of vocabulary and grammar to allow communication and understanding of complex information in French.
Year 12 and 13 form a combined class and students study different topics in class depending on their year level.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.

Future Possibilities
Tertiary study

This broad-based course is designed for students who wish to take some mathematics and statistics at Level 3, but do not intend to focus their study in Mathematics or Statistics at the tertiary level. Topics covered will include systems of equations, critical path analysis, and the analysis of bivariate data, with further topics drawn from finding optimal solutions to real-world problems with linear constraints, trigonometry and wave modelling, time series analysis, and conducting statistical experiments. The exact composition of the course will be determined by the teacher in consultation with the students.

This is a UE approved subject, but as it does not carry sufficient external credits, it does NOT allow for a Course Endorsement on your NCEA certificate.

General Science
This course is designed to develop the scientific literacy of students and provide them with the skills needed to make decisions involving science in the future. Students are expected to be capable of independent work with the guidance of the teacher and it is highly recommended that students have a Chromebook or a laptop to support their learning. 

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.   This course includes 12 reading credits for University Literacy. 

Future Possibilities

This course provides a useful background for students wishing to pursue tertiary study that requires some science background, but does not require specialisation in a particular subject area. It is also relevant for students on pathways that do not require specific science pre-requisites.

Geography is the study of the Earth’s landscapes, peoples, places and te taiao (environments), the world in which we live. As a geographer you will learn to interpret the world and how it changes over time and explain the relationships and connections between people and te taiao. This course includes an investigative process along the Canterbuy coastline, a contemporary geographic issue and a global pattern that has significance to humans. The course also involves interpreting resources to apply geographic concepts and skills through analysing and creating maps and graphs.

Study and assessments include:
AS 3.2 Demonstrating understanding of how a cultural process shapes geographic environment(s) through the concept of Tourism. 

AS 3.4 Demonstrating understanding of a given environment(s) through selection and application of geographic concepts and skills.

AS 3.5 Conducting geographic research of spatial variations along the Canterbury coastline.

AS 3.6 Analysing aspects of a geographic issue. 

AS 3.7 Analysing aspects of a geographic pattern at a global scale.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance. This course includes 14 reading credits and 8 writing credits for University Literacy.

Future Pathways:
University studies as a Science, Resource Management or Arts subject and can lead to careers in Tourism, Urban Planning, GIS specialist, Transport management, Environment management, Marketing and Real Estate, just to name a few.

The course builds on the knowledge around major health issues to a much deeper level of understanding.

Topics covered include but are not limited to:
1. Drug Use – Students will determine what influences someone to use methamphetamine, the impact of using it on the user and others and how to reduce methamphetamine related harm in society.
2. International Health Issue – Looking at how poverty has led to issues becoming epidemics for HIV transmission, access to Health Care and Sexual/Reproductive Health. Students will also look at what recommendations should be made to reduce the impact of these issues.
3. Health Practices – students will be looking at how western medicine e.g. mastectomy and alternative therapies e.g. acupuncture can treat breast cancer or the symptoms of breast cancer.
4. Ethical Dilemmas – Through the issues of assisted reproduction, stem cell therapy, abortion and euthanasia -students will look at various attitudes and values people in society have towards them and what determines which side we are on.

A device is required if the student wishes to complete the assessments electronically and for research purposes throughout the year.

Health education is an approved University Entrance subject. This course includes 19 reading credits and 5 writing credits for University Literacy.

Future Possibilities: Personal enjoyment and self-worth, nutrition related activities, teaching, nursing, child care, health sciences, health promotion, anything requiring critical reflection and action.

In History students will get the opportunity to study not only what happened in the past, but how and why these stories continue to be told over time. The main themes studied at Year 13 include Discrimination and Persecution. Skills from Year 11 and 12 History are consolidated and developed to a higher level.

Topics studied may include:

Treaty to War - What happened in the first ten years after the signing of the Treaty and how did the Treaty result in the outbreak of war?
New Zealand Land Wars - research into an aspect of the New Zealand Wars

Traitors, Spies and Zealots- England's Golden Age of Elizabeth I? - A study of the reign of Elizabeth I of England and how religious reform led to plots against Elizabeth which resulted in the persecution of Roman Catholics.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.   This course includes 25 reading credits and 10 writing credits for University Literacy. 

Future Possibilities
A student who has completed Level 3 History will have developed analytical and writing skills which may be applied in most other subjects. Specifically, study can lead to careers in foreign affairs, law, journalism, broadcasting, travel, teaching, Government Departments, marketing management, research and any vocation requiring excellent communication and investigative skills.

Do you want to complete a course that has a focus on restaurant style food? Are you interested in adding to your cooking skills? Do you want to gain barista skills? Do you like food? Do you want to cook with food that is at cafe or restaurant level?

In this course you will

Complete 4 periods of cooking every week

Gain Level 3 credits by completing units on meat & vegetable cookery, desserts and enter a National cooking competition by developing a restaurant level dish (optional).

Work with local chefs and restaurants if you wish to have work experience.

Assessment: All are practical assessments which are internally assessed with a small amount of open book written work.

Future Possibilities:
Students who complete this course may choose to look for employment opportunities within the hospitality industry, or further their education through tertiary providers such as Ara to complete Chef, Hospitality, Barista or Bakery training.

Do you want to develop great cooking skills? Are you interested in food? Do you want to work at your own pace? Do you want a course that is all internally assessed?

In this course you will complete a 2 to 3 periods of food preparation each week. 

You will gain Level 3 credits in cookery terms and in basic nutrition.

Negotiate with your teacher your pathway for the third internal assessment. This may include unit standards with practical assessments, for example US 13325 Prepare and bake cakes.

The course is all internally assessed by open book assessments.

Industrial Design (previously Electronic Product Design) at Level 3 extends the skills and knowledge of Level 2 with a focus on advanced fabrication skills and independant project management. 

Students will complete a number of small, set electronic circuits, designing and producing product casings for them. Students will then design and make thier own, larger scale product to meet the needs of a specific client, also refining their project management skills over the course of the project.

There is further flexibility in Level 3 Inudstrial Design and students will be able to work on completely individualised projects that are restricted only by their skills and enthusiasm. Due to the individualised nature of projects, course costs could vary between students.

As some of the coursework is online, it is highly recommended that students bring an appropriate device to class.

IES Course descriptors

00 ELLP Foundation Level

Students will be introduced to basic concepts expressed in simple English. The course is at a level where students

will learn to understand basic instructions, answer simple questions and participate in limited interactions on

familiar topics. Students will expand their vocabulary, learn to read short texts (1 or 2 sentences) and be able to

write simple or compound sentences. Students will build towards confidently using basic English.

01/02 ELLP Stage 1 and 2

Students will be working towards understanding more complex concepts expressed in English. This course is at a

level where students will be able to understand and give more complex instructions, ask and answer simple

questions and participate in interactions on familiar topics. Students will continue to expand their vocabulary, learn

to read short texts (short paragraphs containing simple, compound and complex sentences) and be able to

confidently write simple or compound sentences, working towards more complex sentences. Students will be

exposed to more topic specific and technical vocabulary. Students will confidently and appropriately use basic

English in a range of familiar situations.

03/04 ELLP Stage 3+

Students can understand and use complex language structures and language devices such as irony and puns. They

can understand texts with lower frequency and technical words. They will be able to make distinctions between

formal and informal speech. They will be able to confidently write on a variety of topics using appropriate paragraph

structure and using more complex grammar structures. They will also be able to show their personal voice in their

writing by having more control over vocabulary choice and literature devices such a similes and metaphors.

Students will confidently and appropriately use English in a range of familiar and unfamiliar situations.

Students will have an understanding of and ability to use all the communication functions in Level 1-8 of Japanese in the New Zealand Curriculum. The four language skills are further developed. Students will have sufficient knowledge of vocabulary and grammar to allow communication and understanding of complex information in Japanese. Students will learn another 47 Kanji expanding their knowledge of kanji for a total of 150 characters including the meanings, how to write them and the various readings associated with each character.
Year 12 and 13 form a combined class and students study different topics in class depending on their year level.

Topics covered in Japanese 31F include:
•land and people
• communication and the media
•Japan at work
• travel and tourism

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.

Future Possibilities
Tertiary study at University or Polytechnic. Various scholarships to study in Japan are available.

This course is designed for students interested in applied biology and real-world biological issues, with a focus on internal assessments only. Students will complete four or five internal NCEA Level 3 standards including: animal anatomy, homeostasis, an investigation and a socio-scientific essay. If time, they may complete a 5th standard on human manipulation of genetic transfer. 

This course is ideal for students who prefer internal assessment and practical, contextual learning. This course supports future study and careers in animal sciences, agriculture, and environmental fields. It is not suitable for students wishing to study Biology, Health Sciences or Veterinary Medicine at University and does not offer UE in Biology. Credits may go towards UE Science if students are also enrolled in 31F General Science.

Content
Students will be able to perform a range of items, including whakaraka and show knowledge of the historical development of Mãori performing arts.

Assessment
The unit standards listed below are indicative of the possible assessments which may run alongside this course. Students will be entered into standards that best reflect their individual learning needs and attainment.

Future Possibilities
• Māori performance – domestic and overseas
• Future tertiary course in Māori performing arts
• Competitions

Media Studies is about the active exploration, analysis, creation, and enjoyment of the media and its products.

Media Studies examines the dynamic role of the media in society, how the media constructs messages about individuals, communities, and cultures and how media products are produced, controlled, and distributed.

In this course learners will learn how to 'Create' media. They will improve their analytical skills by studying different types of media:

Students will:

• design, plan and produce a short film or documentary
• write media texts eg. a fillm review
• Analyse a media industry
• Produce a short film or documentary

This course will help prepare learners for further education and provide skills needed in any literacy rich subject.

 This course includes 4 reading credits and 7 writing credits for University Literacy.

If you have chosen this course, then you cannot take Level 3 Media-Theory, due to a crossover of standards.

Media Studies is about the active exploration, analysis, creation, and enjoyment of the media and its products.

Media Studies examines the dynamic role of the media in society, how the media constructs messages about individuals, communities, and cultures and how media products are produced, controlled, and distributed.

In this course learners will learn how to 'read' media and analyse media issues in contemporary society. They will improve their analytical skills by studying:

• feature/short films
• advertisements
• tv shows
• social media
• News

This course will help prepare learners for tertiary education and provide the skills needed in any literacy rich subject.

Learners can achieve their University Entrance Writing Literacy through this course and 4 out of 5 University Entrance Reading credits.

If you have chosen this course, then you cannot take Level 3 Media-Practical, due to a crossover of standards.

There are many standards available in Level 3 Music. Students select a personalised course that caters to their strengths and interests, in consultation with their teacher. A full-time course should ideally consist of between 20 and 24 credits. See below for the standards that are available. Entering Scholarship Music, in either Performance or Composition, is encouraged for students working at an especially high level, as it challenges and extends students beyond the Level 3 NCEA requirements. 

Many skills and dispositions are developed that are crucial for musicians, and these form the basis of teaching and learning in the course:

Work for this course will be presented as a portfolio with the highest quality work being submitted for assessment.

In general, the course is taught holistically, with all aspects covered throughout the year. Many skills and dispositions are developed that are crucial for musicians, and these form the basis of teaching and learning in the course:

• Confidence, self-belief and resilience: Every performance is a risk. Successful musicians embrace this and, while striving for their best, accept that there is never a ‘perfect’ performance. 

• Creativity: Music is a creative pursuit. In senior Music classes, students really begin to develop their own voice and style as a performer and creator. • Self-management: motivating and organising yourself to consistently practice your instrument and work on composition. Preparing for performance and creating original music are processes that require consistent time over a sustained period. 

• Collaboration, empathy and connectedness: Creating and making music are collaborative processes. There are many opportunities to share and be inspired by the other members of the class and wider Papanui Music whānau.

.

Future Possibilities
Tertiary study / Jazz School, University and other music related occupations.

This course further develops students’ awareness of our environment and extends them to take on leadership roles. Students will strengthen skills in self-management, group support and teamwork. The first half of the course focuses on preparing the students to be independent and informed users of the outdoors, developing bushcraft, survival skills and emergency care. In the second half the focus is on leadership, using Adventure Based Learning activities to develop small group leadership and facilitation skills. The work is based in practical contexts including tramping, trip planning, survival skills, river crossing, outdoor emergency care, small group leadership
This includes a significant number of trips during school time. Students are expected to manage the workload and commitments to make themselves available.

Assessment
All assessments are Unit Standards and are internally assessed.

Future Possibilities
Standards from this course contribute towards a National Certificate in Outdoor Recreation. Tertiary pathways include a range of courses at institutions such as Tai Poutini Polytechnic (Greymouth), Ara (Christchurch) and NMIT (Nelson). Some students have participated in the Horizons GAP year programme.

This course leads on from PED21F and deepens the student's Physical Education knowledge as it relates to movement, sport, and society. Students apply this knowledge (theoretically and practically) in the following topics:

1.Contemporary Leadership Principles- students research a number of leadership styles and apply those principles to a range of physical activities that they lead, both for their own class and for younger students.

2. Crossfit Training Programme - evaluate the effectiveness of a performance improvement programme. 

3. Lifelong Wellbeing - evaluate physical activity experiences and devise strategies for continued participation in physical activity.

4. Practical Assessment - produce a quality performance in a 5km run, 400m swim, or Ultimate Frisbee.

OPTIONAL

1. Sociology in Sport - examine an event, trend, or issue and its impact on New Zealand society.

2. Analysis of Ultimate Frisbee Skills - perform the skills, identify anatomy and biomechanics involved in improving performance, analyse the role of biomechanics in performance. 

This is a University Entrance approved subject. Through this course, you will develop written skills in critical discussion, analysis, and evaluation as well as developing your interpersonal skills. 7 reading credits are available for University Entrance Literacy.

Assessment
All assessments are Achievement Standards and internally assessed. A device is required if the student wishes to complete these assessments electronically.

Future Possibilities
This course will prepare students for future academic and vocational opportunities in the Physical Education, sport, recreation, and fitness industries. Examples include Physical Education, Sport Coaching or Sport Science degrees (Otago, Canterbury, Waikato, Massey, AUT), Gym Instruction course at Ara or NZ Institute of Sport, work in the fitness/recreation industry, and continued personal development in the areas studied.

 Physics is the fundamental description of the physical world we live in. Students will study various aspects of Physics from mechanics to modern physics.

This course provides a minimum of 16 credits towards NCEA Level 3 and if a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance. The standards covered will be chosen from the list below

Future Possibilities
Physics is essential for a huge range of careers including all aspects of engineering, hi-tech industries such as software development and IT, medicine, being a pilot, forensics, electronics and architecture. This course is essential for those wishing to pursue Engineering or Sciences at University and it is highly recommended for those wishing to pursue Health Sciences.

Are you passionate about sports and always eager to identify areas for improvement? Do you want to make a difference by volunteering at a local club and coaching young athletes? If you're considering a career in sports and coaching, this course is perfect for you. It’s designed to equip you with essential skills for planning and running coaching sessions. You'll not only learn to assess and enhance your own performance but also gain insights from your peers.

As you master these fundamental skills, you'll have the chance to work with local primary and intermediate schools, or even year 9 students, to build your coaching experience. The course combines both theory and practical elements, offering a comprehensive learning experience. You'll keep a journal to document your journey as a beginner coach, highlighting the key qualities that make a successful coach. The practical sessions will focus on delivering effective coaching sessions and following proper protocols. As a culminating project, you'll organise and run a sports festival tailored to specific athlete needs. 

Credits offered: 20 credits

This course aims to extend students’ ability to tackle statistical modelling, analysis and problem solving. Content includes analysis of bivariate and multivariate data, applications of probability and probability distributions, and may include analysis of time series or statistical experiments. Statistical thinking and concepts are developed and placed in meaningful contexts. This course provides excellent statistical skills for those intending to study biological or social sciences, medicine, finance, business, management, or any field where the collection, analysis or interpretation of data is important.

This is a UE approved subject, in which a Course Endorsement is possible.

This course takes you deeper into the rich and dynamic world of taonga pūoro. At Level 3, you will critically explore the cultural, environmental, spiritual, and artistic dimensions of Māori sound traditions. Your learning journey will further develop your understanding of te ao Māori, strengthen your connection to te taiao (the natural world), and refine your skills in the collection, construction, and performance of Māori instruments.

What Will I Learn This Year?

Building on the knowledge and practical skills developed in Level 2, this course focuses on:

• In-depth cultural and historical understanding of taonga pūoro, both traditional and contemporary
  
  
• Advanced techniques for gathering and preparing natural materials
  
  
• Crafting taonga pūoro with increased attention to design, sound quality, and tikanga
  
  
• Composing, improvising, and performing original works that reflect your engagement with te taiao
  
  
• Analysing the spiritual and cultural significance of sound in te ao Māori
  
  

This course is assessed through four Level 3 Unit Standards (totaling 24 credits). It is a practical, reflective, and research-driven programme grounded in kaupapa Māori and the idea of sound as whakapapa, identity, and expression.

Key Capabilities You Will Develop

• Advanced knowledge of Māori perspectives on sound, environment, and cosmology
  
  
• Practical skills in sustainable harvesting and culturally safe preparation of natural resources
  
  
• Refined instrument-making techniques, with attention to whakapapa and wairua
  
  
• Creative expression through composition, performance, and improvisation
  
  
• Respectful engagement with tikanga, mātauranga Māori, and the spiritual role of taonga pūoro
  
  

Course Components & Assessments

1. Taonga Puoro: Historical and Contemporary Contexts

You will undertake a critical exploration of the historical and evolving uses of taonga pūoro across time. This includes tracing the revival of taonga pūoro in modern Aotearoa, examining the influence of key figures, and analysing the instrument's roles in contemporary performance, education, and healing. Emphasis is placed on understanding how mātauranga Māori and colonial history intersect in the resurgence of these sound traditions.

Assessment: US 30244 –Demonstrate knowledge of factors that led to the historical demise, renaissance, and revival of taonga puoro  (6 Credits).

2. Crafting Complex Taonga Pūoro Instruments

Building on previous construction experience, you’ll design and craft a more advanced taonga pūoro, applying refined techniques and a deeper understanding of acoustics, form, and tikanga. You’ll document each stage of the process and explain your design choices in relation to cultural meaning, sound quality, and your connection to te taiao.

Assessment: US 30245 - Construct and refine taonga puoro (12 Credits).

3. Whakatangi Taonga Pūoro: Expressive Performance Practice

In this performance-focused component, you will develop and present a series of expressive pieces using taonga pūoro. Through rehearsal, improvisation, and reflection, you will explore how taonga pūoro can convey narrative, emotion, and environmental connection. You will demonstrate confident performance practice, show an understanding of the cultural context of each piece, and incorporate tikanga throughout your process. You’ll also reflect on your performance approach, your relationship with the instrument(s), and how your sound expresses aspects of te ao Māori.

Assessment: US 30246 – Whakatangi taonga pūoro (6 Credits).

Assessment and Evidence Portfolio

Your learning will be assessed through a comprehensive portfolio including:

• Research essays and written reflections
  
  
• Fieldwork notes and harvesting documentation
  
  
• Photographs, sketches, and recordings of your crafting process
  
  
• Audio/video recordings of performance work
  
  
• A reflective journal capturing your creative and cultural journey
  
  

What Will Help You Succeed?

• A deep respect for mātauranga Māori, tikanga, and wairua
  
  
• Strong self-management and reflective thinking
  
  
• Willingness to engage in hands-on learning and collaborative wānanga
  
  
• Creativity, curiosity, and a sense of responsibility towards te taiao
  
  
• Commitment to upholding kaupapa Māori in both process and performance

By the end of this course, students will be able to take part in general conversation with other speakers of te reo Māori. They will be able to explain and discuss many of their own ideas in te reo Māori. They will further develop their skills in the four main language modes ie. speaking, listening, reading and writing.

Assessment
The achievement standards listed below are indicative of the possible assessments which may run alongside this course. Students will be entered into standards that best reflect their individual learning needs and attainment. 

Future Possibilities
Whare Wānanga – University, College of Education, Polytechnic.

If a student achieves 14 Level 3 credits in this course it will be counted as an approved subject for University Entrance.   This course includes 6 reading credits and 12 writing credits for University Literacy. 

This course will provide students with the opportunity to put together a significant production in a variety of roles. In the first half of the year they will choose areas in which capacity they will be a part of the teacher directed major production choosing from the following; acting, lighting operation and design, set design, costume design and creation, make up design and application, props, publicity, costume management, stage management and front of house management. Students will then have the opportunity to create and facilitate their own smaller scale performance in the second half of the course, again choosing which of the areas listed above that they would like to explore - with the addition of script writing and directing.

The course is assessed by a mixture of Achievement Standards and Unit Standards. The standards are listed below. Students will not be able to attempt and gain all the credits listed. It is advised that they attempt a maximum total number of 25 credits. There are 10 reading and 5 writing University Entrance credits available if chosen.

If a student achieves 14 credits from the Achievement Standards, this course can count as an approved subject for University Entrance. However, if a student chooses both Production 31F and Drama 31F the credits gained in both subjects will count towards ONE approved subject only, NOT two separate subjects. Please see Careers staff for further clarity.

All students enrolled in the course and wishing to undertake the acting component, although guaranteed inclusion in the course, must still audition to determine their role in the show.

Tourism is one of New Zealand’s largest economic drivers, contributing over $17 billion to the economy and directly employing around 10% of the current workforce. Tourism equips students with practical, transferable skills such as communication, interpersonal and research skills, and basic business numeracy.

This course focuses on:
1. The Pacific Islands including learning about the geography and climate of several countries as well as transportation, accommodation, activities and events in the region.
2. The location of IATA Traffic Conference Areas, countries, gateway cities, and key world geographical features, the knowledge of time in relation to world travel geography and the knowledge of seasons in relation to world travel geography.
3. Australia as a travel destination including learning about the geography and climate of selected states/territories as well as transportation, accommodation, activities and events in selected states/territories.

4. Queenstown tourism is also analysed and students are expected to describe the characteristics of the region, prepare an itinerary for a visit by a tourist group, and present a promotional campaign to a specified audience.

Future Possibilities
Tertiary courses leading to a National Certificate in Tourism and Travel. A Bachelor of Tourism degree at Lincoln University is another possibility.

This course extends the skills and knowledge of Trades Level 2 and offers students the opportunity to apply them in a real-world setting, via management of a large, long term project for school grounds. A Level 3 BCATS project is one undertaken with limited supervision, using a broad range of tools, equipment, machinery and materials and involving a range of standard processes.

The Level 3 BCATS standards do not specify particular projects. Instead a project’s suitability is determined by its level of complexity and the ability of the student to produce a product that meets the technical specifications of the chosen standard. This provides flexibility for students (and their teachers) to choose projects according to the student's interests and circumstances. Due to the individualised nature of projects, course costs will vary between students

As some of the coursework is online, it is highly recommended that students bring an appropriate device to class.

This course has an underlying focus on developing the student's skills to enable them to prepare for either further study or move successfully into employment. It is intended to be flexible to meet the needs of students of all abilities. Students begin by setting individual targets based on both pathway and NCEA requirements. Students set these targets after they complete a personality test and plan out their own TRP32 course structure. Students will learn to manage themselves as they prepare to transition into the workforce or further training.

Students will develop a career pathway plan and then practice their communication skills as they have interviews with staff, other students and/or community members.

In this course most students will have a minimum of 4 standards on which they are assessed: 

-Planning a career pathway

-Interviewing in informal situations

-Responding to negative feedback

-Dealing with Employment Relationship Problems

This course provides opportunities each term to identify academic and pathway goals with the teacher. Students are then supported to set steps they should be taking towards these goals.

Students will self-identify a need for further standards and  will be able to obtain these from  school and/or from the external opportunities mentioned in the following paragraph.  For some students this means following the set teaching programme with the staff member. others may identify individual standards or exam preparation they need as a focus.

In addition to NCEA standards within school, and as part of their own targets, students are encouraged and facilitated to take part in additional learning opportunities, including but not limited to: barista training, holiday STAR courses, first aid courses, learner's driver licensing, experience Ara events, CV writing and job applications. Many of these opportunities also provide significant additional NCEA credits.

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