Christchurch Girls’ High School -Te Kura o Hine Waiora

Curious about Science

Year 9 Dance develops foundational performance experience and creative opportunities. Ākonga continue to develop their ability to work co-operatively with others, develop time management and self-management skills, and to think critically. This course is suitable for all ākonga, both experienced dancers and ākonga who have not done the subject before. It develops your confidence dancing in front of an audience, choreography skills, ability to work independently, and also prepares ākonga for Year 10 Dance.

Akonga require appropriate clothing to dance in.

Fundamental skills used in senior dance, such as choreography and performance alignment, will be introduced.
    Choreography for small groups
    Musical theatre dance
    Class Dances across multiple genres
    Workshop opportunities taught by outside tutors and field trips to Dance performances in the wider community.

Academic Pathway: This course establishes a robust foundation in performance stamina and composition, seamlessly preparing students for the advanced creative requirements of Year 10 and NCEA Level 1 Dance.

Practical Requirements:
  -  Appropriate Attire: For safety and freedom of movement, students are required to wear appropriate movement clothing during all practical sessions. This includes school PE gear, activewear, or               approved dance uniform.
   - Course Attitude: No prior dance experience is necessary. Students require an open mind, a willingness to participate actively, and a commitment to maintaining a supportive, encouraging environment     for their peers.

Year 9 Drama introduces ākonga to the exciting world of performance through a range of practical and creative activities. The course is designed for all students, whether they have previous drama experience or are trying the subject for the first time.

Students will explore mime and movement, develop improvisation skills, and investigate how comedy can be used to entertain and communicate ideas. Through a variety of performance projects, ākonga will build an understanding of the elements and conventions of Drama while developing confidence, creativity, and communication skills.

Students will read and perform scenes from a play, learning lines and bringing characters to life through voice, movement, and expression. They will also learn how to work effectively as part of a team, collaborating with others to create and perform dramatic work.

Year 9 English develops students’ confidence, creativity, and critical thinking through a range of reading, writing, speaking, and viewing experiences. Over the course of the year, students will study one novel, a selection of poetry, a film or drama text, short written texts, and non-fiction texts from a variety of cultures, contexts, and perspectives.

Throughout the course, students will strengthen their ability to communicate ideas clearly and effectively while developing close reading, analysis, and oral presentation skills. Kaiako will encourage students to think critically about language, identity, culture, and the world around them. Students will also produce a range of written and oral texts for different audiences and purposes. 

The course focuses on building foundational literacy, textual and critical analysis, interpreting and creating meaning, and using language purposefully across a variety of contexts.

Competitions: Students will be invited to join a range of internal and external competitions throughout the year.

This programme is for students whose first language is not English and caters for both domestic and international students.

This course will enable students to improve their vocabulary, grammar, reading, writing, and listening skills in English.

Students will look at several texts, focusing on reading and comprehension, and further develop their English writing proficiency. They will present a speech in English and complete various listening tasks.

The activities covered encourage students to make meaning (listening, reading, and viewing) and to create meaning (speaking, writing, and presenting) in a range of situations.

There will be common assessments in the written, oral, and listening aspects of the courses.
Individualised programmes are agreed upon in consultation with students, caregivers, and the school.

Any questions, please see Mrs Payne.

The Year 9 French course introduces students to French culture and focuses on communicating in French.

The course is supported by an online textbook and class activities include songs, games, quizzes, French films, and online activities. Students will develop the four language skills - listening, speaking, reading, and writing. All activities are based on authentic exchanges. By the end of the year, students have a working knowledge of key vocabulary, an understanding of essential language structure, and an insight into the richness of French culture. 

Students learn to think laterally and creatively and employ strategies to problem-solve. They are introduced to young people’s lives in France and the French-speaking world.

Over a third of English words come from French and it has an important influence on the English we speak today, so learning French will help to develop a student’s English literacy skills.

French is spoken on every continent in the world and is an official language of the United Nations, the European Union, The International Olympic Committee, The Red Cross and UNESCO.

Game On! Girls Who Code & Create

In Year 9 German students will develop foundational language skills while building intercultural understanding and communication skills. Mātauranga Māori recognises the importance of socio-cultural context in language learning, as language is closely linked to identity, culture, and worldview. While German is a global language with consistent structures, it is used and experienced in diverse ways across many countries and communities. Students are introduced to basic vocabulary, sentence structures, and everyday communication. Classwork focuses on developing listening, speaking, reading, and writing skills through engaging topics such as greetings, family, food, school, sport, travel, and free time. Learning is supported by the interactive textbook Stimmt, which helps students build confidence as beginners.
This course requires no prior knowledge and is open to all ākonga. By the end of the year, students will be able to communicate in simple German in familiar contexts and will develop an understanding of German-speaking cultures across Europe.
Learning German supports global citizenship, improves communication skills, and builds intercultural competence for future study, travel, and employment. It also strengthens cognitive skills and supports achievement across learning areas. Students develop Key Competencies, including relating to others, managing self, and using language, symbols, and texts, while building confidence in interpreting meaning across cultures.

Students will have the opportunity to join the German Tour from Year 11. This includes travel to Germany, Austria, Switzerland, and a short stay in Paris.

Year 9 Physical Education covers a wide range of topics related to movement. Learning context may include, adventure based learning activities, sports education in team sports, gymnastics, invasion games and net games. The emphasis is on learning and having fun while being active. The expectation is that everyone participates to the best of their ability in all modules. The CGHS PE uniform is compulsory in all lessons. Physical Education: Two periods per week.

Health Education:
Students will develop knowledge and skills to make informed decisions around the wellbeing of self and others. Health Education: one period per week.
The topics include: well being, relationships, alcohol and drugs education, and sexuality education.
For further information, see Mr Norton or Mr Bilsbury

Kai for the Community

Learning Enhancement is a full-year course. Students attend five periods every two weeks. Students will be contacted by the Learning Enhancement team if this course would suit their learning needs.

Literacy and Numeracy support: We recognise that some students require additional resources and support in their learning journey. We strive to improve our students' experience at school and deliver inclusive learning so that all students can participate in their learning, feel valued and supported, and experience success.
This course is for students who need additional support with their learning. Learning Enhancement runs in the Year 9 option lines meaning students will not be removed from their core classes.
At Year 9 students will be invited to join the Learning Enhancement class according to their needs, and there will be a focus on developing literacy and numeracy skills, as well as some of those vital skills such as organisation and time management. With the aim of having smaller classes which enables us to support our learners to adapt to the changes that Secondary School Education brings. Some students may already have learning/diagnostic reports about their learning difficulties to support this choice but it is not a requirement for selection.
If you feel your young person needs this support, don't hesitate to get in touch with Mrs Wylie (Teacher in charge of Junior Learning Enhancement at [email protected]

Make and Create

In Year 9 students will learn and apply mathematical and statistical skills to solve problems. Students will study content from the Number, Algebra, Statistics, Measurement, Geometry and Probability strands of the curriculum.
In Year 9 you have the opportunity to participate in competitions like the Australian Mathematics Competition, the Otago University Junior Mathematics Competition, and Cantamath. There is also the opportunity for more able students to take part in the Mathematics Challenge for Young Australians Enrichment Programme.

Music

Pathway to Podium

Science

Smart Earners and Savers

Smart Spenders

Ui mai koe ki ahau he aha te mea nui o te ao, Māku e kī atu he tangata, he tangata, he tangata! | Ask me, 'What is the greatest thing in the world?' I will reply, 'It is people, people, people!'.

Year 9 Social Science invites students to explore how people interact with each other, their history and their environments. By gathering evidence, analysing sources and considering multiple perspectives, students develop the curiosity and disciplinary tools needed to understand both their own world and the experiences of communities beyond their own.

History: Students explore significant past events and cultures, learning how historians use evidence and concepts like causation and change to explain societal development.

Civics and Society: Focuses on democratic systems, rights, responsibilities and civic participation, discussing the role of Te Tiriti o Waitangi and encouraging respectful engagement with diverse perspectives.

Geography: Explores human-physical environment interactions and sustainability using basic spatial tools, data and graphic organisers to interpret local and national environments.

Economic Activity: Introduces personal finance, basic business and government roles, and how financial systems operate.

For further information see HOD Junior Social Science Mrs Coombes [email protected] 

Te Reo Maori

Technology

Theatrical Dance

This semester-long course introduces students to the foundational skills of visual arts. Students will explore the basic elements and principles of art, including drawing, colour theory, composition, and design. Through a range of hands-on projects in painting, sculpture, printmaking, design, and photography, students will develop practical skills, experiment with creative techniques, and begin to express their ideas visually. By the end of the course, students will have a solid foundation in visual arts, preparing them for further study and more advanced projects. 

Assessment: Student progress will be reviewed at the end of each term. Students will participate in the Junior Art Exhibition at the end of each Semester. 

Course Costs: A one off charge of $15 will be added to the students account. This will cover all materials that will be provided for the course. There may be additional costs for field trips.

It would be beneficial for students to have a laptop that can run the Adobe Creative Suite, though this is also available through school computers.

This course is designed for students who have completed 9ART in Semester 1 and wish to extend their skills and understanding of visual arts. Students will engage in longer, in-depth projects that allow them to develop their ideas more fully and explore art in context. Emphasis is placed on refining techniques, researching influences, and creating artworks that demonstrate both skill and personal expression.

Assessment: Student progress will be reviewed at the end of each term. Students will participate in the Junior Art Exhibition at the end of each Semester. 

Zoology

Year 10 Dance develops performance experience and opportunities. Ākonga continue to develop their ability to work co-operatively with others, develop time management and self-management skills and to think critically. This course is suitable for all ākonga, both experienced dancers and ākonga who have not done the subject before. It develops your confidence dancing in front of an audience, choreography skills, ability to work independently and also prepares ākonga for Y11 Dance.

Akonga require appropriate clothing to dance in.

Fundamental skills used in NCEA such as choreography and performance dance will be introduced.

• Choreography for small groups
• Musical theatre dance
• Class Dances across multiple genres
• Workshop opportunities taught by outside tutors and field trips to Dance performances in the wider community.

Digital Technologies

Year 10 Drama offers ākonga a wide range of performance experiences and opportunities to develop confidence, creativity, and communication skills. Through practical drama activities and performance projects, students build their ability to work collaboratively, think critically, and manage their time effectively. The course is suitable for both experienced performers and those who are new to Drama.

Ākonga will develop confidence performing in front of an audience, strengthen their public speaking skills, and learn to work both independently and as part of a team. Fundamental Drama skills that form the foundation of NCEA Drama, including devising, script writing, character development, and performance techniques, will be introduced through a variety of engaging practical projects.

Students will have opportunities to create, rehearse, and perform original and scripted work while exploring how drama can be used to communicate ideas, stories, and perspectives. The course provides an excellent foundation for students intending to continue into Year 11 Drama and beyond.

Performance projects may include:

• Devising original drama
• Script writing and performance
• Improvisation and theatre games
• Character development and role work
• Group and ensemble performances
• Exploration of a range of theatre styles and conventions

This course encourages creativity, resilience, collaboration, and self-confidence while fostering an appreciation of theatre and performance.

Year 10 English builds on the skills and knowledge developed in Year 9, encouraging students to become thoughtful, confident, and independent readers, writers, speakers, and viewers. Students will study one novel, a selection of poetry, a film or drama text, short written texts, and non-fiction texts that explore a range of ideas, cultures, and perspectives.

Students will develop their ability to analyse how language shapes meaning and influences audiences while strengthening their own communication skills across written, oral, and visual forms. The course encourages critical thinking, creativity, discussion, and reflection, with opportunities for students to respond to texts in both analytical and imaginative ways.

While building on the foundational literacy developed in Year 9 English, this course will develop students’ understanding of how texts are constructed, how ideas and values are communicated, and how language can be used effectively for different purposes, audiences, and contexts.

Competitions: Students will be invited to join a range of internal and external competitions throughout the year.

All students will be placed into a Year 10 English class.

This programme is for students whose first language is not English and caters for both domestic and international students.

This course will enable students to improve their vocabulary, grammar, reading, writing, and listening skills, working towards NCEA literacy reading and writing requirements.

Students will look at a number of texts, focusing on reading and comprehension, and further develop their writing proficiency in English. They will present a speech in English and complete various listening tasks.

The activities covered encourage students to make meaning (listening, reading, and viewing) and to create meaning (speaking, writing, and presenting) in a range of situations.

There will be common assessments in the written, oral, and listening aspects of the courses.
Individualised programmes are agreed upon in consultation with students, caregivers, and the school.

Any questions, please see Mrs Payne  

The aim of this course is to give students an introductory understanding to designing and developing processed food outcomes in a nutrition context. Throughout this course you will engage in hands on learning such as:

Working with a range of ingredients and cooking techniques
Demonstrating food safety
Developing kaitiakitanga in relation to sustainability and classroom routines
Designing food that meets functional and sensory requirements

This course leads to senior courses in Food Technology, Hospitality and Health Studies.

The teacher in charge of this course is Ms Mackintoshc

The Year 10 French course is based on the Studio series with additional activities to support learning including songs, games, French films and online activities. Students will develop their competence in the four language skills - speaking, listening, reading and writing - in a wide range of situations

Over a third of English words come from French and it still has an important influence on the English we speak today, so learning French will help to develop a student’s English literacy skills. The study of French also develops qualities of tolerance and cultural sensitivity while enabling students to appreciate more fully their own cultural identity and their own language. It is a subject well suited to all students regardless of their career intentions.

French is spoken on every continent in the world and is an official language of the United Nations, the European Union, The International Olympic Committee, The Red Cross and UNESCO.

In Year 10 German, ākonga build on the language skills developed in Year 9 and continue to strengthen their ability to communicate in German through listening, speaking, reading, and writing. Mātauranga Māori recognises the importance of socio-cultural context in language learning, as language reflects identity, values, and ways of understanding the world. While German is spoken across several European countries, it is experienced through diverse cultural perspectives and communities.
Students use the online Stimmt 2 programme, workbook activities, Education Perfect, and interactive digital resources to support their learning. Topics studied throughout the year include travel and transport, holidays, shopping and food, staying with a German family, health and wellbeing, and social activities. Through these contexts, students develop confidence using German in increasingly complex and authentic situations.
Learning German strengthens communication skills, intercultural understanding, problem-solving abilities, and global awareness. Students continue to develop Key Competencies, including relating to others, managing self, and using language, symbols, and texts. By the end of the year, students will be able to communicate with greater accuracy and independence while gaining a deeper understanding of German-speaking cultures and contemporary life in Europe.

Students will have the opportunity to join the German Tour from Year 11. This includes travel to Germany, Austria, Switzerland, and a short stay in Paris.

Year 10 Physical Education covers a wide range of topics related to movement. Some modules develop skills from Year 9 while others offer something new. Learning context may include, adventure based learning activities, sports education in team sports, self defence, aerobics, adventure gymnastics, invasion games and net games. The emphasis is on learning and having fun while being active. The expectation is that everyone participates to the best of their ability in all modules. The CGHS PE uniform is compulsory in all lessons. Physical Education: Two periods per week.
Please be aware that this course has associated costs.

Health Education:
Students will develop knowledge and skills to make informed decisions around the wellbeing of self and others. Health Education: one period per week.
The topics include: body positivity, alcohol and drugs education, and sexuality education.
For further information, see Mr Norton or Mr Bilsbury

Learning Enhancement is a full-year course. Students attend six periods every two weeks. Students will be contacted by the Learning Enhancement team if this course would suit their learning needs.

Literacy and Numeracy support: We recognise that some students require additional resources and support in their learning journey. We strive to improve our students' experience at school and deliver inclusive learning so that all students can participate in their learning, feel valued and supported, and experience success.
This course is for students who need additional support with their learning. Learning Enhancement runs in the Year 10 option lines meaning students will not be removed from their core classes.
At Year 10, students will be invited to join the Learning Enhancement class according to their needs, and there will be a focus on developing literacy and numeracy skills. With the aim of having smaller classes which enables us to support our learners to adapt to the changes that Secondary School Education brings. Some students may already have learning/diagnostic reports about their learning difficulties to support this choice but it is not a requirement for selection.
If you feel your young person needs this support, don't hesitate to get in touch with Mrs Wylie (Teacher in charge of Junior Learning Enhancement at [email protected]

Year 10 builds on the skills you learnt in Year 9, students will continue to learn and apply mathematical and statistical skills to solve problems. Students will study content from the Number, Algebra, Statistics, Measurement, Geometry and Probability strands of the curriculum.
The aim of the Year 10 Mathematics and Statistics course is to prepare you for Year 11 and the Foundation Assessment.
In Year 10 you have the opportunity to participate in competitions like the Australian Mathematics Competition, the Otago University Junior Mathematics Competition, and Cantamath. There is also the opportunity for more able students to take part in the Mathematics Challenge for Young Australians Enrichment Programme.

Year 10 Music is open to all students. While experience in Year 9 Music and the ability to read music are helpful, neither is essential. This course is ideal for students who enjoy performing, singing, listening to, creating, and learning about music. Across the year, students develop practical instrumental and vocal skills, composition techniques, music technology skills, and an understanding of music history and styles. The four major units of study are Musical Theatre, Classical Music, Music for Media (film, television and video games), and Songwriting and Recording.

Students do not need to already play an instrument, as opportunities are provided to learn in class and through the Itinerant Music Scheme. The course emphasises independent learning and allows students to work at an appropriate level through highly practical and individualised programmes. Students will perform both individually and in groups, compose original music, explore music technology, including recording and production, and may choose to prepare for the internationally recognised Associated Board of the Royal Schools of Music (ABRSM) Theory examinations.

This practical course is designed to equip you with the skills and knowledge needed to create a diverse range of products using various materials. From wood and metals to plastics and composites, you will learn how to work with each material to bring your designs to life.

Throughout the course, you will engage in hands-on activities and topics and skills in this course include:
Product design
Wood work
Metal work
Problem solving
Designing and making for other people
Laser cutting and 3D printing

Get ready to unleash your creativity and problem-solving skills whilst developing your practical skills with a range of materials.

Science

Ui mai koe ki ahau he aha te mea nui o te ao, Māku e kī atu he tangata, he tangata, he tangata! | Ask me, 'What is the greatest thing in the world?' I will reply, 'It is people, people, people!'.

Year 10 Junior Social Science guides students to deepen their understanding of the changing nature of places and how societies function and evolve, with a focus on New Zealand’s place in a globalised world. Teaching supports students to engage with concepts such as sovereignty, inequality, ethics and power, and develop strong social science practices related to analysing data and sources, making decisions and evaluating significant events and challenges.

History: Students advance to evaluating complex historical challenges, analysing power dynamics and assessing the long-term global significance of past events.

Civics and Society: Shifts to examining political ideologies, governance systems, human rights frameworks and the deep constitutional significance of Te Tiriti o Waitangi.

Geography: Focuses on the changing nature of places in a globalised world, using advanced data analysis to evaluate broader patterns, perspectives and environmental sustainability.

Economic Activity: Expands from personal finance to analysing New Zealand’s economy within a global context, exploring systemic issues like inequality and market ethics.

For further information see HOD Junior Social Science Mrs Coombes [email protected] 

Learn to create and design like an Architect and Product Designer. Explore design heritage and create actual and virtual models of your designs.

The teacher in charge of this course is Mr Frier.

The Year 10 course is designed to develop confidence in a broad range of design knowledge and hands-on skills. Ākonga will work on projects set in different contexts (Architecture and Product Design) that will prepare them for studying this subject in the senior years.

Topics and skills in this course include:
    Freehand sketching
    Rendering techniques
    Creative design thinking
    Modelling skills and techniques.
    CAD and computer modelling
    3D printing and laser cutting
    Virtual Reality designing
    Project and organisational management

The teacher in charge of this course is Mr Frier.

Te Reo Māori

Through the process of designing and constructing a fit-for-purpose textile item, you will develop your understanding of how textile material choices affect function, aesthetics, and impacts on people and the environment. You will develop your independent decision-making based on evidence-informed judgement.

Throughout the course, you will engage in hands-on activities, and topics and skills in this course include:
Communicating design ideas through sketching
Learning sewing techniques and processes
Understanding textile performance properties
Considering factors such as sustainability and ethics in design

This course is a good introduction to Year 11 NCEA Fashion Technology.

Year 10 Visual Art is an engaging course that is designed to extend ākonga (students) creativity within visual arts and thoroughly prepare them for NCEA Level 1 Visual Art. Ākonga explore an exciting range of artmaking practices throughout the course such as sculpture with clay, photography, design, painting and printmaking and are encouraged to take risks, experiment and develop their own personal style.

Ākonga's critical thinking, collaborative skills and creative abilities are fostered throughout the course in the experimentation and exploration of media and ideas in the production of artworks.

Digital skills are developed further with ākonga having access to the full Adobe Creative Suite, where Photoshop skills are used in the creation of digital artworks. 

This course provides a sound foundation for NCEA Level 1 Visual Art and NCEA Level 1 Photography and Design. 

Being able to think creatively will be key to survival in today's rapidly advancing technological landscape. With no right or wrong answers, visual art akonga are constantly taking risks, problem solving, critically thinking and being innovative.

Assessment: Student progress will be reviewed at the end of each term. Students will participate in the Junior Art Exhibition at the end of each Semester. 

In Commerce, you will learn the knowledge and skills that will enable you to achieve to a very high level in Accounting, Economics and Business in the senior school and at university. You will learn how cultures and values affect decision-making and the pūtake (goals) of businesses and community groups; how financial and non-financial information is used to make decisions; how whanau and organisations rely on each other and how decisions by one group can impact on others; and how kaitiakitanga (looking after resources), innovation, enterprise and tauhokohoko (trade & exchange) enable society to thrive. You will develop the analytical skills and vocabulary that are essential for further study in commerce subjects.

Are you ready to communicate beyond words? To express your ideas and stories through the powerful language of Dance?

This is a dynamic, performance and choreography based course designed to expand your creative and technical boundaries. Ākonga will begin the year by learning a diverse repertoire of dances across a range of genres and cultures. Through this practical exploration, you will investigate the functions of dance, problem-solve, and collaborate to reflect and refine ideas, working together to reach common artistic goals.

What You Will Do

• Choreograph Original Work: Transition from dancer to creator by choreographing your own group, duet, and solo pieces. Your choreography will be deeply rooted in place and identity, drawing inspiration from your pepeha and Aotearoa.
• Tell Meaningful Stories: Investigate how dance can be used as a powerful vehicle for storytelling, expanding an audience’s understanding of narratives, cultures, and themes that matter to you.
• Perform Live: Showcase your hard work and dedication. All participants in this course will have the exciting opportunity and expectation to perform live in the end-of-year Dance Showcase.

Why Select This Course?

By grounding your choreography in your own identity and the heritage of Aotearoa, this course offers a deeply personal and meaningful artistic journey. You will not only grow as an individual performer but also develop the vital teamwork, leadership, and creative problem-solving skills that come from collaborating closely with your peers.

This course is an alternative to the Level 1 Visual Arts course and is designed for students who already have a strong interest in specialising in digital media.

Year 11 Design and Photography is an exciting and creative course that introduces students to the world of photography, visual communication and digital design. Linked with the Year 11 Visual Art course through the overarching theme "Ko au te whenua, ko te whenua ko au" ("I am the land, and the land is me"), students explore their connections to place, identity, community and environment through contemporary digital creative practice.

The year begins with an exploration of a range of photographic genres, including documentary, still life and photo collage. Students learn how photographic artists communicate ideas, tell stories and capture meaning through composition, lighting, camera techniques and image-making processes. Building on these foundations, students then move into digital illustration and graphic design, developing skills in visual communication, image manipulation, typography and creative problem-solving.

Throughout the course, students investigate the work of contemporary photographers, artists and designers while developing their own visual style and creative voice. They are encouraged to experiment, take creative risks and respond to authentic design briefs and themes. Opportunities are provided to combine digital and handmade processes, allowing students to explore a wide range of creative possibilities.

The course culminates in the creation of a related series of work and a significant artwork that will be added to our Christchurch City Library collection. This course provides a strong foundation for further study in Design, Photography and Moving Image, Creative Arts and other creative pathways. Students leave the course with increased confidence, strong visual literacy skills and an understanding of how creative thinking can be used to communicate ideas and respond to the world around them.

Introductory level to Digital Technologies - involves designing and developing a digital outcome to solve a problem and computational thinking. The context for this is designing (all aspects) and programming a computer game. This involves researching game trends, developing game characters, playing environment and programming a fully functional interactive computer game. Key concepts/techniques included are digital illustration, programming, developing algorithms, iterative development of an outcome and analysing a user interface for its usability (HCI).

This course continues the learning pathway in Digital Technologies using a context of computer games and it includes:
Iterative development of a Computer Game [Use of Agile methodology to iteratively develop a computer game to meet a brief]
Implementing basic procedures to produce a specified Digital Media Outcome [Develop a media outcome using Adobe Photoshop, Adobe Illustrator and Adobe Indesign or MS Publisher]
Demonstrate understanding of Human Computer Interaction [develop understanding of the usability of computer interfaces considering usability principles including: mātāpono Māori, internal and external consistency, accessibility and Neilsen's heuristics]

The above content/skills are assessed through the following context:
Planning, iterative development and programming of a computer game
Design and development of a computer game cover
All project work is completed considering Relevant Implications
Human computer interaction - analyse an interface's usability

For further information see Mrs C. Nicholls. 

This course offers ākonga a dynamic and rewarding opportunity to develop their performance, creative, and collaborative skills. Students will participate in a live production for the wider community, gaining valuable experience performing in an authentic theatre setting. They will explore a range of plays from Aotearoa, including works by respected Māori and Pasifika playwrights, and deepen their understanding of theatre as a cultural and artistic practice. Through devising and performing an original work, ākonga will further develop their creativity, confidence, and ability to work effectively as part of an ensemble. Students will also take part in a Major production and perform a live performance. 

Field Trips:
Opportunities may include attending performances at the Court Theatre, Hagley Theatre Company, and other school productions.

This programme is for students whose first language is not English and caters for both domestic and international students.

This programme will enable students to improve their vocabulary, grammar, reading, writing, and listening skills.

This course offers support for the NCEA Literacy Reading and Literacy Writing standards, as well as a comprehensive programme of English Language Unit Standards at Level 1.

Individualised programmes are agreed upon in consultation with students, caregivers, and the school. Students may be invited to undertake one or more Level 1 English Achievement Standards, depending on their language proficiency. Speak to Mrs Payne about this option. 

The kaupapa of this course is the power of oral and visual language and the impact and power that words can have to influence change. Ākonga will be encouraged to express themselves effectively through a variety of written and spoken language forms. The focus of this course is visual and oral literacy, which could include topics such as marginalisation and silencing, alternate perspectives, propaganda, misinformation and disinformation techniques, or the social and historical context of texts we may not otherwise give a second thought to. 

Ākonga will explore a selection of oral, written, and visual texts, from speeches to manifestoes, from poetry to thought-provoking narrative prose, from websites to film and TV. You will learn how to express yourself clearly and convincingly, whether you are giving a presentation, writing an essay, or simply chatting with friends. 

The kaupapa of this course is the relationship between reading and writing. Whether you're reading for pleasure, writing the next bestseller, or simply have a love of language, this course will show you how to approach a wide range of written materials, both fiction and non-fiction, poetry and prose.

In this course, ākonga will be supported to improve their reading comprehension and critical thinking skills. They will also get lots of opportunity to hone their writing skills, from brainstorming and organising their ideas to crafting compelling sentences and paragraphs. You will learn how to identify and analyse key information, make connections between different ideas, and draw your own conclusions. This course will help you develop the confidence and creativity necessary to express yourself forcefully and with flair. Ākonga will study an independently-selected extended written text under the guidance of their kaiako.

Fashion Technology is a hands-on, creative subject that encourages ākonga to design and create fit-for-purpose outcomes that address a need or opportunity.
Ākonga will cultivate life-long practical skills and knowledge about materials, techniques, and processes. They will also develop an understanding of sustainable practices.

Where does it lead? Careers/tertiary study with a design/problem solving focus such as a Fashion Designer, Interior Designer, CAD Specialist, Fashion/Personal Stylist, Costume Designer, Wardrobe Manager, Product Designer, Fashion Merchandiser, Production Technician, Fashion Buyer, Fashion Illustrator, Textiles Designer, Fashion Sales Representative, Pattern Maker, Fashion Writer/Photographer, Textiles Print Designer, Digital Fashion Designer, E-commerce Product Designer, Wool/Fibre Specialist, Sustainable Materials Developer, Uniform/Protective Clothing Designer, Marine Sail Maker.

For further information, see Mrs Buckley

In this course, ākonga will explore key nutrition concepts including kaitiakitanga and food safety, nutrients, the role food plays in hauora and factors influencing food choices. Practical lessons allow ākonga to develop and refine their culinary skills and include whānau meals, bread-making, cultural dishes, vegetarian food and bakery items. You cannot take this course if you are also selecting Health 101 (as they have some of the same standards)

Where does it lead? Culinary Studies at NCEA Level 2 and Level 3. Future pathways include health promotion, marketing, education, dietetics, and specialised nutrition roles. It also supports careers in health sciences, food technology and the hospitality sector.

For further information, please see Ms Mackintosh

This course covers the topics of travel, holidays, everyday life, leisure and health. The focus is on practical communicative skills in authentic situations as well as cultural backgrounds.

All language skills; speaking, listening, reading and writing are fully developed. In language work, the focus is on revisiting and extending structures and vocabulary to allow for effective communication. The course is supported by variety of activities and resources to aid learning.

Field Trips:  Canterbury University Immersion Day, French Film Festival, Cultural experiences (Crêpes restaurant, Alliance Française)

A school trip to France has traditionally been organised every second year; a group is travelling to France in September 2026. Our relationship with our exchange partner school in Strasbourg remains strong allowing for authentic correspondence and contact with French students as well as the opportunity for students to take part in an individual exchange.

What is where, why there and why care? This is the underlying premise of our studies in Geography.

Level 1 Geography introduces foundational skills and concepts by exploring fascinating locations, natural forces and global challenges. The skills gained in writing, analysing and resource interpretation help support learning in Social Sciences at Level 2.
Amazing Places: Explore unique destinations like Dubai and Aoraki / Mt Cook. Investigate what makes them special and the current pressures they face from tourism. Includes an overnight field trip.
Nature's Power: Examine the natural forces shaping our world, focusing on earthquakes, tsunamis, and volcanic eruptions across NZ, Iceland, Hawaii and Asia. Includes a local field trip.
Global Geographic Challenges: Investigate critical modern issues, their locations, impacts and different global perspectives. Case studies include the use of child labour, alongside current New Zealand and Pacific issues.

For further information see Acting HOD Geography Mrs Coombes [email protected] 

In Year 11 German, ākonga build on the language skills developed in Years 9 and 10 and continue to strengthen their ability to communicate confidently and independently in German through listening, speaking, reading, and writing.
Students further develop their language skills through topics such as clothing and personal descriptions, school life, travel and transport, food and shopping, home and family life, social activities, and life in towns and cities. The focus is on practical communication in authentic contexts while extending vocabulary, grammatical accuracy, and intercultural understanding.

Health studies explores the complex connections between the physical, mental, emotional, social, and spiritual dimensions of our lives, using the foundational concept of hauora. Ākonga learn how collective actions enhance well-being and how to navigate change, discovering that health is shaped by broad societal factors rather than just personal choice.

 Through a range of contexts—including Mental Health (including Drugs and Alcohol), Relationships and Sexuality, and Decision-Making—ākonga understand what contributes to healthy relationships while strengthening their own identity and self-worth. This subject builds critical thought, communication, and analysis skills, offering a strong foundation for diverse future pathways in teaching, community services, government, and the health and science sectors. 

For further information, see Mrs Richards. 

You cannot take this course if you are also selecting Food and Nutrition (FAN) 101 (as they have some of the same standards) 

History is the attempt to explain the past, and to understand the ways that past events influence our present.

Introduction to historical thinking and concepts: we will begin the year with an overview of the big ideas and concepts in the study of History.

World War Two and New Zealand: Ākonga will examine WW2 and its significance to New Zealand. We will examine the experience and impact of the war on New Zealanders who served overseas as well as those who remained at the Home Front for the duration of the war.

Parihaka 1881: Ākonga will learn about the remarkable Parihaka kāinga and what happened on November 5, 1881.

Black Civil Rights in the USA: Ākonga will examine the origins of the Black Civil Rights movement and the key people and groups involved in the protests of the 1950s and 1960s in the USA.

Skills learned by History ākonga include: effective and fluent communication, thinking critically about historical sources, and understanding historical perspectives. 

For further information see HOD History Mr Thornhill [email protected] 

We recognise that some students require additional resources and support in their learning journey.

Learning Enhancement is a chosen option subject in Year 11 and can lead on to the Year 12 and Year 13 EPA classes.The students taking 11EPA will be offered Unit Standards at Level 1, particularly those which will support them with real life literacy as well as the possibility of standards that are based on core skills.

Acceptance into the Learning Enhancement programme is by self-referral/parent whānau referral or recommendations from pastoral or academic deans. This is a very popular course and places will be given to those with the highest need for additional support.

Students may also be assessed and may qualify for Special Assessment Conditions for NCEA. These may include readers, writers, computer use, separate accommodation for assessment, extra time, or rest breaks.

If you would like further information about entering a Learning Enhancement programme, please see Ms Jardine (Head of Learning Area/SENCO) on [email protected]

Double Science is an exciting new opportunity for our ākonga who would like to learn more science in Level 1 to support their future studies in Senior science subjects.  Double Science is split into two classes called Life Science and Physical Science.  These classes will be taught by two specialist teachers.  This option may appeal to students who are planning on studying Medicine, Engineering or Science at university, or to students who love science.

Suitable for all Year 11 students, particularly those planning on doing senior science

For further information, see Mr Aaron

In Year 11 you will cover a range of topics that will cover all the 5 Big Ideas. The Big Ideas of wānanga, hononga, and tāiringa kōrero highlight the importance of Aotearoa New Zealand’s identity in how ākonga conceptualise the world and solve problems. Mātauranga Māori recognises the importance of socio-cultural context when learning and applying mathematical and statistical skills. The content of mathematics is universal, but it will be accessed and engaged with by different cultures in distinct ways. Your classwork will be drawn from the 6 strands of mathematics (algebra, geometry, measurement, number, probability and statistics). This course has a heavy focus on algebra and aims to start preparing students who may like to take calculus in the future.

Competitions: Australian Mathematics Competition and the Casio Calculator Competition.

The course is flexible and can be tailored to students’ musical interests and backgrounds. Students with a contemporary music focus (pop, rock or jazz) can emphasise performance and listening skills, with less emphasis on formal music theory and notation. Students with a classical music background will continue to develop performance and listening skills while further strengthening their theoretical knowledge and written music skills.
Throughout the course, students will develop performance skills on their chosen instrument or voice, both as soloists and as members of ensembles. Performing before an audience forms part of the assessment programme. Students will also learn digital music production skills, including transcribing and recreating music using industry-standard software, while developing an understanding of melody, harmony, rhythm and musical structure. Composition is another key component of the course, with students learning creative techniques and applying them to compose original music individually or collaboratively.

Movement is essential to hauora/well being. Participation in movement enriches our lives. Through movement we develop diverse capabilities. There are diverse ways of understanding movement contexts and the moving body.
In Physical Education, ākonga will have the opportunity to explore what movement means to them through different models of, and approaches to, hauora. They will engage in a range of activities across diverse physical and social environments. This course has a variety of practical and theory components including sports science, sport education modules, individual and team sports activities.
Theory covers basic sports science (skill learning, functional anatomy, bio-mechanics and exercise physiology) and applies it to the practical components of the course.
Ākonga will also investigate aspects of social responsibility and participation in physical activity. For further information, see Mr Bilsbury

Double Science is an exciting new opportunity for our ākonga who would like to learn more science in Level 1 to support their future studies in Senior science subjects.  Double Science is split into two classes called Life Science and Physical Science.  These classes will be taught by two specialist teachers.  This option may appeal to students who are planning on studying Medicine, Engineering or Science at university, or to students who love science.

Suitable for all Year 11 students, particularly those planning on doing senior science

For further information, see Mr Aaron

Learn a broad range of practical and design skills in a workshop environment. Understand how to work with a range of tools, machinery and materials to develop unique products fit for the intended user.
Qualification: NCEA Level 1 (Unit and Achievement Standards)

Content/Skills:
This course introduces students to the Technology process in a hard materials setting. The course has a practical focus in a workshop environment and combines innovative design thinking and making skills in order to develop Technological outcomes in authentic contexts.
You will learn about materials and their physical properties to enable you to select them appropriately for your design context. You will also learn how to safely process and work with a range of materials to shape and form design solutions.
Assessment is based on project outcomes and practical applications with no end of year examination. The course will have a combination of both unit and achievement standards.
Portfolio work will be assessed alongside your practical outcomes and you will develop your understanding of how to create working drawings that would allow others to manufacture your designs.
Field Trips: Local industry visits

In order to provide industry standard learning we use a variety of software available on school devices and some student devices.

Assessment:
Ākonga undertake some but not all of the offered assessment standards depending on their skills and interests. The completed course will add up to approximately 15 credits total.

A course for students who would like to continue learning about Science and may be planning on continuing to study Science subjects in Year 12.  This course has pathways into all 3 senior Science subjects.

For further information, see Mr Aaron

Learn the skill of innovative thinking and creative design. Use the influences of the great Maori and Pakeha architects/designers to design, model and present your own innovative design solutions.

This course introduces students to Spatial and Product Design. Areas of study include Architectural Design and Product Design. Ākonga will complete 2 design projects that require them to create individual solutions for specific situations. At the completion of the course ākonga will have mastered a variety of informal and formal drawing techniques, modelling and rendering skills as well as computer-aided design packages.

Ākonga will use Maori and other design heritages as inspiration to gain an understanding design and its whakapapa.

This course develops students' confidence and proficiency in te reo Māori while deepening their understanding of te ao Māori. Through speaking, listening, reading, writing, waiata, whakataukī, and cultural exploration, students engage with meaningful learning contexts and are encouraged to use te reo Māori confidently. The course provides a strong foundation for NCEA Level 2 Te Reo Māori.

Te Kōrerorero - Students participate in spoken interactions in te reo Māori.
To achieve success ākonga will need to: 
    Speak regularly in class.
    Use a range of vocabulary and sentence structures.
    Practise pronunciation and fluency.
    Participate confidently in conversations.

Te Whakapuaki Whakaaro - Students communicate ideas and opinions through writing.
To achieve success ākonga will need to: 
    Write consistently throughout the year.
    Use learned vocabulary accurately.
    Express personal opinions clearly.
    Check grammar and sentence structures before submission.

Te Tuhi e pā ana ki tētahi Horopaki - Students write in te reo Māori about a given context.
To achieve success ākonga will need to: 
    Read and analyse model texts.
    Build vocabulary related to common themes.
    Practise planning and structuring written responses.
    Complete practice examinations seriously.

Year 11 Visual Art is an engaging and practical course that introduces students to a wide range of artistic processes, materials and ways of thinking. Linked with the Year 11 Design and Photography course through the overarching theme "Ko au te whenua, ko te whenua ko au" ("I am the land, and the land is me"), students explore their connections to place, identity, community and environment through contemporary art practice.

Throughout the year, students investigate how artists communicate ideas through a variety of media, including drawing, painting, sculpture, printmaking and mixed media. Through hands-on projects, they develop technical skills, experiment with materials and processes, and build confidence in their ability to generate and communicate original ideas.

Students explore the work of contemporary and historical artists, using these investigations to inform and extend their own creative practice. They are encouraged to take creative risks, solve problems, reflect on their learning and develop an individual artistic voice. Opportunities are provided for students to pursue personal interests while responding to the course theme through increasingly ambitious artworks.

The course culminates in the creation of a related series of work and a significant artwork that will be added to our Christchurch City Library collection. Students leave the course with strong visual literacy skills, creative confidence and a deeper understanding of how art can be used to explore, celebrate and challenge our relationships with the world around us.

Year 11 Visual Art provides a strong foundation for further study in Painting and Printmaking, Creative Arts and other senior visual arts pathways.

This course includes applying accounting processes to prepare financial statements for sole traders. Students will study full sets of accounts, including analysis and interpretation of financial statements to help make informed decisions. Students will also learn to use the XERO accounting software to process financial transactions.

This course is designed for students who may be thinking about a career in some commerce or business field but perhaps are not intending to go on to complete a university degree. They could instead be thinking of possibly doing further training in a diploma course at Lincoln University or at Ara, or wanting to get a job in an administration or business environment when they leave school. The course will use an agriculture context for some of its learning and will cover topics like future-proofing your business, cash-flow forecasting, business structures, external and internal business factors and market research. There may possibly be an opportunity to carry out a business activity in a community context, depending on student voice from those who choose the course.
There will be some trips, but details are yet to be confirmed. These may be to a horticulture business, a farm, Lincoln University or to Field Days in Kirwee.

Students should study biology because it helps them understand how living things function and interact with the world around them. By learning about cells, organisms, genetics, ecosystems, and human health, students develop a deeper appreciation for life and the environment, which is essential for making informed decisions about issues like conservation, medicine, and sustainability. Biology also builds critical thinking and problem-solving skills through scientific investigation and experimentation. In addition, it opens pathways to many important careers, including medicine, research, environmental science, biotechnology, and agriculture, therefore making it a valuable and practical subject.

Please see Mr Thew ([email protected]) for any further questions. 

Students should study biology because it helps them understand how living things function and interact with the world around them. By learning about cells, organisms, genetics, ecosystems, and human health, students develop a deeper appreciation for life and the environment, which is essential for making informed decisions about issues like conservation, medicine, and sustainability. 

Biology also builds critical thinking and problem-solving skills through scientific investigation and experimentation. In addition, it opens pathways to many important careers, including medicine, research, environmental science, biotechnology, and agriculture, therefore making it a valuable and practical subject.

Please see Mr Thew ([email protected]) for any further questions.

This course has an algebraic approach to solving problems. Topics studied are Algebra, Trigonometry, Calculus, Graphing and Co-ordinate Geometry. The emphasis of this course is on developing algebraic and mathematical thinking. Concepts are related to real-life situations, and contextual problems are used throughout the course. 

If students want to take two Level 2 Mathematics Courses they can take MAT201 and STA201

Chemistry helps us to understand the world around us. Chemistry provides explanations for the properties of materials and provides us with ways of transforming materials into new and useful substances. It helps us to understand the changes that we see occurring in the natural and physical world and allows us to make educated choices about consumer products. The five topics included in this course are: atomic structure bonding and energy changes (external 5 credits), organic chemistry (external 4 credits), reactivity (external 4 credits), oxidation and reduction (internal 3 credits) and the chemistry of a current technology (internal 3 credits).

Entry is at the discretion of the HOD Chemistry Mrs Waugh.

Classical Studies is the study of ancient Greece and Rome. The literature, art, religious and societal expectations; and political structures of these cultures have helped shape the foundation of western civilisation.

The eruption of Mt Vesuvius in 79CE: We look at the archaeology that has been discovered in the ash of Pompeii and Herculaneum and learn about what this has taught us about the Romans in the 1st Century CE.

Roman art and architecture: Staying in Pompeii, we now look at a specific selection of buildings and frescos found in Pompeii. We will learn how architecture and art help show what was important to the Romans.

The Odyssey: This is an example of Greek epic storytelling. Attributed to the poet Homer, this story details the journey home of Odysseus, King of Ithaca, following the destruction of Troy. We compare elements of the storytelling art to modern storytelling for the internal assessment. We then discuss thematic elements to show what was important in Greek Society in the external assessment.

For more information see TiC Classical Studies Mr Genge [email protected] 

In this course ākonga will explore the key nutrition issue of food security in Aotearoa New Zealand and investigate the sustainability of a plant-based diet. Students will learn about food safety in a commercial workplace and will take part in an 8-10 week barista skills course. Students develop a wide range of practical skills including cooking high risk foods, budget friendly meals, vegetarian meals and coffee treats.

Level 2 Dance invites ākonga to deeply explore the expressive, cultural, and social dimensions of movement. This course balances Developing Practical Knowledge through performance with Developing Ideas through both solo and collaborative choreography.

A core focus of Level 2 is Understanding Dance in Context. Ākonga will investigate how dance functions as a powerful vehicle for social commentary, exploring how choreographers use movement to reflect identity and challenge societal themes or issues. Through exposure to a diverse range of genres and digital or live dance works, ākonga will critically analyse and interpret the meanings behind the movement.

Collaborative choreography encourages ākonga to problem-solve, reflect, and refine ideas collectively, fostering whanaungatanga and shared artistic vision. To enrich classroom learning, there may also be opportunities to participate in professional workshops and live theatre visits.

All ākonga will be expected to be part of the end of year showcase.

Level 2 Design (Visual Art) is where your creativity meets purpose. In this dynamic course, you’ll learn how to bring powerful ideas to life through visual storytelling while sharpening your skills in digital design, hand-drawing, and photography. You'll tackle a real-world design challenge, creating an exciting project that sparks your imagination and builds your confidence. Whether you're dreaming of a creative career or want to express yourself in new ways, this course lays the foundation for future study and helps you create a portfolio to be proud of.

Year 12 Design provides the entry requirement for Year 13 Design (students in Year 13 Design choose their own topic of study for the year). 

Content/Skills: This course aims to provide the students with a thorough grounding in Design. In Year 12, ākonga learn how to combine research into their favourite musician/s and graphic design styles to create album covers, magazine double-page spreads, posters, tickets, and mock-ups. During the course, students develop skills in promotional design, typographic layout, and computer design. The course prepares ākonga for the first stages of a career in Graphic Design or any other related Visual Arts career. (Architecture, Advertising, Fashion, Film & Television, Multimedia & Animation, Gaming/Graphic/Interior/Information/Industrial/Motion/Product or Spatial Design, Photography, Technical Communication, UI &UX Design).

Intermediate level - designing and developing a digital outcome to solve a problem and computational thinking. Including: gathering and analysing data, algorithms, iterative development, programming, digital illustration, outcome development and a computer science topic.

This course continues the learning pathway in Digital Technologies using a context of a student-developed range of products (designed to make a difference in the world) including:
- Develop a Computer Program [Iteratively develop a product ordering system to meet a brief
- Develop a concept for a digital outcome
- Implementing basic procedures to iteratively develop a specified Digital Media Outcome [Develop a media outcome using HTML/CSS, Adobe Photoshop & Adobe Illustrator. The outcome should explain and promote the students product to the community]
- Demonstrate understanding of a Computer Science topic

For further information see Mrs C. Nicholls.

This course provides ākonga with exciting opportunities to extend their performance skills, theatrical knowledge, and creative practice. Students will explore a selected theatre form, developing an understanding of its conventions, historical context, and performance style before presenting scenes that demonstrate this learning. A highlight of the course is participation in a major production for the wider community, allowing students to gain valuable experience in a live performance environment.

Throughout the year, ākonga will continue to develop their creativity, collaboration, and confidence through devising and performing original work. They will also engage with a range of theatre experiences that support their understanding of dramatic performance and prepare them for the external assessment.

There may also be opportunities to participate in workshops and attend live theatre performances.

Students will require black trousers or track pants and a long-sleeved black T-shirt for performance work.

This course will help you understand the importance of the economic information you receive daily through the media so you are able to make informed decisions about buying, saving, investing, borrowing, employment and overseas travel. It will also help you understand the impact of government decisions which will help you when you are old enough to vote! The topics covered are trade, inflation, growth and government economic policies.

For further information, see Mr Blyth, Mrs Boyd or Miss Price.

This programme is for students whose first language is not English and caters for both domestic and international students.

This course offers English Language Unit Standards level 2 and English for Academic Purposes (EAP) level 3 to cater for individual student needs.

This programme helps enable students to improve their vocabulary, grammar, reading, writing, and listening skills. Individualised programmes are agreed upon in consultation with students, caregivers, and the school.

Any questions, please see Mrs Payne 

This is the course for ākonga who have a love of the written word and who regularly read for pleasure, love to have their viewpoints challenged by a text, and enjoy thinking about, discussing, and critiquing literary works. This course is interested in literature in all its forms, from novels to poetry, short stories to drama and film.

Ākonga will practise their visual literacy by watching and analysing a visual text of their choice. They will complete personal responses to texts they have read, watched, or listened to throughout the year and practise their close reading and analytical skills. For the external standards, ākonga will study both a written and visual text throughout the year and will choose two out of three standards to complete. 

Ākonga select two of the three externals for a total of 18 credits.

Do you love English but prefer a short text option? Was your favourite part of your Level 1 course the visual aspects of English? The kaupapa of “Short and Scene” is the study of visual texts such as film, television, and illustrations, as well as short written texts such as short stories, poetry and short non-fiction texts such as articles or essays. 

Ākonga will study the codes and conventions of visual language through a visual text analysis of their choice. They can then take those skills and apply them to their own visual text creation, which could be a static or moving image. Ākonga will also be given the opportunity to pursue an independent research topic in order to develop their information literacy skills. Your only external assessment will be the study of short written text such as poetry or short story.

Having trouble deciding your English course? “Thinking Themes” is our general English course that covers a little bit of everything and is most similar to what you did in Level 1 English. The kaupapa or theme of the course will be selected by the kaiako and could include a focus on feminist issues, an historical timeframe, texts with an international flavour, or a specific genre or style of texts. 

Ākonga will study and analyse a range of written, visual and oral texts over the course of the year. They will independently select and study a visual text of their own and will also research a topic of their choice in order to develop their information literacy skills. The external assessments will be based on studied written texts such as poetry, short stories or novel, as well as a studied visual text such as film or television.

The kaupapa for this course is to nurture and grow your reading and writing skills. This course is for ākonga who enjoy writing and would like to foster their written literacy. Ākonga will be encouraged to pursue their writing interests, whether it be fiction or nonfiction, poetry or prose, long- or short-form. They will explore the techniques for creating compelling writing in a range of genres and how to refine their work for clarity and impact. 

In addition to the focus on writing, ākonga will research a topic of their choice and further expand their information literacy skills, which are so vital in today’s world. Additionally, they will study and analyse an extended written text, to be decided by their teacher, for the external assessment and continue to enhance their close reading and textual analysis skills.

This programme is for students whose first language is not English and caters for both domestic and international students. Acceptance into this course is by approval of Mrs Payne.

This course offers 17 Level 2 NCEA English Achievement Standards. It is designed to enable English Language Learners to complete English standards using appropriate texts.

Students will complete three (four/optional) internal assessments and two external assessments.

This course can be taken alongside ELL201 by students completing both classes at level two.

Any questions, please see Mrs Payne.

This course is based on textiles and garment development and construction, with a focus on environmentally sustainable practices. Ākonga will develop portfolios of their design work and technological practice. They will develop skills in fashion drawing, pattern adaptation and garment construction. Additional workshops will allow after school learning and support.

Careers/tertiary study with a design/problem solving focus such as a Fashion Designer, Interior Designer, CAD Specialist, Fashion/Personal Stylist, Costume Designer, Wardrobe Manager, Product Designer, Fashion Merchandiser, Production Technician, Fashion Buyer, Fashion Illustrator, Textiles Designer, Fashion Sales Representative, Pattern Maker, Fashion Writer/Photographer, Textiles Print Designer, Digital Fashion Designer, E-commerce Product Designer, Wool/Fibre Specialist, Sustainable Materials Developer, Uniform/Protective Clothing Designer, Marine Sail Maker.

For further information, see Mrs Buckley

This course is taught by means of various texts, video, film, authentic articles and on-line activities. It covers a range of topics depending on the interests of the group such as leisure and fashion, advertising and the media, French films, teenage life and the role of technology, the French-speaking world. The study of French develops qualities of tolerance and cultural sensitivity while enabling students to appreciate more fully their own cultural identity and their own language. The focus is on practical communicative skills in authentic situations as well as cultural background. All language skills: reading, listening, writing and speaking are developed. 

Through our special relationship with our partner school in Strasbourg, individual exchanges are possible, and a school trip to France has traditionally been organised every second year. A group is travelling to France in September 2026.

Field Trips: Canterbury University Immersion Day, Cultural trips (Crêpes), French Film Festival

Content/Skills: This course offers personal development and career planning for students who are on a pathway out of school either into further study or work. A range of Unit Standards will be undertaken in an individualised career pathway for each student. Core standards such as planning for future direction and preparing targeted curriculum vitaes will be carried out by all students.

Visiting speakers, site visits and work experience will be included in the programme. It may also involve some community activities such as volunteering.

To be eligible for this course you must have 80% attendance in Year 11 or it will be at the discretion of the Head of Department.

Field Trips: Local visits to tertiary providers and workplaces

What is where, why there and why care? This is the underlying premise of our studies in Geography.
Level 2 Geography is an open entry course that explores different places and societal issues, building versatile skills for careers in environmental science, criminology, hydrology, law and tourism.
CSI - The Geography of Crime: Analyse homicide patterns in Chicago using GIS mapping. Includes a local field trip.
Ki uta ki tai - From the Mountains to the Sea: Study river systems and geographic research methods.
Global Geographic Challenges: Examine global threats through two lenses: Rising Tides (sea-level rise in Venice, Tuvalu, Kiribati and Dunedin) and Slumming It (urban issues in Dharavi, India, and Brazil's favelas).
Geographic Skills and Concepts: Apply geographic concepts and resource interpretation skills.

For further information see Acting HOD Geography Mrs Coombes [email protected] 

In Year 12 German, ākonga continue to build their confidence and proficiency in German through listening, speaking, reading, and writing. The course extends language skills to a higher level and encourages students to communicate with increasing independence, accuracy, and sophistication in a range of authentic contexts.

Students explore topics such as relationships, health and wellbeing, leisure activities, current trends, future aspirations, Austria and Switzerland, and traditional stories from the German-speaking world. Through these themes, students deepen their understanding of language structures, expand their vocabulary, and develop greater intercultural awareness. The focus remains on practical communication while exploring the cultural perspectives, traditions, and contemporary issues of German-speaking communities.

Learning German strengthens communication skills, critical thinking, intercultural understanding, and global awareness. By the end of the course, students will be able to communicate effectively across a wider range of situations and be well prepared for NCEA Level 3 German.

Field Trips:
Students may have the opportunity to participate in a future German Tour, including travel to Germany, Austria, Switzerland, and a short stay in Paris.

Level 2 Health examines the complex connections between the physical, mental/emotional, social, and spiritual dimensions of the lives of rangatahi (youth). In this course, ākonga explore contemporary health issues and discover how personal, interpersonal, and societal factors influence well-being. Through key areas of study including adolescent health issues, taking action to enhance well-being, sexuality and gender, and building resilience, ākonga develop skills in analysis, communication, and critical thought. This learning helps ākonga understand what contributes to healthy relationships, navigate change, and develop effective strategies to enhance community well-being. This subject provides a strong foundation for pathways in teaching, community services, government, and the health and science sectors. For further information, see Mrs Richards. 

History is the attempt to explain the past, and to understand the ways that past events influence our present.

NZ and the Cold War: We begin the year learning about New Zealand’s involvement in the Korean and Vietnam Wars: how and why New Zealand decided to become involved in these conflicts. We will also look closely at the experience of New Zealand soldiers when they returned from war.

The 1981 Springbok Tour: Ākonga will also examine the 1981 Springbok Tour protests. This significant event will be examined in depth, with a focus on the causes and consequences of the protests.

Historical Research: The research topics for 2027 will allow ākonga to investigate an event, idea or person that is a major event in global history and that is of significance to New Zealanders.

Extensive historical thinking skills will be developed throughout the year, enabling ākonga to critically examine information as an Historian.

Throughout the year you will develop research and analysis techniques, and refine your critical thinking and communication skills.

For further information see HOD History Mr Thornhill [email protected]

 We recognise that some students require additional resources and support in their learning journey. Learning Enhancement is a chosen option subject in Year 12 and can lead on to 13EPA.

The students taking will be offered Unit Standards at Level 2, particularly those which will support them with real life literacy as well as the possibility of standards that are based on core skills.

Acceptance into the Learning Enhancement programme is by self-referral/parent whānau referral or recommendations from pastoral or academic deans. This is a very popular course and places will be given to those with the highest need for additional support. Students may also be assessed and may qualify for Special Assessment Conditions for NCEA. These may include readers, writers, computer use, separate accommodation for assessment, extra time, or rest breaks.

If you would like further information about entering a Learning Enhancement programme, please see Ms Jardine (Head of Learning Area/SENCO) on [email protected]

This course has both an algebraic and a statistical approach to solving problems. Topics studied are Algebra, Trigonometry, Calculus, Probability and Statistical Inference. Concepts are related to real-life situations, and contextual problems are used throughout the course. 

Students cannot take STA201 or MAT201 with this course as some of the standards are the same.

This course is designed for students for whom English is not their first language or for students who need an alternative pathway.
Students choose the standards which best meet their needs for whatever they are planning to do when they leave school.
The MAP201 course offers a mixture of NCEA Level 2 standards which focus on Algebra and Calculus skills.

Students are able to craft a course that best suits their needs.
For further information see Ms Hooper

This course has a numerical and statistical approach to solving problems. Topics studied are Statistical Inference, Simulations, Probability, Questionnaire Design and Experiments.

If students want to take two Level 2 Mathematics Courses they can take MAT201 and STA201

Media Studies challenges and empowers students to analyse and interpret media content and to become more informed and think critically about the media and its role in everyday life.

In this course, you will:
Explore the genre of film
Demonstrate and apply your understanding of the crafting of film
Develop the concept, script and final product of a moving image
Work independently or with other students in the development, filming and editing of a moving image
Complete an external which demonstrates understanding of an aspect of a film genre.

This course will offer 7 University Entrance Writing credits.

Level 2 Music provides a flexible programme that enables students to build on their existing musical skills while tailoring their course to their interests and strengths. The course is structured around four broad areas: performance, composition, musicology, and music theory, with students selecting standards that best support their musical goals.
Performance: Develop confidence and technical skill through solo, group, and/or second instrument performance, with opportunities to perform in both classroom and public settings.
Composition: Create original music and develop arranging and instrumentation skills by writing for a range of instruments and ensembles.
Research/Musicology: Investigate New Zealand music, artists, and musical traditions, exploring how music reflects cultural identity and how it is valued by individuals, communities, and society.
Theory: Develop music literacy through the study of music theory and aural skills, including notation, harmony, score reading, and listening analysis, strengthening both practical musicianship and preparation for Level 3 study.

Students may build a course from the standards, up to a maximum of 20 credits. 

Studying Painting and Printmaking offers numerous benefits, fostering creativity, problem-solving, and cultural insights. It allows for emotional expression and enhances critical thinking, communication, and appreciation for beauty. Career opportunities in art are diverse, and engaging in art boosts self-esteem, confidence, and community. Studies show that art involvement enhances cognitive abilities and academic performance, deepening understanding of human experience and broadening worldview.

Painting and Printmaking Year 12 provides the entry requirement for Year 13 Painting and Printmaking.

Content/Skills: The aim of the course is to provide ākonga with a thorough grounding in painting and printmaking practices. Ākonga will be taught to understand the principles underlying the making of paintings and prints. They will develop knowledge of current processes, procedures, materials and techniques. This will involve the application of research skills and the ability to generate and develop ideas in a systematic way through to finished artworks.

This course is all about linking curricular and extra-curricular interests. It is for students that have a deep interest in sport/movement. Students learn a broad range of topics and then apply knowledge to their sporting interests.. Students will be able to design a ‘personalised learning programme’ in which they can select approximately 14-20 NCEA credits from a range of approved Achievement Standards from physical education. Learning contexts will be specific to their sporting context and interests.

Example of Subjects / items covered in the Performance Sport Programme may include:
Sports Biomechanics, Exercise Physiology, Motor Skill Learning, Fitness Studies – Physical Conditioning, Sports Psychology – Mental Skills Training, Performance Nutrition, Sporting Performance Pathways

For further information, see Mr Bilsbury

Photography is an engaging course that hones your ability to tell stories visually while mastering technical skills. You'll develop transferable skills like attention to detail, creative problem-solving, and a deep understanding of light and color. These skills are crucial not only in photography but will also enhance your proficiency in design and painting, enabling you to create impactful and visually compelling work across various mediums.

Year 12 Photography provides the entry requirement for Year 13 Photography.

Content/Skills: Year 12 Photography is a course where students specialise in the use of photography as an artmaking tool. Students will engage in individual themes and explore subjects they are passionate about, in the production of a 2-board portfolio.

Student's critical thinking, collaborative skills and creative abilities are fostered throughout the course in the production of photographic artworks.

Students are taught how to use the manual functions of a Digital SLR Camera through extensive photoshoots outside of the classroom. Students will be taught professional studio lighting techniques and how to compose and photograph objects looking at lighting, composition, meaning and intention.

Students have full access to the Adobe Package and will learn how to edit and manipulate photographs in post-production with Photoshop and Lightroom.

We have extensive facilities with a full computer suite and photographic studio.

The course prepares students for the first stages of a career in Photography or any other of the many related Visual Arts careers (architecture, advertising, product design, illustration, film, interior design).

This course blends practical activity and theoretical topics at a more advanced level. You will deepen your understanding of how the body works and also how sport/movement is important for society. Year 12 has a greater emphasis on sports science and its application to movement (anatomy, biomechanics, motor learning/skill development and methods and principles of training). Students will also experience demonstrating leadership skills and social responsibility in team based movement settings.

For further information, see Mr Bilsbury

Discover the sheer power of mechanics, unleash the electrifying potential of electricity, and venture into the heart of matter with nuclear physics, unravelling the forces that bind atomic nuclei and power the stars ?. Level 2 Physics will ignite your passion and propel you towards an awe-inspiring future.: 

Field Trip: University of Canterbury Radioactivity workshop - required for the Atomic and Nuclear Physics Internal assessment.

Psychology is the scientific study of human cognition, emotion, and action. Psychology addresses questions by deconstructing patterns of thinking, feeling, and behaviour, as well as identifying and challenging assumptions, theories, and conventions.

Ethics Issues: This is done by looking at well known psychological experiments from the past such as Milgram's research on obedience, and measuring them against the current NZ Code of Ethics.

Approaches: How do different psychological approaches explain the behaviour of addiction? Amy Winehouse is our case-study.

Fields: This topic introduces real life settings and careers for psychologists such as clinical, developmental, sports and organisational. The focus is on Investigating how psychological theories are used in the fields of Educational and Forensic psychology.

Research: Learn to carry out psychological research on memory.

For further information see HOD Psychology Mr Meredith [email protected] 

Extend and challenge your design thinking. Specialise in either Architecture or Product Design and explore the heritage of design as a source of inspiration for more creative design solutions.

The concepts and skills covered in Level 1 are extended. Ākonga are given the opportunity to experiment with and master a variety of new methods of presentation. Ākonga will select a product design or architectural project to develop well considered design solutions. An emphasis on creative and exciting design that defies convention is at the forefront of the projects.  A mixture of internal and external standards will be offered, totalling 16 credits. Assessments are in the form of portfolio submissions 

This course builds students’ proficiency in te reo Māori and deepens their understanding of te ao Māori through increasingly complex language and authentic learning contexts. Students strengthen their listening, speaking, reading, and interpretation skills while exploring diverse themes and perspectives. The course prepares students for advanced language study and supports a wide range of tertiary and career pathways.

Whakarongo - Students demonstrate understanding of spoken te reo Māori.
To achieve success ākonga will need to: 
    Listen actively during lessons.
    Practise interpreting spoken Māori regularly.
    Learn key vocabulary before assessments.
    Use context clues to support understanding.

Kōrero - Students communicate detailed information and ideas orally.
To achieve success ākonga will need to: 
    Speak Māori as often as possible.
    Expand vocabulary beyond everyday language.
    Develop confidence speaking without relying heavily on notes.
    Rehearse presentations and discussions.

Pānui - Students demonstrate understanding of written Māori texts.
To achieve success ākonga will need to: 
    Read Māori texts regularly.
    Build vocabulary knowledge throughout the year.
    Practise identifying key ideas and deeper meanings.
    Complete practice examination papers.

Ki wīwī, Ki wāwā | To roam
Tourism looks at the different jobs in the industry, the effects visitors have on places, and the reasons Aotearoa and other destinations around the world are so popular. It helps you understand how people travel, why places are important, and how a global industry can shape the way we live in the future.

In Level 2 Tourism we complete five unit standards:

Tourist Characteristics: Who tourists are, why they travel, and how their characteristics influence tourism behaviour and choices.

Destination Aotearoa: Understanding New Zealand as a tourist destination, including its key regions, attractions, natural features, and activities.

Business of Tourism: How the tourism industry works, the sectors that make it up, and the roles of key organisations that support tourism.

Impacts of Tourism on the Environment: How tourism affects people, communities, and culture.

World Destinations -looks at major world destinations, their key attractions, and the reasons tourists travel to them

For further information see TiC Tourism Mrs McDermott [email protected]

This course allows students to apply previously learned skills to different business structures including partnerships, companies and manufacturing entities. Ākonga will learn how to interpret the annual report of a New Zealand entity to make a recommendation to an investor or employee, and will also further develop financial decision making skills.

Students should study biology because it helps them understand how living things function and interact with the world around them. By learning about cells, organisms, genetics, ecosystems, and human health, students develop a deeper appreciation for life and the environment, which is essential for making informed decisions about issues like conservation, medicine, and sustainability. Biology also builds critical thinking and problem-solving skills through scientific investigation and experimentation. In addition, it opens pathways to many important careers, including medicine, research, environmental science, biotechnology, and agriculture, therefore making it a valuable and practical subject.

Students should study biology because it helps them understand how living things function and interact with the world around them. By learning about cells, organisms, genetics, ecosystems, and human health, students develop a deeper appreciation for life and the environment, which is essential for making informed decisions about issues like conservation, medicine, and sustainability. Biology also builds critical thinking and problem-solving skills through scientific investigation and experimentation. In addition, it opens pathways to many important careers, including medicine, research, environmental science, biotechnology, and agriculture, therefore making it a valuable and practical subject.

Please see Mr Thew ([email protected]) for any further questions.

This course is a great option for students who want to try something more practical and hands-on and who like working in groups, as the biggest component of this course involves carrying out, with consultation, an innovative and sustainable business activity. Combined with this you will also learn how to develop a marketing plan, and participate in the Young Enterprise Scheme. These activities make up the internally assessed part of the course, which takes most of the year. To enable you to achieve course endorsement, we will also offer one externally assessed achievement standard which considers how internal factors interact within a business operating in a global context.
There will also be opportunities to participate in a number of competitions eg The Pitch, where you have to present your business idea to some real business people
Field Trips: Young Enterprise Scheme Kickstart event, Enterprise Pitch competition. There are no costs for these trips.

In this course students continue the study of Calculus. Students will engage in thinking mathematically in a range of contexts. The course is broken down into four broad areas: Algebra, Differentiation, Integration and Trigonometry.
Calculus has widespread applications in the tertiary level study of science, engineering, commerce, architecture, design and medicine. 

Chemistry helps us to understand the changes that we see occurring in the natural and physical world and allows us to make educated choices about consumer products. This Chemistry course offers one less external standard than the CHE301 course, giving extra time for revision prior to examinations while still allowing for future university study. The four topics included in this course are: particles and thermochemistry (external 5 credits), organic chemistry (external 5 credits), oxidation and reduction (internal 3 credits) and spectroscopy (internal 3 credits).

Some chemists work in laboratories designing new materials used in products such as medicines, food and beverage flavourings, superconductors, and vaccines. However, studying chemistry provides a good training for a wide range of careers including marketing and project managers, environmental scientists and those in the medical fields.

For further information see Ms Waugh.

Chemistry helps us to understand the world around us.It helps us to explain the changes that we see occurring in the natural and physical world and allows us to make educated choices about consumer products.This course is open to all who meet the entry requirements stated, but will particularly support those looking at first-year Engineering and Health Sciences. The five topics included in this course are: particles and thermochemistry (external 5 credits), organic chemistry (external 5 credits), aqueous chemistry (external 5 credits), oxidation and reduction (internal 3 credits) and spectroscopy (internal 3 credits).

Some chemists work in laboratories designing new materials used in products such as medicines, food and beverage flavourings, superconductors, and vaccines. However, studying chemistry provides a good training for a wide range of careers including marketing and project managers, environmental scientists and those in the medical fields.

Entry is at the discretion of the HOD Chemistry Mrs Waugh

Classical Studies is a university approved subject. This course focuses on the ancient civilisations of the Greeks and Romans, whose culture and traditions continue to influence our world today. At level 3, we continue to make connections between their society and our own.

Messages of Empire: The first topic sees us investigating the architecture of the Romans and how emperors used architecture as a medium to deliver ideological messages to their people.

Comedy across the Ages: We will read the play Frogs, written by Aristophanes, in 405 BCE. We look at how Aristophanes uses techniques to create comedy and then compare and contrast this to modern comedies such as pantomime and sitcoms. Frogs is also externally assessed. We analyse Aristophanes messages about the leadership in Athens during the Peloponnesian War. You will apply your understanding of the play to set themes.

The Art of Greek Vase Painting: You will analyse a number of Greek vases. You will study how techniques and styles changed, what was painted upon then and what these items were used for.

For more information see TiC Classical Studies Mr Genge [email protected] 

Culinary Studies is an NCEA University Entrance-approved subject (Home Economics). Level 3 NCEA Achievement Standards, Level 3 Hospitality Industry Unit Standards, Barista Certificate.

Content/Skills: In this course ākonga will explore the nutritional issues around energy dense food and drink and the impact that a multi-national company, McDonalds, has on the eating patterns of New Zealanders. Students will examine the impact of food advertising. In addition students learn advanced barista skills. Coffee origins, culinary products and nutrition are also part of this course.

Assessment: Students will be able to design a personalised learning programme in which they can select approximately 20 NCEA credits from a range of Level 3 Achievement Standards and/or Level 3 Unit Standards. Culinary Studies (Home Economics) is a recognised University Entrance subject and students on a university pathway are able to gain 14 credits towards University Entrance.

Level 3 Dance is a rewarding course that challenges ākonga to refine their personal artistic voice through an advanced synthesis of choreography, performance, and critical analysis. Grounded in Level 8 of the New Zealand Curriculum, this course bridges the gap between secondary school and tertiary study or industry pathways by fostering both creative innovation and high-level analytical thinking.

Throughout the year, ākonga will develop the capacity to:

• Lead their own creative inquiries, managing artistic projects from concept to final performance.
• Use the language of movement to articulate ideas, concepts, and cultural perspectives.
• Work collectively within dance ensembles, cultivating kotahitanga (unity) and professional rehearsal discipline.
• Draw from a range of artistic, historical, and structural disciplines to inform their choreographic processes.
• Analyse dance as a reflection of societal, political, and historical contexts, linking their studies to global themes.

Beyond developing performance and choreographic skills, Level 3 Dance builds vital key competencies—such as critical problem-solving, resilience, and collaborative leadership. This course provides a foundation for tertiary study and opens doors to diverse career pathways, including the performing arts, creative industries, education, event management, and sports or movement sciences.

Level 3 Design (Visual Art) is a chance to take your creativity to the next level by working on a self-directed design project based on a topic you're passionate about. You’ll explore the full design process—from research and idea development to final presentation—while refining your skills in digital media, illustration, and photography. This course gives you the freedom to shape your brief, whether it’s fashion branding, an awareness campaign, graphic novel illustration, or another creative challenge. It’s ideal for students aiming to build a professional portfolio, prepare for tertiary study in design or visual arts, and take creative control of their learning. 

Content/Skills: In Year 13, Design ākonga expand their knowledge developed in Year 12 Design of how to create visual content communicating messages from a client to an audience. Ākonga combine research into a topic of their own choice with graphic design skills to create collateral and mock-ups.

The course prepares ākonga for the first stages of a career in Graphic Design or any other related Visual Arts career. (Architecture, Advertising, Fashion, Film &Television, Multimedia & Animation, Gaming/Graphic/Interior/Information/Industrial/Motion/Product or Spatial Design, Photography, Technical Communication, UI &UX Design).

Advanced level - designing and developing a digital outcome to solve a problem and computational thinking. Including: gathering and analysing data, algorithms, iterative development, programming, digital illustration, outcome development, concept development and a computer science topic.

This course continues the learning pathway in Digital Technologies using the context of the UN Sustainability Goals and includes:
- Developing student awareness of Global Digital Citizenship
- Develop a conceptual design and prototype for an outcome Generic Technology (Research, plan, model an outcome using various design and modelling tools)
- Implementing complex procedures to produce a specified Digital Media Outcome (Design and develop a website to promote and educate the community on the student's chosen sustainability goal)
- Demonstrate understanding of areas of computer science
- Develop a complex computer program for a specified task (Design and develop a currency calculator for the UN)

Skills and concepts taught in this course will be invaluable in any profession and most tertiary qualifications, particularly degrees in Engineering, Computer Science or Information Systems .

For further information see Mrs C Nicholls.

This course provides ākonga with the opportunity to refine and extend their performance, creative, and critical thinking skills through a range of practical and theoretical theatre experiences. Students will engage in scripted performance work, collaborative devising, and a major production. This will be performed to a live audience. The year will help develop advanced skills in performance, interpretation, and ensemble work.

Throughout the year, ākonga will deepen their understanding of theatre and performance through both practical exploration and critical analysis. The course culminates in an external examination that draws on theatre experiences and performance knowledge gained during the year. Students are encouraged to challenge themselves creatively while building confidence, independence, and effective communication skills.

There may also be opportunities to participate in workshops and attend live theatre performances.

Students will require black trousers or track pants and a long-sleeved dark T-shirt for performance work.

Graphical analysis is used to demonstrate how markets function and to examine the causes and consequences of government interventions in markets. We explore the inter-relationships between the markets for labour, money, foreign exchange and international trade, and the impact on these markets of both government policies and other economic events.

Like ENT 203 before it, this is our most general English course. Here, ākonga will encounter a little bit of everything. The kaupapa or theme of the course will be selected by the kaiako and could include a focus on feminist issues, dystopian texts, a specific historical timeframe, Aotearoa New Zealand texts, or a specific genre or style of texts.

Ākonga will study and analyse a range of written, visual and oral texts over the course of the year. This course will contain a compulsory novel study. They will independently select and analyse a visual text of their own and will also produce an essay connecting the ideas contained within four written, visual and/or oral texts. The oral presentation standard is optional. The external assessments will be based on the written and visual texts studied in class.

The kaupapa of Unlocking the Written Word is the relationship between reading and writing. This course is for ākonga who love language, enjoy creating their own texts, and are challenged by what they read, write, and view. It explores literature in many forms, including novels, poetry, short stories, drama, and film.

Ākonga will complete two compulsory standards. The first is a Writing Folio, where students draft, edit, and polish two original pieces in forms such as fiction, non-fiction, poetry, or prose. The second is a critical text study, where students analyse a text of their choice through a critical lens.

As with all Level 3 English courses, students may choose to complete an oral presentation, leading a class discussion on a topic of interest. Ākonga will study a range of texts for the external assessment and continue developing close reading, critical thinking, and analytical writing skills through the Unfamiliar Text standard. This course will contain a compulsory novel study.

Like ENS 202 before it, this course is for those students who prefer the visual literacy component of the English curriculum, or enjoy reading shorter texts rather than extended texts. The kaupapa of “Venturing through Visual” is the study of visual texts such as film, television, and illustrations, as well as short written texts such as short stories, poetry and short non-fiction texts such as articles or essays.

Over the year, ākonga will independently select a film to analyse in depth and they will connect the ideas contained within four visual or written texts. Unlike other level 3 courses, in ENV301 the oral presentation standard is compulsory. Students will end the year sitting the visual text external on a visual text studied in class.

This programme is for students whose first language is not English and caters for both domestic and international students.

This course offers English Language Unit Standards Level 3 and English for Academic Purposes (EAP) Level 3 to cater for individual student needs. This course will enable students to improve their vocabulary, grammar, reading, writing, and listening skills.

English for Academic Purposes (EAP) Level 4 is offered to students seeking to obtain university entrance reading and writing credits. Acceptance into the EAP level four course is determined by Mrs Payne and your ELLP level.
EAP 22750 (6 UE Write credits)
EAP 22751 (6 UE Read credits)

Individualised programmes are agreed upon in consultation with students, caregivers, and the school. Assisted support with IELTS is also a possibility.

Students may also wish to choose ENG300 to gain English Achievement Standards in an ELL classroom environment. Mrs Payne will approve your enrolment in this course based on your Level 2 grades and ELLP level.

Any questions, please see Mrs Payne.

This programme is for students whose first language is not English and caters for both domestic and international students. Acceptance into this course is by approval of Mrs Payne.

This course offers 17 Level 3 NCEA English Achievement Standards. It is designed to enable English Language Learners to complete English standards using appropriate texts.

Students will complete three (four/optional) internal assessments and one external assessment.

This course can be taken alongside EAL301 by students completing both classes at level three.

Any questions, please see Mrs Payne

This course is based on product development with a focus on textiles and garment construction. Ākonga will develop portfolios of their design work and technological practice. They will develop skills in fashion drawing, pattern drafting, garment construction and textiles based crafts such as screen printing, appliqué and embroidery. Additional workshops will allow after school learning and support.

Careers/tertiary study with a design/problem solving focus such as a Fashion Designer, Interior Designer, CAD Specialist, Fashion/Personal Stylist, Costume Designer, Wardrobe Manager, Product Designer, Fashion Merchandiser, Production Technician, Fashion Buyer, Fashion Illustrator, Textiles Designer, Fashion Sales Representative, Pattern Maker, Fashion Writer/Photographer, Textiles Print Designer, Digital Fashion Designer, E-commerce Product Designer, Wool/Fibre Specialist, Sustainable Materials Developer, Uniform/Protective Clothing Designer, Marine Sail Maker.

For further information, see Mrs Buckley.

The course is taught using various texts, authentic articles, videos, films and websites. Literature is studied: Le Petit Prince or other texts. Issues are covered such as immigration, the environment, as are cultural interest topics like the French people, French and Francophone culture. The study of French develops qualities of tolerance and cultural sensitivity while enabling students to appreciate more fully their own cultural identity and their own language. French at tertiary level is particularly useful in tandem with commerce, science and law papers and for students considering careers in hospitality, tourism, Foreign Affairs, teaching and any career involving communication with people.

A school trip to France has traditionally been organised every second year with a group travelling in September 2026. There are also opportunities for exchanges and immersion scholarships.

Field Trips: Individual exchange to France, Canterbury University Immersion Day, Cultural trips (Crêpe restaurant, Alliance Française), French Film Festival

Geography - What is where, why there and why care? This is the underlying premise of our studies in Geography.
Level 3 Geography is an open entry, UE course that explores natural environments, hazard landscapes and different perspectives, building versatile skills for careers in engineering, hazard management, town planning, surveying and tourism.
Finding Nemo: What is the global pattern of tropical coral reefs, focusing on where they are located around the world and the physical conditions that control their distribution. Why are coral reefs so significant for people?
Risky Business- Hazard Management at Franz Josef: Analyse the environmental threats facing this Alpine Fault tourist town, utilise GIS skills and discuss real world geographic issues.
Local Research: Conduct geographic research into a local issue of your choice - what interests you in your area - housing intensification, cycle lanes, water quality, tsunami preparedness?
Viva Las Vegas: Examine how 40 million annual visitors have transformed the desert environment of Las Vegas.
Geographic Skills and Concepts: Synthesise and apply advanced geographic concepts and resource interpretation.

For further information see Acting HOD Geography Mrs Coombes [email protected].

In Year 13 German, ākonga develop their language skills to an advanced level, enabling them to communicate with confidence, precision, and independence across a wide range of contexts. Students refine their ability to express and justify opinions, analyse ideas, and engage with complex texts in German through listening, speaking, reading, and writing.

Students explore contemporary issues in German-speaking societies, including media, literature, environmental challenges, employment and career pathways, and an in-depth study of a selected region of Germany. Through these topics, students deepen their intercultural understanding and strengthen their ability to critically engage with language and culture. Students who demonstrate particular strength in German are also encouraged to consider Scholarship German at this level.

Learning German at this level enhances critical thinking, communication, intercultural competence, and global awareness. By the end of the course, students are well prepared for tertiary study and for using German in academic, professional, and international contexts.

Field Trips:
Students may participate in cultural outings and university visits to support their understanding of language and culture.

This course explores global and national health issues by developing an understanding of the factors that influence the health of groups in society, the implications of these for well-being, and effective health promotion strategies. Students will build critical skills in analysis, communication, and critical thought, learning to analyse diverse perspectives and argue social issues clearly. Health-related jobs are in high demand both locally and internationally, and senior Health Education provides a strong foundation for pathways into the social and health sciences (including education, psychology, sociology, medicine, law, and social services). Many tertiary courses exist that are based around non-medical health studies. For further information, see Mrs Richards. 

History is the attempt to explain the past, and to understand the ways that past events influence our present.

JFK Assassination Conspiracies: We begin the year examining this famous conspiracy and the people and the evidence behind it. Students will learn how to construct a historical argument and support that argument with evidence.

The 9/11 Attacks: This is the major topic for the year. We will examine in detail the causes and consequences of the 9/11 Attacks.

Historical Research: Independently selected research topics allow ākonga to investigate an historical event or place of significance to New Zealand and New Zealanders.

Throughout the year ākonga will engage in 'Historical Thinking' and will learn how to develop their thinking skills in order to think like a Historian.

The writing, critical thinking skills and broad knowledge developed in Level 3 History will prepare ākonga for study in any tertiary field.

For further information see HOD History Mr Thornhill [email protected]

We recognise that some students require additional resources and support in their learning journey.

The students taking 13EPA will be offered Unit Standards at Level 3, particularly those which will support them with real life literacy as well as the possibility of standards that are based on core skills. There is the possibility of gaining U.E.Literacy standards in this class as we are able to offer Level 4 Unit Standards which provide both Reading and Writing credits. This course does not qualify for University Entrance credits.

Acceptance into the Learning Enhancement programme is by self-referral/parent whānau referral or recommendations from pastoral or academic deans. This is a very popular course and places will be given to those with the highest need for additional support. Students may also be assessed and may qualify for Special Assessment Conditions for NCEA. These may include readers, writers, computer use, separate accommodation for assessment, extra time, or rest breaks.

If you would like further information about entering a Learning Enhancement programme, please see Ms Jardine (Head of Learning Area/SENCO) on [email protected]

This course is designed for students for whom English is not their first language or for students who need an alternative pathway.
Students choose the standards which best meet their needs for whatever they are planning to do when they leave school.
The MAP301 course offers a range of Level 3 Calculus, Mathematics and Statistics standards.

Students are able to craft a course that best suits their needs.
For further information see Ms Hooper

Media Studies challenges and empowers students to analyse and interpret media content and to become more informed and think critically about the media and its role in everyday life.

In this course you will:
Explore the genre of film
Demonstrate and apply your understanding of the crafting of film
Develop the concept, script and final product of a short film
Work independently or with other students in the development, filming and editing of a short film
Complete an external which demonstrates an understanding of the relationship between a film genre (horror) and society.

This course will offer 7 University Entrance Writing Credits

Level 3 Music offers a flexible programme that allows students to tailor their course to their strengths, interests, and future pathways. The course is structured around four broad areas: performance, composition, musicology, and music theory, with students selecting standards that best suit their goals.

Performance: Develop advanced performance skills through solo, group, and/or second instrument performance, with opportunities to perform in public settings.

Composition: Create original music in a range of styles, including art music (classical or jazz), contemporary songwriting, and arranging for different ensembles or instruments.

Research/Musicology: Investigate musical topics, genres, composers, or artists, exploring how music reflects, shapes, and is valued by different cultures and societies. Students develop research, analytical, and critical thinking skills.

Theory: Strengthen understanding of music theory and aural skills, including harmony, notation, score reading, and listening analysis, providing a strong foundation for both practical musicianship and tertiary study.

The course encourages creativity, independent learning, collaboration, and the development of advanced musical knowledge and performance skills.
Students may build a course from the standards, up to a maximum of 20 credits.

Studying Painting offers numerous benefits, fostering creativity, problem-solving, and cultural insights. It allows for emotional expression and enhances critical thinking, communication, and appreciation for beauty. Career opportunities in art are diverse, and engaging in art boosts self-esteem, confidence, and community. Studies show that art involvement enhances cognitive abilities and academic performance, deepening understanding of human experience and broadening worldview.

Content/Skills: Ākonga will be examined on their practical knowledge of at least one established form of painting through a variety of work consisting of drawing notes, developed sequences of drawings, small works and finished paintings which show how pictorial ideas and the relationship between such ideas, methods, materials and forms are developed, clarified and resolved.

Ākonga wishing to pursue a career in any of the fields of Visual Arts (Architecture, Advertising, Illustration, Film, Interior or Graphic Design, Digital Photography) are prepared for tertiary study.

This course is all about linking curricular and extra-curricular interests. It is for students that have a deep interest in sport/movement. At Level 3 students critically reflect on the biophysical and sociocultural knowledge that is related to movement culture. Students learn a broad range of topics and then apply knowledge to their sporting interests. Students will be able to design a ‘personalised learning programme’ in which they can select approximately 14-20 NCEA credits from a range of approved Achievement Standards from physical education. 

Learning contexts will be specific to their sporting context and interests. Example of Subjects / items covered in the Performance Sport Programme may include:
Sports Biomechanics, Exercise Physiology, Motor Skill Learning, Fitness Studies – Physical Conditioning, Sports Psychology – Mental Skills Training, Performance Nutrition, Sporting Performance Pathways.

For further information, see Mr Bilsbury

Photography and Moving Image is an engaging course that hones your ability to tell stories visually while mastering technical skills. You'll develop transferable skills like attention to detail, creative problem-solving, and a deep understanding of light and color. These skills are crucial not only in photography but also enhance your proficiency in design and painting, enabling you to create impactful and visually compelling work across various mediums.

Year 13 Photography and Moving Image (NCEA Level 3) is a specialist visual arts course where students choose to focus on either still photography or moving image film. The course builds creative and technical skills in producing lens-based artworks.

Students learn a range of practical techniques, including DSLR camera use, studio lighting, and digital editing with Adobe Lightroom and Photoshop. For those working with moving image, the course also covers planning, filming, and editing short films, video art, or experimental film.

Each student chooses a theme they are passionate about and develops it through a year-long investigation. This work is presented as either a three-panel photography portfolio or a digital moving image submission that tells a strong visual story.

The course supports creative thinking, independent work, and critical research. Students gain valuable skills such as visual storytelling, communication, collaboration, problem-solving, and adaptability, preparing them for further study in photography, film, or the wider creative industries.

In Level 3 PE students critically reflect on the biophysical and sociocultural knowledge that is related to movement culture. This course involves completing and evaluating a programme for performance improvement, performance of skills from a variety of team and individual contexts. Students will also undertake an analysis of physical movement, devising strategies to complete a physical activity outcome and investigate current issues in sport and physical activity.

For further information, see Mr Bilsbury

This dynamic course ignites curiosity and will hone problem-solving skills. Embrace the excitement and soar toward an extraordinary future! 

Level 3 Physics will put students in a great position for 1st Year Health Science and Engineering; both these University courses have a compulsory Physics paper in the first year of study.

Physics will assist with careers in the fields of science, engineering, technology, architecture, medicine and health sciences.

This dynamic course ignites curiosity and will hone problem-solving skills. Embrace the excitement and soar toward an extraordinary future!

Reminder, there are 2 course options for Level 3 Physics - this is Physics 301 (Physics x - with 3 externals and 1 internal)

Physics X will put students in a great position for 1st Year Health Science and Engineering; both these University courses have a compulsory Physics paper in the first year of study. Physics X will assist with careers in the fields of science, engineering, technology, architecture, medicine and health science, as it offers all three externals. 

Studying Printmaking offers numerous benefits, fostering creativity, problem-solving, and cultural insights. It allows for emotional expression and enhances critical thinking, communication, and appreciation for beauty. Career opportunities in art are diverse, and engaging in art boosts self-esteem, confidence, and community. Studies show that art involvement enhances cognitive abilities and academic performance, deepening understanding of human experience and broadening worldview.

Content/Skills: Ākonga will be examined on their knowledge of at least one established form of printmaking, through a variety of work consisting of drawing notes, developed sequences of drawings, proof prints and finished works in print that show how pictorial ideas and the relationships between such ideas, methods, materials and forms are developed, clarified and resolved.

Ākonga wishing to pursue a career in any of the fields of Visual Arts (Architecture, Advertising, Illustration, Film, Interior or Graphic Design, Digital Photography) are prepared for tertiary study.

Psychology explores how the brain works, and looks into theories to gain an understanding of behaviour in individuals and groups.

Fields: This topic focuses on the field of Developmental Psychology and examines theories of infant attachment by exploring the importance of the first two years of a child's life. Case studies include the NICU unit at Christchurch hospital and the mums and babies units within the NZ prison service.

Approaches: This topic involves critiquing how different psychological approaches interact with each other to help understand the causes and treatment of schizophrenia.

Research: This topic requires students to design, carry out and report on their own psychological research to investigate how factors such as visualisation, music, multitasking and colour can impact performance.

Issues in psychological practice: This externally assessed topic involves critiquing how a significant issue is evident in psychological practice. Contexts may include gender bias, cultural bias and the use of children and animals in psychological research.

For further information see HOD Psychology Mr Meredith [email protected] 

Take your creative design thinking to a new level. Challenge the 'norms' and produce designs for buildings or products that take us into the future.

The course is designed to give ākonga the option to work in areas of design that they find interesting and on standards that work to their strengths. The ākonga will complete a compulsory external creativity and ideation standard and then choose 2 of the 3 internal standards available. This way, ākonga will be able to either work on 2 projects in both product and architectural design, or work in only one area and then prepare an end-of-year exhibition to present their work formally. The course is portfolio-based and builds on their knowledge from the previous year's course. Mainly internally assessed with only 4 external credits. Students generally complete 16 credits, with a double option in graphics, bringing the total to 22 credits.

This course continues the study of Statistics and Probability distribution. It also involves thinking about the context of the data and using technology to interpret the data.

This course is appropriate for those interested in the quantitative aspects of the biological and social sciences, medicine, commerce, administration, or any field in which the collection, analysis, and interpretation of data is important. 

This course is designed for students who have a strong foundation in te reo Māori and wish to develop advanced language skills. Students engage critically with spoken and written texts, exploring both contemporary and traditional Māori perspectives. They will analyse, interpret, discuss, and respond to complex ideas while preparing for tertiary study and diverse career pathways. 

Whakarongo - Students demonstrate understanding of complex spoken Māori.

To achieve success ākonga will need to:

• Engage with a variety of spoken Māori sources.
• Develop advanced listening strategies.
• Learn topic-specific vocabulary.
• Practise summarising and interpreting information.

Kōrero - Students communicate and justify ideas effectively in spoken Māori.

To achieve success ākonga will need to:

• Speak confidently and consistently in Māori.
• Support ideas with examples and explanations.
• Use sophisticated vocabulary and sentence patterns.
• Demonstrate fluency and accuracy. 

Pānui - Students demonstrate understanding of complex written Māori texts.

To achieve success ākonga will need to:

• Read widely in te reo Māori.
• Analyse language, themes, and viewpoints.
• Develop strategies for understanding unfamiliar vocabulary.
• Complete practice examination papers throughout the year.

Ki wīwī, Ki wāwā | To roam
Tourism looks at the different jobs in the industry, the effects visitors have on places, and the reasons Aotearoa and other destinations around the world are so popular. It helps you understand how people travel, why places are important, and how a global industry can shape the way we live in the future.

In Level 3 we complete four unit standards:

Customer Service for International visitors: The most effective strategies for meeting the expectations of international visitors.

Cultural Tourism: Identify and explain the cultural significance of natural and man-made attractions in Aotearoa.

European Destinations: Map key countries and cities, detail major attractions, events,transport options, and identify travel products.

Pacific Island Destinations: Key Pacific Island destinations, key attractions, cultures, transport routes, and appeal to different types of travellers.

For further information see TiC Tourism Mrs McDermott [email protected]