Cashmere High School

Year 9 Dance is a two term option for Year 9.

This course focuses on developing your confidence, technique, and creativity as a dancer. You will explore a variety of dance styles, learn the basics of choreography, and work on practical projects that grow your creative skills.

Throughout the year, you will have multiple opportunities to perform, build on your current strengths while developing new techniques. The course concludes with a collaborative whole class performance, allowing you to showcase what you have achieved alongside your peers.

Important 

This course has limited numbers. Should the course be oversubscribed a ballot will be used to determine placement into the course

Year 9 Art is a practical course that introduces students to a range of art media such as drawing, collage, photography, painting, printmaking, and sculpture. Students are encouraged to learn new technical skills and extend their prior learning with other skills. This course will make students more confident with hands-on making and commenting about what they make. In addition, students gain an understanding of the future options available within the Visual Arts at Cashmere High School / Te iringa o Kahukura. 

Aims of this course are to enable you to.

 • study a range of art media and techniques you might not have tried before. 

• improve on skills that you already have and learn new techniques. 

• become more confident about making commenting on and appreciating art. 

• continue to study successfully at more senior levels of Visual Arts at Cashmere. 

Curriculum strands you will learn about… 

PRACTICAL KNOWLEDGE AND SKILLS: learning how to use different media, techniques, tools and processes for making 2D and 3D artworks.

 DEVELOPING IDEAS: using imagination, observation and invention from a basis of drawing for each project to generate and refine your ideas while learning from the examples of established artists. 

COMMUNICATING YOUR IDEAS: about your own and others’ work and describing how visual arts communicate ideas and meanings. 

CONTEXTS OF ART: investigating how in different places, times, cultures a community’s artworks are made and valued. Assessment… Visual Arts assessment criteria will be given to you at the start of each unit. You will also be assessed on your homework completion, class work and attitude for graduation. You will be given written feedback at the end of each unit and comment on your own and classmates work during classes.

Year 9 Dance is a two term option for Year 9.

This course focuses on developing your confidence, technique, and creativity as a dancer. You will explore a variety of dance styles, learn the basics of choreography, and work on practical projects that grow your creative skills.

Throughout the year, you will have multiple opportunities to perform, build on your current strengths while developing new techniques. The course concludes with a collaborative whole class performance, allowing you to showcase what you have achieved alongside your peers.

Important 

This course has limited numbers. Should the course be oversubscribed a ballot will be used to determine placement into the course

Topics:

• Spatial Design (Architectural/Landscape)

This one-term Technology course is an introduction to Design Architecture and Product (DAP).  Undertake a design process, working from a problem or opportunity through to an outcome in a spatial context. Visually communicate design ideas and outcomes.

Skills: Design Thinking and Visual Communication (3D computer modelling and drawing, sketching and rendering).

This subject is a compulsory Year 9 Technology Course. Students will do one term of Design Architectural Product, Food Technology, Multi-Materials Technology, and Digital Technology in Year 9.

Topics:

• Computer Programming
• Image Creation and Animation
• File Management
• Computer Science Concepts

This one-term introductory course provides students with the opportunity to explore technologies that are becoming more influential in our daily lives. The main projects involve students drawing artwork using computer programming and creating animations for a computer game. 

Skills: Introduction to Computer Programming, Creating Images, Animation, File Management, and Computer Science concepts.

This subject is a compulsory Year 9 Technology Course. Students will do one term of Design Architectural Product, Food Technology, Multi-Materials Technology, and Digital Technology in Year 9.

Welcome to Drama at Cashmere High and Year 9 Drama – Your First Step on Stage

Drama at Cashmere High is all about getting involved, working with others, and building confidence. Whether you’ve done Drama before or are trying it for the first time, this course is the perfect place to discover your voice, have fun, and grow your creative skills.

You'll be introduced to the four foundations of Drama:

• Drama Elements – what makes a performance work
• Drama Techniques – how actors use voice, body, movement, and space
• Drama Conventions – storytelling tools used on stage
• Drama Technologies – lights, sound, props, and more!

Each week includes a mix of individual, group, and whole-class activities. You’ll create and perform four assessed pieces across the year, with topics that are exciting, imaginative, and fun to explore.

All You Need to Succeed:

• Get involved – Everyone participates. Just give it a go!
• Be a team player – You’ll work with lots of different people.
• Stay focused – Leave distractions outside and lock in.
• Be prepared – Bring a charged device and check Google Classroom regularly.

Drama is a place to be bold, have fun, and find your confidence. We can’t wait to see you on stage! 

Topics: Personal reading, novel study, pūrākau and short stories, writing in a variety of styles, formal speeches, film study. These tasks are designed to extend and develop existing language skills and provide the foundation for the study of English at a senior level. 

Skills: Reading, writing, viewing, presenting, listening and speaking skills are required.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum.

 Skills:

• Listening, speaking, reading and writing in English.
• Using the appropriate tense.
• Reported speech.
• Vocabulary and grammar development.
• Presentation skills.
• Research skills.
• Practice with multiple reading and writing types.
• Support and skill development for the Literacy Common Assessment activities CAAs).

Topics:

• Selection of key attributes for their product.
• Design concepts.
• Prototype documentation, including costings, the prototype made and evaluations.
• Final food technologist’s evaluation.

Skills:  

• Develop design ideas or potential outcomes (either through drawing, models and.or verbally).
• Trial modelling techniques for prototyping.
• Evaluate the fitness-for-purpos of the final outcome against the key attributes.

This one-term Technology course is an introduction to investigate a context to develop ideas for feasible outcomes. Undertake functional modelling that takes account of stakeholder feedback, in order to select and develop the outcome that best addresses the key attributes. Incorporating stakeholder feedback, evaluate the outcome’s fitness for purpose in terms of how well it addresses the need or opportunity.

This subject is a compulsory Year 9 Technology Course. Students will do one term of Design Architectural Product, Food Technology, Multi-Materials Technology, and Digital Technology in Year 9.

Topics: Self Introductions, Numbers, Colours, Family, Pets, Food, Weather, Describing People, School, Telling Time, Sport.

Skills: Students will be able to understand and produce simple spoken and written language about themselves, their family and friends. They will begin to develop intercultural competence. 

Topics: Introductions and greetings, age, birthday, where you are from, classroom, school, likes and dislikes, and verbs. 

Skills: Students will be able to understand and use familiar expressions and everyday vocabulary. Students will be able to interact in a simple way in familiar situations. Students will be able to develop intercultural competence as well as learn how to read and write hiragana characters, one of the Japanese alphabets. 

Topics: Number and Algebra, Geometry and Measurement, Statistics and Probability.

Skills: This course lays the groundwork for success in Mathematics and Statistics through Year 10 and beyond. It focuses on developing students’ confidence and competence with key mathematical skills, including number, algebra, geometry, measurement, statistics and probability. Students will engage in practical tasks and explore real-life contexts to build problem-solving strategies, deepen their understanding, and begin to see how mathematics and statistics connect to the world around them.

Topics:

• Product design and prototype manufacture
• Focused study of one material type: properties, uses, and how they can be processed
• Ideation and testing through sketching and 3D modelling

Skills:

• Safe and accurate use of some workshop tools and techniques
• Exploring independence through a customised design project
• Engaging with a Design Process to produce a ‘fit for purpose‘ product
• Use of computer-aided design and manufacture

Students are introduced to the workshop and quickly develop hands-on skills using a range of hand and powered tools. They begin a design project, responding to a brief through research, sketching, and 3D modelling to check that their ideas are fit for purpose. After receiving feedback, they apply their making skills to produce a final prototype, typically using two material types and a variety of processing techniques. Alongside this, ākonga study one material group in depth to build their understanding of its properties and applications.

This subject is a compulsory Year 9 Technology Course. Students will do one term of Design Architectural Product, Food Technology, Multi-Materials Technology, and Digital Technology in Year 9.

This is a half-year course and is designed for students who have an interest in music. This course involves a large component of practical work. Students use the guitars and keyboards as well as exploring brass, woodwind, string, percussion instruments as well as taonga pūoro. Students cover a range of topics including music styles, sound, reading of music (theory), composition (using found objects and devices) and researching a musical topic. They also have opportunities to participate in group performances. All students will benefit from the course irrespective of previous musical experience.

Topics: Volleyball, Striking, Strategies and Tactics, Biomechanics, Exercise Science, Responses to Exercises, Basketball, Badminton, Influences on Participation, Touch Rugby. Resilience, Emotional Intelligence, Learning to Lead, Decision Making and Assertiveness, Critical Thinking, Problem Solving.

Skills: Developing critical thinking and literacy skills, real-world problem solving, participating in a range of experiences, applying a socio-ecological perspective and whakaaro. Developing Mana, Talanoa and Rangatiratanga skills, tuakana-teina and becoming socially responsible citizens. Understanding of Te Whare Tapa Whā (Wellbeing). Acknowledging passion, perseverance and whakamana. Showing effort, resilience, grit, integrity and developing a growth mindset.

Topics: Our dependence on science and technology requires a comprehensive science education for all students. Students will develop and understanding on the way in which Science and Scientists work to solve real problems. Topics include Introduction to Science, Reactions matter, Energy and Radiation, Survive to thrive, Science fair, and The Universe

The knowledge gained will help akonga appreciate Kaitiakitanga, the need to protect our land and health. 

Skills: How to carry out a scientific investigation and interpret the results. The scientific thinking skills developed can be applied in many area's of everyday life. 

Topics: The Year 9 Programme focuses on such topics as: Whakapapa (interactions between groups of people and marginalised groups); The Economic World (the distribution of resources and how innovation creates new opportunities); Sustainability (environmental and sustainability issues) and Changing World (how cultural interactions impact people and societies). Within this course ākonga will choose topics when inquiring into social issues and ideas.

Skills: Knowledge and understanding about human society; Critical thinking about social issues, values, attitudes, cultures and human behaviour. Woven through these will be the knowledge, stories and experiences of iwi, hāpu and local communities. Gathering, processing and communicating information and making and carrying out social decisions are also explored. Social Studies gives students the basis of skills to use in the Senior School, especially in Geography, Economics, History, Business Studies, Tourism and Classics.

Topics: Introductions and greetings, school vocabulary, descriptions of people and animals, likes and dislikes, sports and free time activities.

Skills: Students will be able to understand and use familiar expressions and everyday vocabulary. Students will be able to interact in a simple way in familiar situations. Develop intercultural competence.

This course is accessible to beginners but includes an extension for ākonga/students who already have a working knowledge of Te Reo Māori. Kaupapa/topics include the whānau, pepeha, the ā and ō categories, pōwhiri, Matariki, and a wide range of grammar. Ākonga will also experience paddling a waka on the Ōtākaro/Avon River. While also learning of Māori tikanga and kawa. The worldview seen in Te Ao Māori.

Year 10 Art – 2 Term Course (6 Months)

This half-year course is open to all Year 10 students—no prior experience or prerequisites are required. It is ideal for anyone interested in developing their creativity.

Course Overview:
Students will explore a range of art-making techniques and media such as drawing, painting, printmaking, and sculpture. Emphasis is placed on developing original ideas and learning about art elements (line, shape, tone, texture, etc.).

Key Skills and Topics:

• Observational and imaginative drawing
• Painting techniques
• Printmaking processes (e.g.,woodcut or monoprinting)
• Introduction to sculpture
• Exploring New Zealand and international artists
• Developing a mini folio of completed artworks

Assessment:
Students are assessed on their practical work, creative thinking, and ability to reflect on their process and finished artworks.

Pathway:
This course is great preparation for NCEA Level 1 Visual Art in Year 11, but also welcomes students who simply enjoy being creative and want to try something new.

Topics: ‘Business Enterprise’; Work with business partners to create a business plan and take your product to Market Day and keep the profits. ‘Decision making’; Learn how to research and budget for events/trips, and make the best choice using financial and non-financial information. ‘Problem/Solution/Pitch’; Design a solution to a real-world problem and learn how to pitch your idea to a panel of judges. ‘Financial Literacy’; learn how to invest, save and spend your money.

Skills: Working in a group, Teamwork, Planning and Organisation, Buying and Selling, Budgeting, Research, Decision Making, Design and Pitching.

Half Year Course

Topics: Solo & Group Performance, Composition, Music Technology, Theory & Aural, Music Genre Study

Skills: Group and Solo Performance on Keyboard, Guitar and your own instrument. Music Technology recording using GarageBand and Ipads for composition. The theory and conventions of music. Using your ears to recognise aspects & elements of music in context, with focused listening and the history and culture of pop and film music.

This course introduces you to the key skills and knowledge needed to become a confident Dance Practitioner. 

You’ll learn basic dance techniques, explore a range of different styles, and develop your choreography skills. You’ll also practice responding to dance briefs, preparing you for real-world creative challenges.

Throughout the year, you’ll experience a variety of dance genres and learn from different choreographic approaches. You’ll have the chance to perform multiple pieces, using both your current skills and new ones you develop along the way. 

The course will finish with a whole class dance giving you the opportunity to perform with your peers and celebrate what you’ve achieved.

Topics:

• Spatial Design (Architectural/Landscape)
• Product Design (Engineering/Construction)
• Presentation Design

This half-year course is the foundation for senior DAP courses leading up to the Level 3 University Approved course and Scholarship. 

Skills: Design Thinking and Language, Visual Communication, Design Presentation (3D computer modelling and drawing, sketching and rendering, animation, digital presentation techniques, 3D printing and laser cutting).

Topics: Develop the coding skills needed to create a simple computer game and explore the creation of visual assets that could be used within it. Experiment with the use of 3D modelling tools in the creation of entertainment media and use these to create simple animations. This leads to the development of a personal choice project where you get to select and experiment with technologies and tools of your own choosing. 

Students can select either one or both courses from 10TECD and 10TECE in the same year. Both courses provide complementary skills useful for future study in DIG101.

Skills:  Creativity and Problem-solving, Develop core Computer Programming skills and an understanding of how a computer processes instructions, Explore 2D and 3D asset development, Student Choice Project.

This course is for students who are ready to step outside their comfort zones, take creative risks, and explore the power of Theatre and Performance to make people think, feel, and see the world differently. You’ll dive into a range of dynamic performance styles that show how theatre can educate, inspire, and spark conversations about real-world issues.

Get ready to explore Physical Theatre, perform Scripted Acting pieces, and devise original work. Each topic gives you the chance to experiment, collaborate, and find your unique voice as a performer and creator.

Across three exciting units, you’ll work with others to develop and refine original ideas, perform for audiences, and push yourself past what you thought you were capable of.  You’ll investigate how meaning is created on stage, why performance matters, and how to use theatrical tools to make an impact.

This is a literacy-rich and academically challenging course that allows you to show your understanding in a practical manner, and that also celebrates creativity, risk-taking, and the joy of live performance.

Key Features:

• Explore diverse theatre forms with a focus on real-world relevance
• Take creative risks through devised and scripted performance
• Work in teams to develop, rehearse, and perform original work
• Deepen your understanding of how theatre creates meaning and change
• Build confidence, communication, and collaborative skills
• Engage with three core performance-based units throughout the year
• Prepare for further study in Senior Drama, Theatre, and the Performing Arts

If you’re ready to challenge yourself, work hard, and take your creativity to the next level — this course is your stage.

Topics: Develop the coding skills needed to create a simple game using the Arduino Uno. Explore how components can be used to sense and interact with the environment. Design, build, and program circuits to respond to instructions.

Students can select either one or both courses from 10TECD and 10TECE in the same year. Both courses provide complementary skills useful for future study in DIG101.

Skills: Creativity and problem-solving, develop computer programming skills and logic, build and troubleshoot circuits, analyse the implications of existing and future electronic developments.

Topics: Personal reading, novel study, poetry study, writing in a variety of styles, advertising, debating and introduction to Shakespeare. These tasks are designed to extend and develop existing language skills and provide the foundation for the study of English at a senior level. 

Skills: Reading, writing, viewing, presenting, listening and speaking skills are required.

Topics: Cambridge writing folio, Cambridge International Examination (CIE) First Language English content, novel or drama study. These tasks are designed to extend students and promote the higher order thinking skills required for Excellence and Scholarship in the study of English at a senior level.

 Skills:

• Communicate accurately and effectively when writing
• Use a wide range of vocabulary, and the correct grammar, spelling and punctuation
• Develop a personal style and an awareness of the audience being addressed

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum.

Skills:

• Listening, speaking, reading, and writing in English.
• Using the appropriate tense.
• Reported speech.
• Vocabulary and grammar development.
• Presentation skills.
• Research skills.
• Practice with multiple reading and writing types.
• Support and skill development for the Literacy Common Assessment activities (CAAs).

Topics:

• Tikanga through the lens of a collaborative Tivaevae textile art. 
• Introduction to sustainable practices through up-cycling and repurposing. 
• Learning about Technological Practice by making a loungewear garment. 

The focus of the course emphasises the importance of considering cultural values, both ākonga and the end user.

Students will be asked to supply fabric for the loungewear project. This can be new, secondhand or repurposed.  

Topics:

• Investigate Tikanga (systems and procedures) and create their own set of procedures
• Experiment with different materials to modify a product.
• Development of a product to inspire fit-for-purpose outcomes through manaakitanga

The focus of this course is for ākonga to engage more meaningfully in learning for the outcome they are producing.

Skills: Allowing ākonga to gain and apply new skills and develop the confidence to make informed decisions, reflecting on and analysing their own and others' outcomes. The focus is to have the courage to innovate and explore.

Topics: Town, Leisure Activities, Paris, Describing People, Daily Routine, Food and Drink.

Skills: Students will be able to understand and produce simple spoken and written language based on their immediate surroundings. They will continue to develop their intercultural competence.

Topics: Year 9 revision, Going Places, Family, Describing, Daily Routine, Houses, Shopping, Eating and Drinking.

Skills: Students will be able to understand and produce simple spoken and written language based on their immediate surroundings. They will continue to develop their intercultural competence. The second set of Japanese characters, katakana, is introduced during this course.

Topics: Number and Algebra, Geometry and Measurement, Statistics and Probability.

Skills: This course provides students with a strong foundation for success in Level 1 Mathematics and Statistics. It focuses on building essential skills and strategies for problem solving, while helping students develop confidence in applying mathematics and statistics in a variety of meaningful and relevant contexts. Through practical tasks and real-life applications, students will learn to think critically, communicate their reasoning, and make sense of mathematical and statistical ideas in everyday situations. 

Topics:

• Product design and prototype manufacture
• Woods, metals and plastics: Properties, uses and processing
• Making ethical decisions while developing Technology
• Failure of Technology and how it can be prevented

 Skills:

• Safe and accurate use of key workshop tools and techniques
• Practising independence through a self directed project
• Following a Design Process to produce a ‘fit for purpose‘ product
• Introduction to computer aided design and manufacture

Ākonga build on their previous experience by learning additional tools, techniques, and machine features, with a stronger focus on accuracy and repeatability. They then begin the project that is more complex to produce, requiring them to use both their newly taught skills and the design process to customise a design. The project also requires students to build upon their knowledge of computer-controlled equipment. They explore a broader range of materials and apply this understanding to their project choices. The term ends with an evaluation of their design, considering whether it is fit for purpose.

Students apply their creativity, problem-solving, and prototyping skills in a self-directed project. While supported with guidance, each student responds to the same need or opportunity in their own way, developing an individual brief, conducting research, generating ideas, and producing a final prototype. Quick 3D modelling techniques help them test and refine their concepts before working with final materials. This project allows ākonga to practice their independent thinking and drive; essential skills for future study in the subject.

This half-year course (one semester) covers the foundation knowledge and skills required in the senior Multi-Materials courses.

Full Year Course

Performing as soloists and in groups, Composition, Songwriting & Film Music, Music Technology & Recording, History & Development of Music, Theory & Aural.

Students will get opportunities to work with music writing and recording software to create music, film scores, songs etc. Through exploring a wide range of music they will learn how to be better performers as soloists and also by performing together in groups. This course is a jumping point to expose them to a wide variety of music skills, before they consider moving into senior music.

Topics: Volleyball, Striking, Strategies and Tactics, Biomechanics, Exercise Science, Responses to Exercises, Basketball, Badminton, Influences on Participation, Touch Rugby. Resilience, Emotional Intelligence, Learning to Lead, Decision Making and Asseritveness, Critical Thinking, Problem Solving.

Skills: Developing critical thinking and literacy skills, real-world problem solving, participating in a range of experiences, applying a socio-ecological perspective and whakaaro. Developing Mana, Talanoa and Rangatiratanga skills, tuakana-teina and becoming socially responsible citizens. Understanding of Te Whare Tapa Whā (Wellbeing). Acknowledging passion, perseverance and whakamana. Showing effort, resilience, grit, integrity and developing a growth mindset.

Topics: Our dependence on science and technology requires a comprehensive science education for all students. Students will develop an understanding of the way in which Science and Scientists work to solve real problems. Topics include the Human body and Disease, Electricity, Ecology, Fire and Fuels and Geology. The knowledge gained will help akonga appreciate kaitiakitanga, and the need to protect our land and health.

 Skills: How to carry out a scientific investigation and interpret the results. The scientific thinking skills developed can be applied in many areas of everyday life.

Topics: The Year 10 Programme focuses on 'Making a Difference' with such topics as: Tūrangawaewae (New Zealand history and local history); Kawanatanga (Government, Human Rights and Protest); More than Money (Financial Literacy) and People and Ideas on the Move (why people move between places). Within this course ākonga will choose topics when inquiring into social issues and ideas.

Skills: Knowledge and understanding about human society; Critical thinking about social issues, values, attitudes, cultures and human behaviour. Woven through these will be the knowledge, stories and experiences of iwi, hāpu and local communities. Gathering, processing and communicating information and making and carrying out social decisions are also explored. Social Studies gives students the basis of skills to use in the Senior School, especially in Geography, Economics, History, Business Studies, Tourism and Classics.

Topics: The course itself is designed to make students think about global issues and world debates. Students will learn how to reflect on the things they have studied, researched and discussed. The course will ask students to consider topics of their choice 'Globally' (the big picture) but also think about how these topics have a National, Local or even Personal effect on us all as we participate in a 'Global Society'.

 Skills: Gathering, synthesising and communicating information; Group work; Analysing and evaluating individual and group research projects; Developing and justifying lines of reasoning.

Topics: Food, Measurement, Advanced Numerical Skills, Shopping, Daily Routines, the Immediate Future, Comparisons, Past Tense. 

Skills: Students will be able to understand and produce simple spoken and written language based on their immediate surroundings. They will continue to develop their intercultural competence.

This course builds on Year 9. Ākonga/students will learn a variety of grammar, including more advanced verbal sentences and commands. Lots of kōrero/ speaking will be included to prepare them for Y11, as well as pānui/reading. Kaupuapa/ topics include hākinakina/sports, Matariki, raranga/weaving, marae, and aumihi.  Ākonga will have the opportunity to attend a Year 10 noho marae.

Year 10 Noho at Ōnuku Marae

Specific Preparation for Employment and Citizenship - SPEC 

Topics: Environment, leisure, life skills, vocational/work skills.

 Skills: Self-management, communication, problem solving, literacy and numeracy for day-to-day living, personal safety and well-being, skills for working.

If you are considering entry to this course, approval from HOF Student Support is required prior to selection

Specific Preparation for Employment and Citizenship - SPEC 

Topics: Environment, leisure, life skills, vocational/work skills.

 Skills: Self-management, communication, problem solving, literacy and numeracy for day-to-day living, personal safety and well-being, skills for working.

If you are considering entry to this course, approval from HOF Student Support is required prior to selection

Topics:

• Practical skills used in agricultural or horticultural production.
• Horticultural management techniques.
• Land management practices.
• Plant physiology.
• Soil science

The aim of this course is to allow students an opportunity to experience aspects of agriculture/ahuwhenua and horticulture/ahumāra in New Zealand. It allows students to gain an understanding of the primary industries that fuel New Zealand's economy. Students will experience a diverse range of knowledge from plant physiology to Soil management techniques. Students will have the opportunity to experience the hands on aspects of horticulture while gaining a solid understanding of the science behind them. Students will develop the school orchard and vegetable gardens.

Skills: Practical skills in horticulture and plant propagation including pruning, potting, seedbed preparation, spraying, cuttings, and plant management practices. Management of environmental resources.

This subject can be used instead of or along side Science 101, Science 102, or Science 103 as the compulsory Year 11 science option.

*You cannot take BUS101 and ECO101 as the subject NCEA standards are BOTH commerce standards, but the courses are different*

Topics: Have you wondered why thrill-seeking activities are so popular in NZ? Do you get confused about how sellers set their prices? Want to experience life as a producer? Then this is the Commerce course for you! This course with a Business focus explores what makes a Business successful and financially viable. How do sectors of the Economy depend on one another? And how does a business make decisions regarding their marketing mix? These skills will be acquired by a hands-on experience where students get to run a small business in groups and many case studies that involve businesses in the local community.

Skills: Teamwork, Money Management, Financial Literacy, Negotiation, Problem Solving, Critical Thinking and Interpersonal Skills.

*You cannot take BUS101 and ECO101 as the subject NCEA standards are BOTH commerce standards, but the courses are different*

Topics: Our everyday decisions affect not only us, but everyone around us. Ever wondered why you like certain brands? How decisions made by producers and the government impact your life? Want to explore how to be smart with your money? Then this is the Commerce course for you! This course with an Economics focus explores various concepts such as individual and producer decisions in the market, Cost/Benefit analysis, types of taxes and their effects on different groups, the interdependence of different sectors in the economy, and the market equilibrium for various market structures. Throughout the course, students will be presented with a variety of case studies to analyse and apply their knowledge practically.

Skills: Decision Making, Financial Literacy, Research, Analysis, Problem Solving, Critical Thinking and Economic models.

Aotearoa New Zealand has a proud history of contemporary music artists both domestically and internationally. Through Contemporary Music, ākonga will develop practical industry based skills in performance, composition and digital music production.

Students will study:

• Solo & Group Performance
• Composition
• Digital Music Technology
• Recording and Live Sound Production

 Skills: Learning to prepare and present Solo and Group Performances to an audience. Developing Digital music production skills on industry standard DAW software and hardware to capture composition ideas. Developing Composition skills through analytical aural listening of contemporary music and a range of other styles.

This course offers an exciting and empowering opportunity for you to explore a wide range of Dance styles while developing your own creative voice.

You’ll investigate how dance can be used to communicate powerful themes and narratives, drawing from your own ideas and experiences. Throughout the course, you'll be involved in creating, problem-solving, and collaborating with others to bring your choreographic ideas to life.

You will engage with professional guest tutors, study diverse dance works, and learn a variety of choreographic techniques. The course encourages reflection, creative risk-taking, and the development of performance skills in a supportive, inclusive, and empowering environment.

You will take part in the end-of-year showcase—a chance to share your work and celebrate what you've achieved with a live audience.

This is a literacy-rich, wellbeing-focused, and empowering course designed for students who want to grow as dancers, performers, and creative thinkers.

Topics:

• Design Influences
• Spatial Design (Architectural/Landscape)
• Product Design (Engineering/Construction)

Skills: Independent research, exploring Te Ao Māori and other design heritages, application of a design process, effective design presentation skills (3D computer modelling and drawing, sketching and rendering, and digital presentation techniques).

Students will produce digital art based in Design and Photography practice with a visual art context. Students will study a range of artist models and apply the knowledge, skills and techniques learned in their own practical/digital work. Students will also learn how to use a range of digital art making applications.

Topics: With a focus on Programming, 3D Modelling, and Animation, this course aims to introduce students to a range of industry-desired skills in preparation for their digital future. Although not specifically a game development course, the emphasis of the practical learning will focus on developing the foundation skills needed within this field. Through the creation of both a simple computer game and an animation using student-developed 3D assets, participants will begin their journey into understanding the logic and creative aspects required within these disciplines. These transferable key skill sets are in high demand and are widely used across a range of different computing industries, from the more traditional Software Engineering pathway to the more visual opportunities such as Movie Animation and CGI.

Skills: Creativity and Problem-solving, Computer Programming, 3D Modelling, Animation, Computer Science concepts, Human Computer Interactions

Welcome to Drama 101 

An exciting, hands-on introduction to the world of theatre that’s all about exploring, experimenting, and having fun. Whether you’re a natural performer or just wanting to learn in a more practical manner, why not give Drama a go.  This course is your launchpad into Senior Drama, Theatre, and Acting.

In this lively and supportive course, you’ll dive into the dramatic worlds of Melodrama, New Zealand Theatre, and Contemporary Performance. You’ll learn how theatre has the power to entertain, challenge, and bring people together — and you’ll get to do it all through fun activities, improvisation, teamwork, and performance.

With an emphasis on creativity and collaboration, you’ll explore how performance can spark joy, raise awareness, and connect us to each other. You’ll work with your classmates (and sometimes professionals!) to bring ideas to life on stage and discover what Theatre means to you.

This is a literacy-rich, high-energy course full of discovery, creativity, and performance, designed to get you thinking deeply and creatively about people, stories, and the world around you.

Key Features:

• A fun and friendly entry point into Senior Drama and Theatre
• Explore how theatre can entertain, inspire, and make a difference
• Workshops with professional actors and directors
• Develop storytelling, performance, and collaboration skills
• Attend live theatre performances
• Build confidence, creativity, and communication
• One exciting evening performance-based assessment
• Learn to shape stories that connect and move people

Whether you dream of being centre stage or just want to try something new, Drama 101 is your chance to step into the spotlight, discover your creative voice, and start your theatre journey.

Topics: Topics covered in this course will include: formal writing, biographical and documentary texts, close reading, visual language and skills to respond to unfamiliar texts.

Skills: Students will focus on a broad range of written, visual and oral texts. An emphasis will be placed on the study of non-fiction texts and how to respond to them. Students will continue to develop core literacy skills.

English is compulsory at Year 11 and students will be recommended for a course by their Year 10 teachers.

Topics: This course will be paced to allow students to work on their written accuracy, close reading and oratory skills. Students will work through Literacy Unit Standards with a combination of the new NCEA standards. This is an internally assessed course.

Skills: This course will benefit students who wish to work on extending their core literacy skills and broadening their general understanding of the English language.

English is compulsory at Year 11 and students will be recommended for a course by their Year 10 teachers.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. Students in this course are at a foundation and elementary level.

 Skills:

• Listening, speaking, reading, and writing are incorporated into all lessons.
• Vocabulary development.
• Using correct grammatical forms .
• Speaking to gain and give practical information.
• Developing reading skills.
• Writing paragraphs, descriptions, information and recounts.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. Students in this course are at a foundation and elementary level.

 Skills:

• Listening, speaking, reading, and writing are incorporated into all lessons.
• Vocabulary development.
• Using correct grammatical forms.
• Speaking to gain and give practical information.
• Developing reading skills.
• Writing paragraphs, descriptions, information and recounts.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. This course offers both Level 2 and 3 standards to account for the differing skill levels language students may have in different strands. Depending on student ability there is opportunity to complete a Level 1 English Achievement Standard.

 Skills:

• Writing formal personal correspondence, recounts and personal responses to texts.
• Reading independently for practical purposes and to gain knowledge.
• Grammar and vocabulary development.
• Strategies to learn successfully in other subject classes.
• Paragraph and essay writing.
• Becoming an independent language learner.
• Communicating clearly and confidently.
• Support and skill development for the Literacy Common Assessment activities (CAAs).

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. This course offers both level 2 and 3 standards to account for the differing skill levels language students may have in different strands. Depending on student ability there is opportunity to complete a level 1 English achievement standard.

Skills:

• Writing formal personal correspondence. recounts and personal responses to texts.
• Reading independently for practical purposes and to gain knowledge.
• Grammar and vocabulary development.
• Strategies to learn successfully in other subject classes.
• Paragraph and essay writing.
• Becoming an independent language learner.
• Communicating clearly and confidently.
• Support and skill development for the Literacy Common Assessment activities (CAAs).

Topics: Topics covered in this course will include: creative writing, literature studies, short stories, poetry and close reading of unfamiliar texts. Students who have a passion for studying a broad range of literature are encouraged to take this course.

Skills: Students will learn to evaluate written and visual texts and respond to them with a structured response. A focus will be placed on writing with increasing fluency and the interpretation of how writers use language and text conventions to create meaning and effects.

Topics:

• Tuakiki identity, up-cycling and sustainability. 
• Experimenting with different materials to create a textile art piece.

Students will be asked to supply fabric for the hoodie making project. This can be new, secondhand or repurposed. 

If senior students enter two or more technology subjects they are required to have their subject choices checked for credit overlap by the Head of Faculty.

Topics:

• Outcomes are developed to respond to people’s needs through Technology practice
• Purposeful outcomes encourage auahatanga of Technology practice
• Authentic contexts inspire fit-for-purpose outcomes through manaakitanga

 The focus of this course is to place learning in real-world contexts, where ākonga will engage more meaningfully in learning for the outcome they are producing.

Skills: Allowing ākonga to gain and apply new skills and develop the confidence to make informed decisions, reflecting on and analysing their own and others' outcomes. The focus is to have the courage to innovate and explore.

If senior students enter two or more technology subjects they are required to have their subject choices checked for credit overlap by the Head of Faculty.

Topics:

• Develop an outcome for an authentic context
• Prepare and present meat, eggs, cheese, cakes and hot finger food for industry

 This course has five Unit Standards and one Achievement Standard. It blends elements of Technology with skills essential for the Hospitality Industry.

Skills: Experiment with different materials to develop an outcome. Focus on developing basic cooking techniques, so to develop safe, innovative food products to meet the needs of consumers worldwide.

If senior students enter two or more technology subjects they are required to have their subject choices checked for credit overlap by the Head of Faculty.

Topics: Descriptions, Health, Holidays, New Zealand, Future Plans, School, Housing, Childhood memories.

Skills: Students will be able to understand and produce more complex language beyond the immediate context, for example about past and future events. They will continue to develop their intercultural competence.

IGCSE Literature requires learners to engage with a wide range of texts from different periods and cultures, broadening their literary perspectives and knowledge. A deep level of literary analysis and critical thinking. Students study a selection of poetry and extended prose texts, and an in-depth study of two dramatic works, focusing on themes, characterisation, and dramatic techniques.

This course offers a potentially greater challenge than what is currently provided for in their NCEA programme preparing students for the demands of senior-level English courses and beyond. Students undertaking this course will develop the skills essential for success in Scholarship English and other literary-rich subjects in the senior school. 

There will also be an opportunity to sit the NCEA examinations at the end of the year to gain 10 English NCEA credits.

Topics: Rivers around the world and in NZ and how rivers and their processes impact on people and places; the formation of Canterbury; Natural Processes in New Zealand and their impacts on people and environments; the location of biomes in the world and why they are important eg coral reefs, tundra and deserts.

Skills: Interpreting maps and diagrams; working as part of a group, inquiry and creating maps using GIS and Google My Maps. Other important skills are the recall of knowledge and understanding of different perspectives of people who live and work in an environment.

Welcome to Health Education 101

The Year 11 Health course is designed to be a hands-on, interactive course to help you better understand yourself, others, and the world around you. Explore real-life topics that matter.Topics: 

Models of Wellbeing, Decision Making, Influences, Consequences and Strategies for Enhanced Hauora. Taught through a variety of Mental Health, Relationships and Sexuality Education contexts.

Skills: 

Involvement in activities and reflection on wellbeing. Application of decision making in a variety of practical and theoretical contexts, ie. escape room. Understanding of personal, interpersonal and societal factors that influence hauora. Understanding of strategies and support available to enhance hauora.

Topics: Examining how places and events shape identity/tuakiri, e.g. NZ Wars, Parihaka, WWI, the Vietnam War. Local study of Ripapa and Quail Islands. Examining how people have fought for their rights, e.g. US Civil Rights and the Polynesian Panthers, and how this has shaped NZ society.

Skills: Debating/discussing, note taking and reading, resource interpretation, presenting and communicating ideas, showing empathy by writing from perspectives of people in the past, explaining how events in the past have shaped NZ today and applying historical concepts. 

Topics: My Town, Friend's Birthday, Travel, School.

Skills: Students will be able to understand and produce more complex language beyond the immediate context, for example about past and future events. They will continue to develop their intercultural competence.

Topics: Number and Algebra, Geometry and Measurement, Statistics and Probability.

Skills: This course prepares students for a strong pathway in Mathematics and Statistics. Students will gain fluency in their algebraic skills and extend their abstract thinking to a wide range of applications. Students will develop an appreciation of variation and uncertainty and further develop their statistical literacy and critical thinking.

 Mathematics and Statistics is compulsory at Year 11 and students will be recommended for a course by their Year 10 teachers.

Topics: Number and Algebra, Geometry and Measurement, Statistics and Probability.

Skills: This course will allow students to develop confidence and fluency in their Mathematics and Statistics. Students will extend their logical thinking and processes and generalise their skills to a wide range of applications. Students will also develop an appreciation of variation and uncertainty, and further develop their statistical literacy and critical thinking.

 Mathematics and Statistics is compulsory at Year 11 and students will be recommended for a course by their Year 10 teachers.

Topics: Number and Algebra, Geometry and Measurement, Statistics and Probability.

Skills: This course focuses on increasing students' confidence in Mathematics and Statistics, and preparing them for success in the Numeracy Co-requisite examination. Students will extend their logical thinking and processes and generalise their skills to a wide range of applications. 

 Mathematics and Statistics is compulsory at Year 11 and students will be recommended for a course by their Year 10 teachers.

Topics: Number, Measurement and Statistics.

Skills: This course develops students’ fundamental skills in Number, Measurement, Geometry, and Statistics, with a strong focus on applying these skills to real-life situations. Students will learn to interpret data, measure accurately, and manage finances confidently. The course is flexible and can be personalised to meet individual learning needs. Students will also prepare for the Numeracy co-requisite examination. 

 Mathematics and Statistics is compulsory at Year 11 and students will be recommended for a course by their Year 10 teachers.

Topics: This course examines different types of news media and the role of journalists, the relationship between media products and their audiences, and the use and impact of social media. Students will design and produce a video-based media product.

Skills: Critical thinking, independent research, time management and self-organisation, analysing media, use of production technologies such as camera and video editing software.

Topics:

• Product design and prototype manufacture
• Exploring material properties through experimentation and testing
• Kaitiakitanga and sustainable practice throughout the product life cycle
• Incorporating stakeholder input in product development
  
  

Skills:

• Safe and accurate use of a broader range of tools and techniques
• Developing greater independence through two self directed projects
• Using the design process to research, ideate, test and evaluate a design
• Managing and including the opinions of others in a design project
• Experimentation with materials to discover creative ways they can be processed
  
  

Please note: If senior students enter two or more technology subjects they are required to have their subject choices checked for ‘credit overlap’ by the Head of Faculty.

Music is a rich part of the diverse cultures of Aotearoa New Zealand. Through music, students can develop a deeper understanding of themselves, and explore music in different contexts.

Students will study:

• Performance as soloists and in groups
• Composition and Songwriting
• Aural and Listening
• Theory through studying Scores
• Understanding the context of Musical works

Skills: Developing performance skills to give ākonga confidence to present music as a soloist or in a group. Learning to compose their own original music, in a style of their choice. Developing the ear through focused listening, recognising features in music and integration with theory conventions and musical scores.

Topics: Stage Lighting, Sound Technology, Lighting Design, Sound Control and Enhancement processes, Stage and Venue Management and Production. This course allows students with an interest in Performing Arts Technology to work on the technical requirements for our school events, while gaining knowledge and skills in this area. They will also have the opportunity to work in professional venues outside of the school for specific events. 

Skills: Working with lighting equipment to setup, operate and design lighting for a given project. Working with sound equipment to setup, operate and enhance sound for an event. Developing understanding of how performing arts technology works and how it can be best used to effect, enhance and contribute to an event. Learn how events are managed from from house to the stage and everything behind the scenes.

Welcome to Physical Education 101

Step into an action-packed journey where sport meets strategy! From the fast-paced intensity of Touch Rugby and Foreign Games to the cultural heartbeat of Kio-rahi, it redefines Physical Education. You’ll master movement strategies while embracing Kotahitanga - the unity that transforms a group into a powerhouse team. Beyond the sweat, you’ll unlock how the body responds to physical challenges, preparing you for a life of physical activity that develops teamwork and performance skills. Grab your gear. It’s time to move! 

Topics: Team Fitness Challenges, Kī-o-Rahi, Touch Rugby, Foreign Games, Movement Influences, and Kotahitanga (unity & togetherness)

Skills: 

* Develop inter-personal skills (teamwork)

* Understand how the body works and responds to physical activity

* Develop movement strategies for performance 

* Understand influences on movement

* Prepare you for future academic and vocational opportunities

Welcome to Physical Education 102

Level up your game in everything from Tapu Ae to 3x3 Basketball by mastering smart strategies and building unstoppable Kotahitanga with your team. You’ll develop the skills to lead on the field and discover exactly how movement fuels your Hauora, making you both a sharper player and a more balanced human.

Topics: 

Apply strategies in a game setting: Tapu Ae, Ultimate Frisbee, Football

Improve the function of my team: Kabaddi, Lacrosse, 3X3 Basketball

Understanding the importance of movement on Hauora: Football

Skills: 

Recognise the need for and develop sport-specific strategies within a game situation

Demonstrate and evaluate the effect of specific actions on developing Kotahitanga within a team environment

Evaluate the effect of movement on Hauora

Year 11 Visual Art – Full Year Course

Course Overview:
Year 11 Visual Art focuses on building technical skills in drawing, painting, printmaking, and sculpture while encouraging personal expression. Students learn how to develop and refine ideas through a guided art-making process. They are introduced to art analysis and learn to draw inspiration from both New Zealand and international artists.

Key Skills and Topics:

• Developing original ideas from observation and imagination
• Technical skill-building in selected media
• Art elements and principles (composition, contrast, balance, etc.)
• Artist research to support personal themes
• Visual diary work and idea development
• Final presentation of resolved artworks

Assessment:
Assessment is based on the NCEA Level 1 Visual Art Achievement Standards. Students can achieve a maximum of 15 credits through a combination of internal and external assessments. They are assessed on their ability to generate and develop ideas, use media with control, and produce finished artworks that show understanding of established practice.

Pathway:
This course leads into NCEA Level 2 Visual Art and can support other creative pathways such as Design, Photography, Printmaking or Painting in senior school. It also builds skills that are valuable in creative industries and tertiary study.

Topics: Mechanics - Physics investigation, Chemical Reactions, Genetics.

 The aims of the course are:

• To equip students with the evidence-based critical thinking skills needed to thrive in our scientifically grounded bicultural society.
• To give ākonga a sound base from which to proceed to the Year 12 Sciences.
• To enable students to reach their full potential with an emphasis on external examinations.

Skills: How to clearly explain scientific concepts and apply knowledge to new situations and examination-style questions. Students will also investigate physics phenomena.  

Science is compulsory at Year 11 and students will be recommended for a course by their Year 10 teachers.

Topics: Mechanics - Physics investigation, Chemical Reactions, Genetics.

 The aims of this course are:

• To equip students with the evidence-based critical thinking skills needed tothrive in our scientifically grounded bicultural society.
• To give ākonga a sound base from which to proceed to the Year 12 Sciences.
• To enable students to reach their full potential.

Skills: How to clearly explain scientific concepts and apply knowledge to new situations and examination style questions. Plus, how to write a well-researched scientific report, and to plan and carry out a scientific investigation.

Science is compulsory at Year 11 and students will be recommended for a course by their Year 10 teachers.

Topics: Mechanics - Physics investigation, Micro-organisms, Different science investigations.

The aims of this course are:

• To equip students with the evidence-based critical thinking skills needed to thrive in our scientifically grounded bicultural society.
• To give ākonga an opportunity to proceed to the Year 12 Sciences by developing deeper understanding and good organizational skills.
• To enable students to reach their full potential by assessing all Standards internally.

Skills: How to clearly explain scientific concepts and apply knowledge to new situations and examination style questions. Plus, how to write a well-researched scientific report, and to plan and model a physics investigation.

Science is compulsory at Year 11 and students will be recommended for a course by their Year 10 teachers.

Topics: This is a limited entry Level 1 course which will suit those who would struggle with the demands of the externally assessed sections of the NCEA Level 1 courses. Students who take this course will undertake internal assessments that are also offered in Geography, Business Studies and History.

Skills: Researching; Planning; Field work; Decision making; Assignment organisation and presentation; Literacy.

Topics: Education, Holidays, Clothing, Directions, Occupations, Festivals, City Descriptions

Skills: Students will be able to understand and produce more complex language beyond the immediate context, for example about past and future events. They will continue to develop their intercultural competence.

This subject may only be selected by those students approved to take a subject through Te Kura - Correspondence School. Before selecting this subject, you must have met with and been approved by Mr Coburn.

This course focuses on the ability to hold an unscripted kōrero/conversation using everyday language, as well as building knowledge of grammar, pānui/reading skills, and tuhi/writing skills. Kapuapa includes expressing likes, dislikes, and preferences, kīwaha and whakataukī, the history of Te Reo Māori, and Te Wiki o Te Reo Māori/Māori Language Week. Ākonga/students will have the chance to attend our senior noho marae at Takahanga and also a combined wānanga with other kura.

Year 11 wānanga at Te Puna Wānaka

Topics:

• ATHA
• Karakia
• Pōwhiri
• Harakeke
• Waka Ama

 Skills:

• Increased knowledge of Māori customs and protocols
• Understanding of marae and pōwhiri
• Understanding of Māori pūrākau and pakiwaitara, history, and stories.

Shredding Harakeke

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum.

Skills:

• Listening, speaking, reading, and writing in English.
• Using the appropriate tense.
• Reported speech.
• Vocabulary and grammar development.
• Presentation skills.
• Research skills.
• Practice with multiple reading and writing types.
• Support and skill development for the Literacy Common Assessment activities (CAAs).

Topics:

• Tūhuratanga ā-ringa: Practical investigation in a horticultural context.
• Pūkenga whakaoti rapanga: Practical and problem-solving skills used in agricultural and horticultural production.
• Whakamakuru tipu: plant propagation and soil enrichment techniques.
• Whakahaere rawa: Land management and uses around New Zealand.
• Mātai whaiaroaro: Animal physiology.
• Toitū rangahau whakanekeneke: Sustainable action planning and implementation.

 Kaitiakitanga or guardianship of the land is a core component of modern agriculture. This strong connection to and protection of the whenua is especially important for all learners considering careers in agriculture, Aotearoa’s largest industry. This course includes standards focusing on pasture and environment interaction, livestock reproduction and conditioning, changes in land use and regulation over time and sustainability in agriculture. A long term student lead sustainability project is a key component of this course. Students will continue to develop the school greenhouse, orchard and vegetable garden.

Skills: Students develop practical skills in horticulture including seed raising and propagation, plus soil chemistry. Skills in agriculture include animal reproduction methods and artificial insemination techniques. Plus research skills on impacts and shifts in land use, and sustainable practice skills.

This course utilises creative thinking processes and the fundamentals of visual communication. Students define their own projects with guidance. Graphic design underpins illustration, character design, advertising and corporate branding, including: logo development, poster, magazine layout, website design, packaging and more. 

Note: Art computer lab available in class, Adobe Illustrator is strongly recommended for use at home or on devices, affordable student licenses may be purchased through the school. Students are welcome and encouraged to also use personal tablets for digital drawing.

'Towards Modernism.' Students will gain knowledge and appreciation of the masterpieces created in France during the period from 1780 to 1900. You will find out why art works from the period are valued at over $200 million … and even learn why Van Gogh cut part of his ear off. This course complements any practical course and will be beneficial to any students who wish to travel overseas.

Level 2 Painting builds on the foundational skills developed in Level 1 Visual Art, focusing on advancing students’ practical and conceptual abilities in painting. Students will explore a variety of painting techniques, media, and processes, working within a theme or subject of personal interest. Through guided projects, they will learn to develop visual ideas systematically, respond to established artist models, and produce a cohesive body of work.

An introduction to techniques and ideas that underlie the practice of Photography and the application of these into individual folio projects. Traditional black and white darkroom techniques, digital image capture and manipulation are covered, as well as a range of camera functions and effects.

This is a year long course that introduces senior students to the rich and diverse world of print. Students will begin with the fundamentals of monoprint and monotype techniques, exploring the unique possibilities these methods offer for creative expression. As the year progresses, students will build on these foundational skills and advance to more complex processes according to their individual intentions. 

Individual thematically based studies allow students to reference a variety of artist models. Drawings will be used to develop and resolve ideas. This course encourages creativity, problem-solving, dexterity and an appreciation for the rich history and contemporary practice of printmaking.

Topics: Biology is the study of life. In this course, students will plan and carry out an ecological investigation, collecting, analysing, and interpreting biological data. They will explore how specific organisms are adapted to survive in different environments, examine key cellular processes such as photosynthesis, respiration, and cell division, and develop a deeper understanding of how cells function. Students will also gain insights into genetic variation and how organisms evolve over time.

Skills Developed:

• Understanding of key biological principles
• Communication of scientific ideas using the language of biology
• Scientific investigation and practical lab skills
• Critical thinking and data interpretation
  

By completing this course, students will build a strong foundation in biology and scientific inquiry. 

Topics: Biology is the study of life. In this course, students will investigate ecological patterns and explain these using ecological principles. They will plan and carry out an investigation, collecting, analysing, and interpreting biological data. They will also explore how specific organisms are adapted to survive in different environments, and examine key cellular processes such as photosynthesis, respiration, and cell division, developing a deeper understanding of how cells function. 

Skills Developed:

• Understanding of key biological principles
• Communication of scientific ideas using the language of biology
• Scientific investigation and practical lab skills
• Critical thinking and data interpretation

By completing this course, students will build a strong foundation in biology and scientific inquiry. 

Topics: Work with business partners to develop a business that not only makes a profit but also provides a community focus and improves social wellbeing. Learn how to design and collect data that can impact the success of your business by connecting the right product with the right people. Learn what motivates employees and employers to run better businesses. Solve a case study using your business knowledge and problem-solving skills for a social enterprise. The Young Enterprise Scheme is also available in Level 2 Business Studies.

Skills: Social Wellbeing, Teamwork, Money Management, Budgeting, Buying and Selling, Sales, Problem-Solving, Literacy, Critical Thinking and Interpersonal Skills.

Topics: Chemistry is about understanding the properties of substances and how these substances can change. Students will be assessed through both internal and external standards. The course provides a good foundation for Level 3 and tertiary Chemistry study. A high level of achievement in this course will allow for entry into Level 3 Chemistry. Many universities recommend Level 3 Chemistry when enrolling in certain courses such as Health Sciences and Engineering. 

 Skills:

• Reading and interpreting the specialist language in Chemistry.
• Problem-solving, synthesising new substances.
• Make connections between chemicals and their properties.
• Safe laboratory practices and familiarity with specialised equipment.

Topics: Gods, heroes, myths and legends of the ancient world, classical Influences in modern culture, Greek vase painting and influence of classical world on modern art, foundations of the Roman Empire with an emphasis on the Battle of Actium in 31 BCE, and Roman socio-political life. 

Skills: Analysing primary sources and artworks, interpreting literature, research, communicating ideas and constructing a compelling argument with relevant supporting evidence from the ancient world. Please be aware a significant amount of reading and writing is required.

Topics: Aotearoa New Zealand has a proud history of contemporary music artists both domestically and internationally. Through Contemporary Music, ākonga will develop practical industry based skills in performance, composition and digital music production.

Students will study:

• Solo & Group Performance
• Composition
• Digital Music Technology
• Recording and Live Sound Production

Skills: Learning to prepare and present high quality Solo and Group Performances to an audience. Advancing Digital music production skills on industry standard DAW software and hardware to capture and produce original compositions. Gaining a higher understanding of song writing through developing analytical aural listening skills of contemporary music and a range of other styles

In this course, you will explore how dance can be a powerful form of expression—used throughout history and to share ideas, tell stories, and spark conversation. You’ll investigate how choreographers have responded to key moments in time and how dance can reflect or challenge the world around us.

You will be introduced to a wide range of dance genres, performances, and choreographic processes, allowing you to broaden your skills while also developing your own creative direction. You’ll be encouraged to create, collaborate, problem-solve, and reflect—refining your ideas and movement to reach shared goals.

All students will take part in the end-of-year showcase—a chance to perform in front of a live audience and celebrate your progress and achievements.

This Achievement Standard course is literacy-rich and wellbeing-focused, ideal for students who want to grow as creative, confident, and thoughtful dancers.

Topics:

• Spatial Design (Architectural/Landscape)
• Product Design (Engineering/Construction)
• Design Presentation

Skills: Independent research, analysis of design influences, application of a design process, effective design presentation skills (3D computer modelling and drawing, sketching and rendering, 3D printing and laser cutting, animations, and digital presentation techniques).

Topics: Building on the DIG101 course, this study pathway develops student knowledge with advanced Programming, 3D Modelling and Animation, and Computer Science techniques. This course will help prepare students considering study within a range of industrial pathways, including Engineering, Computer Science, App Design, and Digital Entertainment.

Skills: Creativity and Problem-solving, Computer Programming skills, 3D Modelling and Animation, Computer Science Concepts, Project Development Considerations.

Topics: This course provides practical experience in creating a range of digital products using industry-relevant software and tools. Students will develop skills in digital image creation, animation, website design, and basic game development through coding. The course is an excellent foundation for further study in Web Design, App Design, Game Design, and Information Science. 

Skills: Creativity and problem-solving, analyse elements of design and develop digital media solutions, use tools to organise and deliver information effectively, and critique existing products.

Welcome to Drama 201!

Calling all students who want to explore how Theatre can challenge, provoke, and inspire real change in both society and ourselves. In this course you’ll dive into powerful theatrical traditions from around the world, investigating how performance has been used to confront and challenge social and political issues across time.

From the existential satire of Absurdist Theatredia, to the enduring relevance of Shakespearean Theatre; from the beautiful fusion of cultures that is Theatre Aotearoa, to the revolutionary impact of Epic and Political Theatre — each topic invites you to raise questions, spark conversation, and bring pressing issues to light through creative expression.

This is a literacy-rich course that strengthens your ability to think critically, collaborate meaningfully, and communicate with clarity and power. You’ll grow as both a performer and a person, developing important transferable skills that prepare you for success in Year 13, the professional arts, and life beyond school.

Throughout the year will push you to engage with your peers and community, using theatre as a tool to investigate the world around you and imagine how it could be different. You’ll refine your ideas through collaboration, explore how meaning is made on stage, and use performance to voice what matters.

Key Features:

• Explore how theatre responds to and reshapes society
• Workshops with professional actors and directors
• Engage with a range of rich, diverse theatrical styles and histories
• Tackle creative challenges that connect performance to real-world issues
• Attend professional theatre performances
• Build literacy, communication, and teamwork skills
• One required evening assessment
• Learn to shape meaning, spark dialogue, and influence change through theatre

If you’re passionate about creativity, care about our world, and want to grow into a confident, expressive communicator, this course will give you the voice — and the tools — to make an impact.

Topics:

• Learning and development of young children.
• Education and care of infants, toddlers and children.
• Health services and care practices relating to child wellness.
• Basic care of young children.

Skills: Students will explore how young children grow and learn, building their knowledge of child development. They will develop a stronger understanding of key issue in early childhood care and education, including childhood illness and disease, as well as the importance of attachment in a child's early years.

Topics: Earth and Space Science provides students with a fundamental understanding of the universe and our place in it. This subject covers a wide range of topics, from looking the the geological history of Te Waiponamu to the life cycle of small and large stars. Students who take ESS will engage with Science in a practical way through experimentation and research.

• Practical investigation on the formation of meteorite craters.
• Tsunamis, earthquakes and volcanic eruptions in Aotearoa.
• How organisms survive in extreme environments.
• Life of stars and planetary systems.
• Investigate the validity of communication to the public.

Skills: Students will develop the skills required to research, apply knowledge and perform practical investigations to make clear links to key Earth and Space concepts.

Topics: This course focuses on the macro objectives of a government through issues of Inflation, Economic Growth and Unemployment. The questions that we delve into in Year 12 have a far greater national perspective. E.g. Why does New Zealand have a high income inequality? Should people have to work for the unemployment benefit? Why are so many people concerned about the Official Cash Rate (OCR)? What's the big deal about a high NZ dollar? Why do Government impose taxes/subsidies and what are monetary and fiscal policies?

Skills: Graphing skills, thinking skills; Investigative skills; Decision making skills; Debating; Problem Solving; Compare and Contrasting; Critical Thinking, Analysis of macro-economic models and concepts.

Topics: The course is internally assessed using practical projects. Students build a variety of projects, such as a mini-musical keyboard or MP3 amplifier. An understanding of electronics and programming in C++ is then developed to construct a microcontroller-based system. 

Students intending future study in any Science or Engineering discipline would find this course invaluable in understanding modern data collection techniques. This course is suitable for students with all abilities. 

Skills:

• Combining electronic components to form electronic systems
• Practical construction of printed circuits including hand soldering of components
• Microcontroller use ie: Arduino, Raspberry Pi, ESP32
• C++ programming and design
• Computer-Aided Design (CAD)
• Fault Finding

Topics: This course focuses on studying topics with a non-fiction lens. Students will study and produce a range of visual, written and oral texts. There is a focus on students creating their own texts through the crafting of a portfolio of writing, writing a speech and creating a visual text. Critical reading skills will be developed through studying a range of poetry, non-fiction and prose texts.

Skills: Students will read and respond to texts with more mature themes and concepts, use their own experiences, ideas and perceptions to analyse, respond to and create texts, produce work that is in-depth and well-crafted and write with increasing accuracy in grammar and punctuation.

Topics: This course focuses on writing in a range of genres, a film study, wide reading and speeches. This course is designed to assist students who require literacy support to complete Level 2 English. Students will also learn to craft accurate written material for the workplace and will prepare a C.V.

Skills: Students will use their own experiences, ideas, and perceptions to analyse, respond to and create texts, write with increasing accuracy in grammar and punctuation, and speak with confidence to express ideas.

This course will benefit students who wish to work on their core literacy skills and general understanding of the English language.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. Students in this course are at a foundation and elementary level.

 Skills:

• Listening, speaking, reading, and writing are incorporated into all lessons.
• Vocabulary development.
• Using correct grammatical forms .
• Speaking to gain and give practical information.
• Developing reading skills.
• Writing paragraphs, descriptions, information and recounts.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. Students in this course are at a foundation and elementary level.

 Skills:

• Listening, speaking, reading, and writing are incorporated into all lessons.
• Vocabulary development.
• Using correct grammatical forms.
• Speaking to gain and give practical information.
• Developing reading skills.
• Writing paragraphs, descriptions, information and recounts.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. This course offers both Level 2 and 3 standards to account for the differing skill levels language students may have in different strands. Depending on student ability there is opportunity to complete a Level 1 English Achievement Standard.

 Skills:

• Writing formal personal correspondence, recounts and personal responses to texts.
• Reading independently for practical purposes and to gain knowledge.
• Grammar and vocabulary development.
• Strategies to learn successfully in other subject classes.
• Paragraph and essay writing.
• Becoming an independent language learner.
• Communicating clearly and confidently.
• Support and skill development for the Literacy Common Assessment activities (CAAs).

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. This course offers both level 2 and 3 standards to account for the differing skill levels language students may have in different strands. Depending on student ability there is opportunity to complete a level 1 English achievement standard.

Skills:

• Writing formal personal correspondence. recounts and personal responses to texts.
• Reading independently for practical purposes and to gain knowledge.
• Grammar and vocabulary development.
• Strategies to learn successfully in other subject classes.
• Paragraph and essay writing.
• Becoming an independent language learner.
• Communicating clearly and confidently.
• Support and skill development for the Literacy Common Assessment activities (CAAs).

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. ESOL 301 is designed to help students develop their academic English skills and support those learned in other classes. This course uses both English for academic purposes and English standards.

 Skills:

• Academic reading and writing skills.
• Participating in a sustained discussion.
• Write expressing a viewpoint.
• Academic vocabulary and grammar.
• Listening in a range of contexts.
• Academic research and structure focus as preparation for further education.
• Inference and conclusion language.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. ESOL 302 is designed to help students make the transition from English language learning to using academic English. This course uses unit standards from English for academic purposes and English Language, as well as achievement credits from English.

 Skills:

• Sustained discussions.
• Independent reading and response writing.
• Forming and articulating opinions verbally and through writing.
• Academic vocabulary and grammar.
• Listening in a range of contexts.
• Crafted and confident speaking and presentation skills.
• Academic research and writing skills.
• Support and skill development for the Literacy Common Assessment activities (CAAs).

Topics: This course focuses on literature and students will explore connections across a range of texts. Students will analyse written and visual texts, and respond to them in a structured way. Opportunities to write in a range of styles will be offered.

Skills: Students will analyse how writers and directors use language and text conventions to create meaning and effects. A folio of work will allow them to demonstrate accuracy and flair in a range of written genres. Students wishing to sit the English Scholarship examination are encouraged to take this course.

Topics:

• Implement advanced adaptations to tailor trousers. 
• Create a conceptual design for the outcome of a Wearable Arts piece. 
• Implementing advanced concepts in the creation of a Wearable Arts piece. 

Students will be asked to supply fabric for one of their projects. This can be new, secondhand, or repurposed. 

If senior students enter two or more technology subjects, they are required to have their subject choices checked for credit overlap by the Head of Faculty.

Topics:

• Implement advanced procedures to produce a food product
• Conceptual design for an outcome.
• Make and trial a prototype.

 Students studying Food Technology at Level 2 will have the opportunity to be innovative and enhanced current food products that reflect thoughtful design and consumer needs.

Skills: Ability to research using modelling and credible information. Creativity, problem-solving and critical thinking. Effective evaluation of product design, using stakeholder feedback to justify decisions and modifications made to create a sustainable food product.

If senior students enter two or more technology subjects they are required to have their subject choices checked for credit overlap by the Head of Faculty.

Topics: Future Plans, Youth Matters, Family Relationships, Health and Wellbeing, Film Study, the French Speaking World and Travel, Technology.

Skills: Students will use language to express and justify their own ideas and opinions and support or challenge those of others. They will continue to develop their intercultural competence.

Topics: Global - a study of a global pattern e.g. venomous snakebites  ; Urban Studies - a study of an urban area from overseas, e.g. Chicago. Research topic eg Moraine Walls in Tasman Valley; Geographic Issue e.g. Bendigo Gold Mine in Central Otago.

Skills: Development of skills such as research and data organisation, interpreting maps and diagrams, working as part of a group, inquiry and valuing skills. Other areas which are important, are the understanding and use of geographic concepts and the recall of knowledge, and its application to other situations. Fieldwork is an important component of the course.

Welcome to Health Education 201

Get ready to explore real life issues for teenagers today. This course helps you look past your own life and master the tools to analyse the changing modern world and challenge the norms of the world we live in. 

Topics: 

• Resilience
• Mental Health 
• Gender Stereotypes 
• Social Media 
• Enhancing Wellbeing in the Community 
• Risks to Personal Safety, Strategies to manage people's personal situations. 

Skills: 

• Analyse real world health issues. 
• Analysing strategies to overcome change and build resilience, as well as situations that place personal safety at risk e.g. bullying, harassment and intimidation.
• Critical thinking on influences in society about gender and sexuality. 

Topics: Digital Footprint, Mental Health, Substances, New Zealand Health Issues, Sexuality, Building Positive Relationships.

Skills: Laws and policies about sexuality and substance use in New Zealand, analysing digital footprint and social media influence, contraception for everybody, accessing support systems in the community, strategies for positive relationships.

This course is a 10-week compulsory course for all Year 12 students. Students will be timetabled for this course in either Term 1, 2 or 3. When they are not timetabled for this course, they will have a study period.

Topics: Content may include: Highlights of 1800s New Zealand history such as the Chinese gold miners in Otago and the Taranaki Wars, wider global history including the spread of communism, Pol Pot and the Cambodian genocide, and a study on how people interpret past events such as World War I.

Skills: Showing empathy for perspectives of people in the past, interpreting visual and written evidence, following a clear research process, communicating ideas, constructing a compelling argument supported with relevant evidence and explaining historical patterns, such as causes and consequences. Please be aware a significant amount of reading and writing is required.

Topics:

• Food safety methods in a food business
• Table service in a commercial establishment
• Prepare food items using various cooking techniques and recipes

Skills: Students studying HOS201 will learn how to prepare food safely in a simulated industry environment, developing their cooking techniques to industry standards. They will have the opportunity to use their table service skills in a restaurant setting.

Topics: Myself and My Family, Home and Friends, Daily Routine, Neighbourhood, Shopping and Eating Out, School Life.

Skills: Students will use language to express and justify their own ideas, and support or challenge those of others. They will continue to develop their intercultural competence.

Topics: Algebra, Calculus, Probability, Non-Linear Graphs, Trigonometry.

Skills: This course has a strong focus on Algebra and includes key topics in Graphs, Calculus, and Probability. Students will develop fluency in manipulating algebraic expressions and learn to construct clear, logical mathematical arguments. The course also introduces students to the principles of probability and the use of probability models to represent real-world situations. Throughout, students will strengthen their ability to think critically, solve problems, and communicate their mathematical reasoning effectively. 

Topics: Experiments, Simulations, Inference, Networks, Coordinate Geometry Sequences and Series.

Skills: This course is aimed at students who have some success in Level 1 Mathematics and Statistics and are ready for the step up to Level 2. It continues to build confidence in Mathematics and Statistics. Students work towards success in both Mathematics and Statistics Achievement Standards. Students who are successful in this course gain foundational statistical concepts which will prepare them for success in Level 3 Statistics.

This course covers the Statistics required for progression to MAS302, but NOT Level 3 Calculus.

Please note -  if you meet the entrance criteria for MAT201 or MAS201 it is unlikely that you will be eligible for enrolment in MAT202.

Topics: Number and Algebra, Geometry and Measurement, Statistics and Probability.

Skills: This course is designed to prepare students for the Numeracy co-requisite examination while building their confidence in Mathematics and Statistics. It places a strong emphasis on financial literacy and mathematical reasoning in real-life contexts. The course is flexible and can be personalised to meet individual learning needs, with the potential to offer some Level 2 credits where appropriate. 

Topics: How and why media genres change over time; the relationship between a media product and its audience; media ethics including advertising and broadcast standards. Plan and design a magazine spread; produce a magazine spread product. At Level 2, students' productions will be print-based. Students will create pages for the Cashmere Circuit.

Skills: Critical thinking, independent research and inquiry, time management, self-organisation, project management, use of media technologies including Adobe software, working in a team and essay writing.

Topics:

• Product design and prototype manufacture
• Optimising designs and manufacturing processes when creating more than one product
• Using computer aided design and manufacturing techniques
• Development of a entirely self directed project and working prototype

Skills:

• Design for and operation of computer controlled tools
• Design for manufacture and assembly including an introduction to jigs and fixtures
• Demonstrating independence through two detailed self directed projects
• Applying the design process to identify a need or opportunity and develop a prototype
• Managing and including the opinions of stakeholders in a design project

Please note: If senior students enter two or more technology subjects they are required to have their subject choices checked for ‘credit overlap’ by the Head of Faculty.

Learning about music enables ākonga to understand it as a sonic language born of context that communicates layered meaning. They can learn to express and interpret ideas within diverse creative, technological, and cultural frameworks.

Students will study:

• Performance as soloists and in groups
• Composition, Songwriting and Instrumentation
• Aural and Listening
• Theory through studying Scores
• Understanding the context of Musical works

 Skills: Developing performance skills to give students confidence to present music as a soloist or in a group. Writing substantial, original compositions by developing and structuring ideas while exploring textural and timbral changes. Developing the ear through focused listening, recognising features in music and integration with theory conventions and musical scores.

To choose Outdoor Education you and your parents must be aware of the time commitment involved and parents must approve your subject selection.

Level up your skills and get out into the elements with a course designed for students who love the New Zealand outdoors. You’ll be heading from the coast to the mountains, mastering sea kayaking, tramping, and even alpine survival skills like snow caving, all while learning how to respect and care for the land through Kaitiakitanga.

This isn’t just about the activities; it’s about becoming a leader. You’ll develop the self-management and risk-assessment skills needed to plan your own expeditions and keep a positive mindset

Topics -Sea kayaking, applying Kaitiakitanga concepts, Tramping, Snow Travel and Snow Caving, Rock Climbing and Risk Management

Skills - Team and group work skills, self management, communication,  organization, navigation, risk management and ability to maintain a positive attitude in adverse conditions.

How practical works

For each topic (except rock climbing) we will do a camp/expedition. 

Term 1 Sea kayak is 2 days, 

Term 2 Tramping/Camping is 3 days 

Term 3 Alpine is 3 days.

Nearly every second week on a Thursday we will have an after school practical starting period 4 runnning through period 5 to 430-5pm

Students will not be able to have other commitments after school on these days

These practical's are essential in order to be ready for the trips

Important 

This course has limited numbers. Should the course be oversubscribed a ballot will be used to determine placement into the course

Topics: Stage Lighting, Sound Technology, Lighting Design, Sound Control and Enhancement processes, Stage and Venue Management and Production. This course allows students with an interest in Performing Arts Technology to work on the technical requirements for our school events, while gaining knowledge and skills in this area. They will also have the opportunity to work in professional venues outside of the school for specific events.

 Skills: Working with lighting equipment to setup, operate and design lighting for a given project. Working with sound equipment to setup, operate and enhance sound for an event. Developing understanding of how performing arts technology works and how it can be best used to effect, enhance and contribute to an event. Learn how events are managed from from house to the stage and everything behind the scenes.

WELCOME TO PHYSICAL EDUCATION (PED201)

Unlock the science of performance by integrating anatomy, biomechanics, and exercise physiology with fast-paced games of Netball and Tennis. This course empowers you to apply sports science to your own movement while developing the leadership and teamwork skills essential for success both on and off the court! 

Topics: Anatomy, biomechanics, exercise physiology (including training principles and methods), Leadership (Invaision Games), Netball and Tennis (Performance Standards). 

Skills: Develop and apply skills to work positively within a team environment, physical skill development, apply sports science knowledge to physical contexts to improve movement/fitness and develop and apply leadership skills.

Welcome to Physical Education 202

This course helps you become a better leader and team player through fun, hands-on activities and physical challenges. You'll learn how to work with others, solve problems as a group, and take charge to make a real difference.

Topics: 

Group Processes in Basketball

Leadership in Junior Classes

Social Responsibility in Foreign Games

Skill Development in Basketball and Badminton

Skills: 

Learn how to communicate clearly and work together to reach a goal. 

Work on your physical skills and learn how to get better at new activities through practice.

Discover how to take charge, guide others, and help your group succeed.

Topics: Studying Level 2 Physics will give students a greater understanding and awareness of the physical world around them. This course leads to further study in Level 3 as preparation for Engineering or as covering background material for Nursing, Radiology, Computer Science, Architecture and Electrical/Technological courses.

Skills:

• Problem-Solving
• Mathematical logic
• Understanding optical devices and waves
• Atomic structure
• Electrical circuits and devices
• Mechanical systems of motion

Topics: Health, Travel, Media, Holidays, Expressing Opinions, Future Plans and Advice.

Skills: Students will use language to express and justify their own ideas and opinions, and support or challenge those of others. They will continue to develop their intercultural competence.

Topics: Experiments, Simulations, Inference, Probability, Evaluate Statistical Reports.

Skills: This course develops students understanding and skills related to Statistics. It introduces new areas such as probability models, experimental design and risk. Students will develop an appreciation of variation and uncertainty, and further develop their statistical literacy and critical thinking.

 This course covers the Statistics required for progression to Level 3 Statistics courses, but NOT Level 3 Calculus.

This subject may only be selected by those students approved to take a subject through Te Kura - Correspondence School. Before selecting this subject, you must have met with and been approved by Mr Coburn.

This course moves from everyday language to exploring the wider world. Ākonga/students learn formal kōrero/speaking skills, how to discuss their point of view, and the perspectives of others. More advanced grammar is covered to improve their tuhi/writing skills and pānui/reading comprehension. They will explore a variety of historical topics, including kōrero tuku iho/ stories passed down about our local area, Te Tiriti o Waitangi and the subsequent pakanga/New Zealand Wars, and tāngata rongonui/famous people. Ākonga/students will again have the opportunity to attend our Senior Noho Marae to learn local history, but also as tuākana for our Year 11s.

There is an estimated cost of $250-$350 for our Senior Noho Marae. We will do our best to keep this as low as possible so it is accessible.

Topics:

• Whakarata
• Manaakitanga on the marae (Hospitality)
• Deeds of a Mana wahine (Famous women)
• Waka Ama
• Harakeke

Skills:

• Increased knowledge of Māori customs and protocols
• Understanding of marae and pōwhiri
• Understanding of Māori pūrākau and pakiwaitara, history and stories.

Waka Ama

Topics: Impacts of tourism on environmental, social and cultural aspects; Work roles and requirements; Tourism communication; Calculations for tourism; Tourist characteristics; World tourist destinations; Destination New Zealand.

Skills: Information gathering; Processing of data; Developing tour schedules; Use of Internet; Mapping; Communicating with others.

Topics:

• Reremua monihua pāmu whakauruuru: Exploration of factors affecting profitability of a New Zealand primary product.
• Pāpātanga taiao pāmu whakauruuru: Ecological impacts of primary production
• Tūhuratanga ā-ringa: Practical investigation into a staple food in Aotearoa
• Pāmu toitū: Rehabilitation and sustainable use of the biophysical environment
• Pūkenga whakaoti rapanga: Practical problem solving skills used in horticultural production.

Skills: Students develop practical skills in horticulture including seed propagation, harvest management, and garden planning. Skills in agriculture include ecological impact analysis, production enhancement and basic agribusiness. Students will also continue to develop high-level Scientific investigation and problem-solving skills.

The primary purpose of agriculture and horticulture as industries in Aotearoa is to turn the harvest into profit and useful outcomes for those who work the land. The Level 3 Agriculture course at Cashmere seeks to support students' continued understanding of the links between ecosystems, land use, kaitiakitanga and economic success while providing a pathway onwards to tertiary study and opportunities on farms. To this end we use learning experiences which explore enhancing profitability of agricultural production, the impact of farming practices on ecological stability, plant growth experimentation and improving farming environments to enhance continued productivity. Students will also continue to make use of the greenhouses, gardens and orchards to produce food and other products.

Only 14 the credits within the Agricultural and Horticultural Science domain are will contribute to University Entrance. The 4 Credits from the Education for Sustainability will not contribute to the 14 credits required for University Entrance.

This course builds on the skills and techniques learned in DES201. It utilises creative thinking processes and the fundamentals of visual communication. Students define their own projects, with guidance. Graphic design underpins illustration, character design, advertising and corporate branding, including: logo development, poster, magazine layout, website design, packaging and more. 

Note: Art computer lab available in class, Adobe Illustrator is strongly recommended for use at home or on devices, affordable student licenses may be purchased through the school. Students are welcome and encouraged to also use personal tablets for digital drawing.

Early Renaissance Art and Early Modernist Art. Students will study and appreciate the cultural wonders of these worlds. The course evaluates the impact of these two ground breaking periods of western civilisation. Students will be able to appreciate these treasures when they travel abroad on their 'overseas experiences.' This course also complements any practical course of art study.

This course examines the development of ideas through drawing and painting processes. Students generate ideas from a subject or theme chosen in consultation with their teacher and artist models will be used to learn techniques from. Appropriate painting, as well as mixed media techniques (incorporating digital, print and photographic media) will be developed during this course which prepares students for entry into associated tertiary courses.

Students refine their technical skills through a methodical, in-depth study of an individual theme. A variety of photographic models will assist them with their learning and the extension of their ideas. This course prepares students for associated tertiary courses with a sound knowledge of traditional photographic processes, creative problem solving skills and basic Photoshop techniques. it also supports students in other industries where photographic skills are an asset.

This individualised, portfolio-based printmaking course empowers senior high school students to explore their own artistic interests and creative voice. Individual thematically based studies allow students to reference a variety of artist models. Drawing is used to generate, develop, extend and regenerate ideas. Specific printmaking techniques and processes are offered with opportunities for experimentation that can result in exciting works.

Topics: This Level 3 Biology course challenges students to apply scientific knowledge to complex biological concepts and processes, while developing the ability to clearly communicate their understanding. Students will independently plan and carry out a detailed biological investigation, collecting and analysing data to identify trends and patterns. They will explore how animals maintain stable internal conditions and study how organisms respond and adapt to their environments to survive. The course also examines human evolution from both biological and cultural perspectives, using fossil evidence, genetic information, and technological developments.

Skills Developed:

• Understanding of complex biological systems and behaviour
• Critical thinking and evaluation of biological information
• Communication of scientific ideas using the language of biology
• Advanced scientific investigation and reporting

This course prepares students for tertiary-level biology and encourages informed participation in societal issues involving science.

Topics: This Level 3 Biology course challenges students to apply scientific knowledge to complex biological concepts and processes, while developing the ability to clearly communicate their understanding. Students will independently plan and carry out a detailed biological investigation, collecting and analysing data to identify trends and patterns. They will explore how animals maintain stable internal conditions and examine human evolution from both biological and cultural perspectives. Students will also research and evaluate a contemporary issue involving biology, developing the ability to form and justify an informed personal stance. 

Skills Developed:

• Understanding of complex biological systems and behaviour
• Critical thinking and evaluation of biological information
• Communication of scientific ideas using the language of biology
• Advanced scientific investigation and reporting

This course prepares students for tertiary-level biology and encourages informed participation in societal issues involving science.

Topics: Students have the opportunity to unleash their inner entrepreneur and experience the start-up world first-hand. It is a programme where students set up and run a real business. Each company creates their own product or service and sells it over several months. The students will also develop a marketing plan to suit their business in the current market. This course is a year-long business activity and is primarily based on group work.

Skills: Extensive Group Work, Task Management, Ideation, Networking, Product Design, Sales, Problem Solving, Pitching, Leadership and many more.

Topics: Differentiation, Integration, Complex Numbers and Trigonometry.

Skills: This course builds on the Algebra and Calculus skills developed in Mathematics 201 and applies these skills in context to applications such as finding optimum values and related rates of change.

Students considering pursuing a career in Engineering, Architecture, Science, Commerce, Computer Science and Mathematics, are strongly advised to take Calculus as it is often required as a prerequisite for entry to tertiary courses.

Topics: Level 3 Chemistry is based on the Level 3 Chemistry Achievement Standards. The course builds on the material covered in the Chemistry 201 course. The practical component of the course is based on real-world examples including synthesis of organic compounds and the production of electrochemical cells.

Skills:

• Reading and interpreting the specialist language of Chemistry.
• Problem-solving, synthesising new substances.
• Make connections between chemicals and their properties.
• Safe laboratory practices and familiarity with specialised equipment.

Topics: Three topics give an overview of the Greek and Roman world. These could include Alexander the Great, Roman Art and Architecture and the concept of the classical hero compared to modern-day heroes.

Skills: Aside from the inherent fascination of the Greek and Roman world and our debt to it as the foundation of western civilisation, the value of Classical Studies is that it equips students with skills in literacy, historical research and interpretation, analysis of text and primary resources, critical thinking and the clear, logical presentation of written argument supported by evidence. Please be aware a significant amount of reading and writing is required.

Topics: Aotearoa New Zealand has a proud history of contemporary music artists both domestically and internationally. Through Contemporary Music, ākonga will develop practical industry based skills in performance, composition and digital music production.

Students will study:

• Solo & Group Performance
• Composition
• Song Writing
• Digital Music Technology
• Recording and Live Sound Production
• Research

 Skills: Choosing an IEP that suits the individual's musical aspirations, majoring in Performance, Composition or Digital Music Production. Learning to prepare and present high quality Solo and Group Performance programmes to an audience. Utilising Digital music production and recording skills on industry standard DAW software and hardware to capture premium recordings of compositions. Gaining a higher understanding of songwriting and lyricism through developing analytical aural listening skills of contemporary music and a range of other styles.

UE Literacy Reading Credits 6

This course invites you to push boundaries—not just to develop your dance technique, but to explore and redefine what Dance means to you.

You’ll dive into how innovation has shaped dance across different times and styles—asking when, how, and why new ideas have transformed movement into powerful performance. Along the way, you’ll develop your own sense of style and identity, creating original work that reflects your personal connection to Dance and the world around you.

Throughout the year, you’ll explore a wide and ever-expanding range of genres, choreographic processes, and performance styles. You’ll be encouraged to create, experiment, problem-solve, and collaborate—refining your ideas and bringing your vision to life.

You’ll also learn from professional guest tutors who bring fresh perspectives and real-world insight, helping you grow both creatively and technically.

The course concludes in an exciting end-of-year showcase where you’ll take the stage to present the work you have learnt and created throughout the year. 

This Achievement Standard course is literacy-rich, wellbeing-focused, and University Entrance approved—ideal if you’re ready to think critically, move boldly, and express yourself through Dance.

Topics:

• Spatial Design (Architectural/Landscape)
• Product Design (Engineering/Construction)
• Exhibition Design

Skills: Independent research, design proposal documentation, application of a design process, effective design presentation skills (3D computer modelling and drawing, sketching and rendering, 3D printing and laser cutting, animations, digital presentation techniques, and design exhibition techniques).

Topics: Explore and develop media solutions incorporating a range of complex digital technologies. Learn and apply a range of complex programming techniques to design and build solutions using high-level programming languages. Explore industry practices and apply application-level skills to enhance developed solutions. Explore computer science techniques. This course will help prepare students planning tertiary study in Engineering, Computer Science, App Design, Web Design, Game Design, and Information Science.

Within this course, students will get to extend upon the knowledge obtained within the DIG101 and DIG201 pathways to develop a range of solutions and acquire skills relevant to addressing real-world problems. With a greater focus on individual choice, students will be encouraged to explore beyond the expectation of the taught material to independence and agency in their work. The course will focus on the completion of two key projects that cover complex Programming and 3D Modelling techniques, two key skill areas that are in high demand within a wide range of digital industries.

Skills: Creativity and Problem-solving, Computer programming, 3D Modelling and Animation, Computer Science Concepts, Reflective Analysis.

If senior students enter two or more technology subjects, they are required to have their subject choices checked for credit overlap by the Head of Faculty.

Topics: This course provides practical experience in creating a range of digital products using industry-relevant software and tools. Students will develop skills in digital image creation, animation, website design, and basic game development through coding. The course is an excellent foundation for further study in Web Design, App Design, Game Design, and Information Science. 

Skills: Creativity and problem-solving, analyse elements of design and develop digital media solutions, use tools to organise and deliver information effectively, and critique existing products.

Welcome to Drama 301

Step into a course that will ignite your creativity, sharpen your performance skills, and prepare you for whatever path you choose — whether that’s university, professional work in Theatre, Film, and Television, or the wider world. This exciting and challenging Drama and Theatre course is designed for students who want to explore the power of performance to make change, provoke thought, and inspire others.

You’ll delve into bold and groundbreaking theatre movements — from the raw intensity of Artaud’s Theatre of Cruelty, to the psychological depth of Stanislavski. Through the study of key Theatre Innovators and Innovation Topics, you’ll learn how theatre has shaped, challenged, and reflected society — and how you can do the same.

At the heart of the course is you: your passions, your questions, your creative voice. You’ll be empowered to create an original work that speaks to the issues you care about, developing your ideas in collaboration with others, refining your performance tools, and exploring the deeper meaning and purpose behind every piece you create. You will be guided through the challenge of standing alone on stage to share someone else's story, to expand, enlighten, and enrich your audience's understanding of what it is to be human.  You will share all you have learnt through an extended group performance in a celebration of Contemporary Theatre that tells teh stories of today and tomorrow.

This is University Entrance-accredited and literacy-rich course builds highly transferable skills: such as critical thinking, creative problem-solving, collaboration, leadership, and communication. It’s a launchpad for study in The Arts and Humanities, and a powerful foundation for any career that values: the sharing of ideas, empathy and understanding, and human connection.

Key Features:

• Study of leading theatre practices and practitioners
• Work with professional actors and directors
• Create original performances inspired by your own interests
• Explore how performance can challenge, reflect, and change the world
• Build confidence, leadership, and communication skills
• Two required evening performance assessment
• Opportunities for Scholarship will be offered to selected students

Whether you dream of acting professionally, creating your own works, or simply want to become a more confident and capable communicator — this course will equip you with all you need to stand out and make an impact on your world.

Topics:

• Ages and Stages
• Cultural Diversity
• Communication with Whanau/Families

Skills: Students will develop knowledge of child development and childcare practices. They will learn about meeting the physical and educational needs of infants, toddlers, and children and the teaching requirements under the Te Whāriki curriculum.

Students who take Earth and Space Science at Level 3 will build on the skills they have developed in Level 2 through research and experimentation. The course involves aspects of Astronomy, Marine Science, Geology and Environmental Science. This will give students an appreciation of the complex systems that maintain our planet and hence the need for kaitiakitanga/guardianship of our precious resources. The standards are designed to allow more choice over their learning.

Topics:

• The search for life on other planets or moons.
• Practical investigation into a chosen topic with and Earth and Space context.
• Ocean systems.
• A socio-scientific issue of interest e.g. the importance of further exploration of our solar system.

Skills:

• Development of literacy skills through research and scientific reports.
• Co-operative learning through group-based assessments.
• Observations of Pūtaiao in the real world.

Topics: 

Micro Economics - A study of how prices are set in the marketplace, how firms can maximise their profits and the consequences of taxing or subsidising different products. Understand why different products will always be more expensive, and what society is losing out on. 

Macro Economics - a study of the workings of the economy as a whole. Studying Government policies such as interest rates to control inflation; taxation and expenditure plans to promote growth; and what Free Trade Agreements mean for New Zealand. Also how Government needs to intervene in the economy following market failure.

Skills: Graphing; Debating; Compare and Contrasting; Research; Problem Solving; Critical Thinking; Analysis.

Topics: This is a more advanced course in electronics where students will work towards the attainment of the Level 3 National Certificate in Electronics Technology. This qualification can be endorsed at Merit and Excellence level for higher achieving students. These credits also can be used towards the NCEA Level 3 certificate and also contribute towards the Level 3 National Certificate in Electrical Engineering. It is primarily aimed at those who wish to proceed to tertiary level study of Electronics, Electrical Engineering or Computer Science. Additionally, any student in the Sciences would find this course invaluable in understanding modern data collection techniques.

 Skills:

• Arduino Microcontrollers and C++ programming
• Sense and control circuits
• Digital input, output and logic circuits
• Full design, test and build of a functional electronic product
• Understanding the development of a commercial product

Topics: This course allows students to study and produce a range of visual, written and oral texts. Students will examine connections across texts, learn how to craft pieces of writing for their portfolio and study visual language. Students will also develop their skills in analysing unfamiliar written texts.

Skills: Students will focus on how to be prepared, confident and accurate with oracy, writing, and visual communication. By understanding how language works, students are equipped to make appropriate language choices and apply them in a range of contexts.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. Students in this course are at a foundation and elementary level.

 Skills:

• Listening, speaking, reading, and writing are incorporated into all lessons.
• Vocabulary development.
• Using correct grammatical forms .
• Speaking to gain and give practical information.
• Developing reading skills.
• Writing paragraphs, descriptions, information and recounts.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. Students in this course are at a foundation and elementary level.

 Skills:

• Listening, speaking, reading, and writing are incorporated into all lessons.
• Vocabulary development.
• Using correct grammatical forms.
• Speaking to gain and give practical information.
• Developing reading skills.
• Writing paragraphs, descriptions, information and recounts.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. This course offers both Level 2 and 3 standards to account for the differing skill levels language students may have in different strands. Depending on student ability there is opportunity to complete a Level 1 English Achievement Standard.

 Skills:

• Writing formal personal correspondence, recounts and personal responses to texts.
• Reading independently for practical purposes and to gain knowledge.
• Grammar and vocabulary development.
• Strategies to learn successfully in other subject classes.
• Paragraph and essay writing.
• Becoming an independent language learner.
• Communicating clearly and confidently.
• Support and skill development for the Literacy Common Assessment activities (CAAs).

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. This course offers both level 2 and 3 standards to account for the differing skill levels language students may have in different strands. Depending on student ability there is opportunity to complete a level 1 English achievement standard.

Skills:

• Writing formal personal correspondence. recounts and personal responses to texts.
• Reading independently for practical purposes and to gain knowledge.
• Grammar and vocabulary development.
• Strategies to learn successfully in other subject classes.
• Paragraph and essay writing.
• Becoming an independent language learner.
• Communicating clearly and confidently.
• Support and skill development for the Literacy Common Assessment activities (CAAs).

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. ESOL 301 is designed to help students develop their academic English skills and support those learned in other classes. This course uses both English for academic purposes and English standards.

 Skills:

• Academic reading and writing skills.
• Participating in a sustained discussion.
• Write expressing a viewpoint.
• Academic vocabulary and grammar.
• Listening in a range of contexts.
• Academic research and structure focus as preparation for further education.
• Inference and conclusion language.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. ESOL 302 is designed to help students make the transition from English language learning to using academic English. This course uses unit standards from English for academic purposes and English Language, as well as achievement credits from English.

 Skills:

• Sustained discussions.
• Independent reading and response writing.
• Forming and articulating opinions verbally and through writing.
• Academic vocabulary and grammar.
• Listening in a range of contexts.
• Crafted and confident speaking and presentation skills.
• Academic research and writing skills.
• Support and skill development for the Literacy Common Assessment activities (CAAs).

Topics: This course focuses on literature and builds on the ENL201 course. Students will explore connections across texts and undertake an in-depth study of a novel or play using a range of critical perspectives to inform their understanding. A writing portfolio will explore a different range of styles and topics. The external examination will focus on a studied written text. Students wishing to sit the English Scholarship examination are encouraged to take this course.

Skills: By understanding how language works, students are equipped to make appropriate language choices and apply them in a range of contexts. The study of New Zealand and world literature contributes to students’ developing sense of identity and their understanding of the world.

Topics:

• Using innovative fashion industry software to create a conceptual design centred around zero waste garments and sustainability. 
• Implement complex procedures in the making of a zero waste garment. 
• Using complex procedures in an applied design project (screen printing).

Students will be asked to supply fabric for one of their projects. 

If senior students enter two or more technology subjects they are required to have their subject choices checked for credit overlap by the Head of Faculty.

Topics:

• Implement complex procedures
• Develop a prototype considering fitness for purpose
• Develop a conceptual design or demonstrate presentation mechanisms

 Students will have the opportunity to explore these topics, so they have a better understanding of the skills needed to pursue a career in Food Technology.

Skills: Development of HACCP (Managing Food Safety Hazards) and use of complex procedures to create new products. Researching, planning and prototyping of food products for industry clients.

If senior students enter two or more technology subjects they are required to have their subject choices checked for credit overlap by the Head of Faculty.

Topics: Multicultural Society, The Environment, Literature, Film Study, Technology.

Skills: Students will be able to use a wide range of language to express and justify their own opinions, support or challenge those of others, and respond critically to texts. They will continue to develop their intercultural competence.

Topics: Internal assessments on; Coastal processes in Westland; Geographic Issue eg Live Export of Animals; Organising an Event eg. Hokitika Wildfoods; Global Study eg Global fertility.

Skills: Development of skills such as research and data organisation, interpreting maps and diagrams, inquiry and valuing skills. Other areas which are important, include the understanding and use of geographic concepts such as differing perspectives within an issue, recall of knowledge, and its application to other situations. Fieldwork is an important component of the course.

There is a three-day field trip on which information is collected for the research and event Achievement Standards. A sound level of English comprehension is needed.

Welcome to Health Education 301

Our HED301 course challenges you to think deeply about the forces that shape the health of our communities in Aotearoa and beyond. You will develop the high level critical thinking skills needed to move beyond simply identifying problems to actually designing the strategic recommendations that create a healthier, more equitable world.

Topics: 

• Health Practices used New Zealand to treat a variety of different conditions.
• Child Poverty as a New Zealand health issue.
• Variety of International Health Issues in preparation for external exam.

Skills: 

• Develop and apply critical thinking skills around contemporary societal health issues such as health conditions of personal interest, child poverty in New Zealand and a variety of different international health issues.
• Students examine issues and their implications to make recommendations to address the determinants of health (causes of the issue).

Costs: $20 to cover guest speakers activities as part of learning for internal assessments. 

Topics: Waitaha/Canterbury history from the Musket wars through to Kemp's Purchase, and an enquiry into a significant local place of the student’s choice. Origins and consequences of the Protestant Reformation with specific reference to Martin Luther and the 95 Theses. Investigating perspectives on a contested event, through a case study on the Anglo-Irish War of 1919-1921 and the subsequent Anglo-Irish Treaty. 

Skills: Information processing, research and communication, independent study, analysis of resources, evaluating historical narratives, communicating ideas in writing, essay planning and presentation. Please be aware a significant amount of reading and writing is required.

Topics:

• Knowledge of food contamination hazards and control methods used in a food business.
• Knowledge of coffee origin
• Culinary products and terms

Skills: Opportunity to put into practice the practical skills learnt from HOS201 classes.

Topics: Leisure, Traditions and Culture, Planning a Trip, Travelling in Japan, Future Plans and Work, Issues.

Skills: Students will be able to use a wide range of language to express and justify their own opinions, support or challenge those of others, and respond critically to texts. They will continue to develop their intercultural competence.

MATH 198 UC - Only selectable for those who have completed the acceleration process and application through the Mathematics and Statistics Faculty. The University of Canterbury no longer offer University credits for this course.

Topics: The impact of digital technologies on a media industry; plan and design a media product; produce a media product. At Level 3, students will choose whether their production is print, video, or radio-based in negotiation with their teacher.

Skills: Critical thinking, independent research and inquiry, time management, self-organisation, project management, use of media technologies including Adobe software, working in a team and essay writing.

Topics:

• Product design and prototype manufacture
• Advanced use of computer aided design and manufacturing techniques
• Development of entirely self directed project and working prototype

Skills:

• Design for and programming of computer-controlled tools
• Testing multiple tools and techniques for feasibility
• Opportunity to focus on specialised tools and techniques
• Managing and addressing the input of authentic stakeholders in a design project
• Working independently during two detailed self directed projects
• Applying the design process to identify a need or opportunity and develop a prototype

Please note: If senior students enter two or more technology subjects they are required to have their subject choices checked for ‘credit overlap’ by the Head of Faculty.

Topics: In this subject, ākonga can develop confidence in their ability to express themselves creatively and emotionally through making original music and performing to an audience. They can learn about music as a craft, with its own structures, elements, tikanga, and symbols.

Students will study:

• Performance as soloists, in groups and conducting
• Composition, Songwriting and arranging
• Aural and Listening
• Harmonic writing and theory
• Understanding the context of Musical works

 Skills: Developing performance skills to give students confidence to present music as a soloist or in a group. Learning to rehearse and conduct ensembles. Writing substantial, original compositions by developing and structuring ideas while exploring textural and timbral changes. Devising Arrangements for an ensemble learning the skills of chord interpretation and voicing, orchestration and stylistic features. Further development of the ear and integrating this with advanced theory, harmony & analysis of music. To investigate, collect, analyse and interpret information to draw insightful conclusions.

UE Literacy Reading or Writing Credits 4 

UE Literacy Reading Credits 6

To choose Outdoor Education you and your parents must be aware of the time commitment involved and parents must approve your subject selection.

Ready to trade the four walls of a classroom for the rugged beauty of the South Island? This course is designed to help you become capable and independent in a range of outdoor environments - from navigating the Hurunui rapids in a kayak to surviving a multi-day bush tramp and shredding the trails at Hanmer Springs.

You’ll do more than just get active; you’ll learn to lead, manage real-world risks, and push your personal limits in some of New Zealand’s most epic landscapes.

Topics: Kayaking, Bush survival/tramping, Navigation, Risk Management, Rock Climbing, Mountain Biking.

Skills: Develop interpersonal, self-management and physical skills through kayaking and tramping. Analyze Risk Management strategies for an adventurous activity while recognizing and expanding your personal comfort zone. Examine equipment, process and organize trips into the outdoors.

How practical works

For each topic (except rock climbing) we will do a camp. 

Term 1  - 3 days at the Hurunui River

Term 2 - 3 day survival tramp

Term 3 – 2 day overnight to Hanmer Mountain Biking

Plus one day Mountain Bike Assessment

Every week on Tuesdays we will have an after school 

practical starting P4 and running until 430-5pm.

Students will not be able to have other commitments after school on these days

These practical's are essential in order to be ready for the trips

Important 

This course has limited numbers. Should the course be oversubscribed a ballot will be used to determine placement into the course

Topics: Stage Lighting, Sound Technology, Lighting Design, Sound Control and Enhancement processes, Stage and Venue Management and Production. This course allows students with an interest in Performing Arts Technology to work on the technical requirements for our school events, while gaining knowledge and skills in this area. They will also have the opportunity to work in professional venues outside of the school for specific events.

Skills: Working with lighting equipment to setup, operate and design lighting for a given project. Working with sound equipment to setup, operate and enhance sound for an event. Developing understanding of how performing arts technology works and how it can be best used to effect, enhance and contribute to an event. Learn how events are managed from from house to the stage and everything behind the scenes.

Welcome to Physical Education 301

Topics: Contemporary leadership, Skill analysis, Skill development, Biomechanics, Risk management, Lifelong participation in physical activity.

Skills: Apply contemporary leadership styles and theory to physical activity experiences, physical skill development, analyse a physical skill and use biomechanical theory to explain ideal technique, examine influences and devise strategies for lifelong involvement in physical activity, analyse issues in safety management for outdoor activity to devise safety strategies, critical thinking skills.

External Field Trips: 

Adrenaline Forest and Jet boating - Risk Management 

Disc Golf & Bowls - Lifelong participation in Physical Activity 

Welcome to Physical Education 302

Physical Education 302 is where your passion for physical activity meets the edge of professional performance! This isn't just another class; it’s a high-speed dive into the mechanics of excellence.

You’ll sharpen your physical skills as you develop and assess your performance skills, while mastering the ability to evaluate a training programme. Feel the rush of the wild as you analyses critical safety management issues for high-risk outdoor activities at Adrenalin Forrest, empowering you to devise safety strategies to meet these risks. Discover the influences people face while recognising the importance of lifelong physical activity—it’s time to lead the charge!

Topics: Skill development in Pickleball and Lawn bowls, Physical Activity and well-being, Risk management, Hyrox physical training.

Skills: Evaluate a training programme, develop physical skills, recognise the importance of physical activity, analyse issues in safety management for an outdoor activity and devise safety strategies.

Topics: This course is an extension of the Level 2 course together with some new areas of study. It leads on to further tertiary study at Universities and Polytechnics in fields like Engineering, Physics, Computer Science, Architecture, Nursing and Technology.

Skills:

• Problem-Solving
• Mathematical logic
• Physics of musical instruments
• Basic radar
• Nuclear reactions
• Alternating electrical circuits and devices
• Oscillating mechanical systems of motion

Scholarships - This subject is only selectable for students who are taking 4 or more scholarships in Year 13 and have completed the acceleration application process with approval from Mr Barker.

Topics: Religion, Social Problems, The Environment, Politics, Doubt and Possibility, Subjunctive Tenses

Skills: Students will be able to use a wide range of language to express and justify their own opinions, support or challenge those of others and respond critically to texts. They will continue to develop their intercultural competence.

Topics: Inference, Bivariate data, Probability Distributions, Evaluate Statistical Reports and Experiments.

Skills: This course explores the patterns found in real-world data and teaches students how to make sense of them using statistical models. Students learn to analyse data from samples, make inferences about populations, use probability distributions to explore outcomes, and design and carry out experiments. They will produce their own statistical report, critique others’, and use appropriate software to support their work.

Topics: Experiments, Bivariate data, Time Series, Inference, Evaluate Statistical Reports.

Skills: This course provides a more detailed look at statistical methods and involves modelling, formalising ideas of inference and designing and conducting experiments. Content is similar to that offered in Statistics 301, and covers techniques of analysing data from a sample or time series, making inferences about a populations, and designing and conducting experiments. Students must both produce their own reports and critique others, using statistical skills and appropriate computer software. Literacy is an important component of this course and the ability to read and write comprehensive reports is required for success.

 Please note that if you meet the entrance criteria for MAS301 it is unlikely that you will be eligible for enrolment in MAS302.

This subject may only be selected by those students approved to take a subject through Te Kura - Correspondence School. Before selecting this subject, you must have met with and been approved by Mr Coburn.

This course moves from everyday language to extending and exploring the wider world. Ākonga/students learn formal kōrero/speaking skills, how to discuss their point of view, and the perspectives of others. More advanced grammar is covered to improve their tuhi/writing skills and pānui/reading comprehension. They will explore a variety of historical topics, including kōrero tuku iho/ stories passed down about our local area, Te Tiriti o Waitangi and the subsequent pakanga/New Zealand Wars, and tāngata rongonui/famous people. Ākonga/students will again have the opportunity to attend the Takahanga noho marae to learn the history, but also as tuākana for our Year 11s and Year 12s.

Ākonga at the 2025 Whare reopening 

Topics:

• Wāhi Tapu
• Whakarata
• Māori History/karakia
• Whakawhanaungatanga
• Manaakitanga

Skills:

• Increased knowledge of Māori customs
• Understand significant Māori sites
• Understand Māori games and activities

Waka Hauora

Topics: Knowledge of an overseas destination; Knowledge of two NZ tourism destinations.

Skills: Communication; Reading schedules; Information gathering and organisation; Preparing for employment in the tourism industry; Research skills; Internet use; Processing data.

UC Language - Only selectable by those students who have completed the application process and had this confirmed by Mr Barker.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. This course offers both level 2 and 3 standards to account for the differing skill levels language students may have in different strands. Depending on student ability there is opportunity to complete a level 1 English achievement standard.

Skills:

• Writing formal personal correspondence. recounts and personal responses to texts.
• Reading independently for practical purposes and to gain knowledge.
• Grammar and vocabulary development.
• Strategies to learn successfully in other subject classes.
• Paragraph and essay writing.
• Becoming an independent language learner.
• Communicating clearly and confidently.
• Support and skill development for the Literacy Common Assessment activities (CAAs).

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. ESOL 301 is designed to help students develop their academic English skills and support those learned in other classes. This course uses both English for academic purposes and English standards.

 Skills:

• Academic reading and writing skills.
• Participating in a sustained discussion.
• Write expressing a viewpoint.
• Academic vocabulary and grammar.
• Listening in a range of contexts.
• Academic research and structure focus as preparation for further education.
• Inference and conclusion language.

Topics: Units of work use contexts of relevance and interest to the students to develop English language across the curriculum. ESOL 302 is designed to help students make the transition from English language learning to using academic English. This course uses unit standards from English for academic purposes and English Language, as well as achievement credits from English.

 Skills:

• Sustained discussions.
• Independent reading and response writing.
• Forming and articulating opinions verbally and through writing.
• Academic vocabulary and grammar.
• Listening in a range of contexts.
• Crafted and confident speaking and presentation skills.
• Academic research and writing skills.
• Support and skill development for the Literacy Common Assessment activities (CAAs).