Art

Chinese

Continuing your journey through literature written in English, you will dive deep into the sonnet form in Year 8.

But that is only part of the fun! Get set for a robust and exciting learning challenge as you consider the ways in which writers and creators use language for effect.

Your grammar, spelling, and punctuation will continue to improve this year as you move towards finding your own voice as a writer.

French

Course Title: Year 8 German – Meine Familie und meine Haustiere

Building on the self-introductions introduced in Year 7, this term expands practical language skills to focus on family, relationships, and pets.

Key Focus Areas:

• Introducing family members, personality traits, physical descriptions and describing home dynamics
• Talking about pets, animal traits, and preferences
• Using key adjectives and high-frequency verbs to build full sentences

Learning is driven by co-created content. Students will work together as a class to build characters and practice language through group-generated examples and interactive tasks.

Māori

Materials Technology

Mathematics and Statistics

Music

In this course, students are encouraged to experience the enjoyment of physical activity, develop a wide range of motor skills, develop a healthy lifestyle and acquire knowledge and understanding about themselves, their interactions with others and their relationship with the wider community. Self-esteem, cooperation, confidence, tolerance, leadership and a sense of fair play are developed through active participation, creating lifelong learners.

Some of the activities covered include: badminton skills, sports education netball, football, dance activities, improving my fitness, striking skills, game creation.

Science

Social Studies

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

Social Studies also take students beyond Aotearoa New Zealand, connecting them to places that can be familiar or unfamiliar and to how people live in these places. Through social science processes, practices, and skills, students learn how to research, evaluate the integrity of sources, communicate, reason, argue, and make decisions about social action. They come to understand that people have different experiences and perspectives and that recognising and drawing on this diversity helps them thrive as community members and citizens.

Year 7 and 8 Social Studies follows a two-year cycle where they participate in Phase 3 of the Social Sciences curriculum following the Understand, Know, Do elements.

Technology

Students participate in a range of art-making activities, including painting, design and sculpture. Drawing is integrated into each project as a means of researching, planning, and visualising ideas.

A strong focus is given to building skills and confidence with different art-making techniques, and to understanding, exploring, developing and resolving ideas through practical activities. Students’ art- making is informed by the study of the contexts in which artworks are made, and students learn how artists communicate ideas, and how artworks are interpreted.

In each Unit, students follow the methods and ideas of an inclusive and culturally diverse range of artist models and engage with the Visual Art Curriculum in a fun and challenging way. Key Competencies are learned and developed through art-making activities.

By learning Chinese, you’ll gain a valuable skill that opens doors to new opportunities, whether it’s in international business, travel, or cultural exchange. It’s not just about speaking a new language—it’s about understanding a rich and diverse culture that impacts our world. Plus, Chinese is one of the most spoken languages globally, and mastering it can set you apart in the future job market. Year 9 Chinese is designed for beginners who have no previous background in Chinese. Students will learn about China and Chinese culture, including New Year, animal zodiac, calligraphy, character writing, Chinese leisure games, discovering life in China, a Chinese city research project, Taichi, Chinese singing and dancing, Chinese paper craft and Chinese cooking. We have four important events each year. NZ Chinese Speech Competition in May, NZ Chinese Calligraphy Competition in June, Chinese Language Week in Sep and Chinese Prize Giving in October. Topics may include: General information about China, e.g. the geography of China Greetings and introductions Numbers and classroom words Identifying people and asking age Family and pets Birthday Sports and hobbies School and subjects Likes and dislikes Chinese festivals Food and drink.

Travel opportunities:

Students who take Chinese to Year 11 are also eligible to go on the CIUC Students Cultural Immersion Camp. This 2-week immersion experience in China is partly funded by the generous assistance of the Confucius Institute at the University of Canterbury. It includes tourist activities such as visiting the Great Wall of China, Wuhan Zoo, and experiencing Taoist culture, alongside language classes in Mandarin. 

Create your own personalised stickers for your laptop

Student Examples

This semester course is focused mainly on the skills for designing and developing digital outcomes. For our main project we will be developing skills in creating vector graphics (commonly used for logos, clipart etc) for a set of sturdy personalised stickers.

Digital Technologies Skills covered in this course include:

Affinity Designer 2

• Developing your touch typing skills
• Combining basic shapes to create complex design
• How to use the pen, pencil and brush tool in Illustrator effectively
• Creating composite shapes and use clipping masks to utilise photos in our designs
• Creating and manipulating text
• Utilising vector and raster effects to enhance our designs.
• Exporting completed graphics as different file types (SVGs, GIFs, PNGs)

We will also look at some basics on binary and image and text representation as well as image compression and fundamental programming skills using Scratch.

Drama is an exciting, educative and creative subject. The work is performance-based and builds confidence and creativity. Drama stimulates the imagination, inspires empathy for others, enhances communication skills and encourages teamwork.

Performance skills will be developed by: 

• Storytelling through a journey into one’s whakapapa and family tree, and applying whanaungatanga and manaakitanga to create pūrākau
• Performances for the Junior School
• Improvisation and mime

Drama skills training:

• drama techniques, drama elements, drama conventions, drama technologies 
• Prop and set making
• Devised drama
• Storyboarding
• Creating and writing plays Working with scripts

As students work through the above units of work, the following areas will be simultaneously explored:

• Techniques: use of voice, body, movement and use of space.
• Elements: role, time, place, situation, action, tension, mood, contrast, focus and symbol.
• Conventions: ways of working in theatre that explore meaning and deepen understanding.
• Technologies: sound, lighting, set, costume, properties, stage design, special effects, and make- up.

Drama is useful to anyone and everyone who wants to combine dramatic form, literature, and movement. It is not just for those considering a career in the P As. It is also useful in a broader sense as the self-confidence and communication skills developed in Drama  will carry over into all subjects and all careers, in particular.

English studies in Year 9 sets a strong and robust foundation for all senior secondary education and future assessments. It is important that every learner experiences an extensive and enriching course to help her cement and develop the skills necessary for future success. Our students will emerge from their English studies with critical thinking experience, an awareness of narratives and how they change the way in which we interact with the world, and an appreciation of literature.

In Year 9, our students can expect to encounter a range of texts from classics and poetry to contemporary articles and editorials. By explicitly teaching the skills required to critically analyse such texts, we ensure that every learner is then more confident in using a wide range of writing styles and speaking in a variety of settings.

In line with the national Curriculum for English:

- the focus shifts from foundational literacy development to the integrated and purposeful application and analysis of language. Building on the knowledge and skills developed within the Oral Language, Reading, and Writing strands in Years 0–8, students are taught to engage with texts more critically and creatively.

- the course is structured into two strands: Text Studies and Language Studies. Loosely - Text Studies focuses on reading skills, whereas Language Studies develops you writing skills.

Students will analyse, interpret, and respond to a wide range of literary and non-fiction texts, exploring themes, structures, and contexts, while studying the features of language to understand how they shape meaning and influence interpretation. Building on this understanding, students will engage in the creation of texts, applying their knowledge of language, structure, and style to purposefully construct meaning and communicate effectively. By connecting the analytical elements of Text Studies with the expressive and constructive elements of Language Studies, teachers deepen students’ understanding of both, fostering a greater appreciation for the power of language and texts in academic and everyday contexts.

The correct use of English grammar, punctuation and spelling is explicitly taught throughout the Year 9 English course. 

English teachers teach their classes in active response to the needs and abilities of their learners. Classes are streamed so the work and pace may vary depending on the class a student is in. 

When you daydream about France, visions of buttery croissants, cyclists competing in the Tour de France, or the iconic Eiffel Tower might come to mind.
But wait, there's more to French than just its cultural charm! It's like a secret weapon for English speakers, being the go-to language in over 40 countries, from Canada to exotic locales like Polynesia, the Caribbean, Africa, and beyond.

French holds official status in the European Union, making it a valuable asset for international business dealings. In today's globalized society, being bilingual is essential for setting yourself apart from those who only speak one language.

This course is designed to be task based and interactive. This means that students will learn the language by using it in authentic real-life situations, such as ordering a crêpe on Mardi Gras or playing two truths and a lie with classmates. We use online resources such as Education Perfect to learn the language, as well as many other websites. Fun games, competitions, songs, role plays, social interactions and a film get students to practise the language together authentically.

We have two events of importance to the year. We try to attend the annual French film festival at Rialto Cinema and students will have the opportunity to participate in the Otago Alliance Française Speaking Competition in August.

Topics studied include:

• introducing ourselves in French
• asking for the things we want (food!)
• sharing what we like and dislike the most
• guessing details about people’s homes, families and pets
• understand details about a film character’s family and life
• comparing different school lives
• cultural experiences e.g. festivals, food and customs

Travel opportunities:

Students who take French to Year 11 are also eligible to participate in a school trip to Paris and Lyon, in France. Four days are spent in Paris, exploring the tourist sights, such as the Eiffel Tower or Montmartre, and partaking in activities like a macaron-making workshop or going to the Jellycat Café in Paris. The rest of the time is spent in Lyon with a homestay partner, experiencing life at a French high school, participating in classes, eating at the cafeteria and making new friends. 

Germany is the world’s third-largest economy and over 120 German firms have bases in New Zealand. German is spoken widely in Europe as a first or second language and the study of German is generously supported by the German Government through scholarships offered at secondary and tertiary levels. Columba students have frequently featured among the recipients of scholarship trips to Germany and, at a tertiary level, every 6th NZ researcher has a counterpart in Germany.

This is a course for beginners, using the latest communicative methods and materials. Through the materials studied, and via supplementary audio-visual and digital technologies, students look at some aspects of German culture and are encouraged to make comparisons between life in New Zealand and German-speaking countries.

Emphasis is placed on listening, viewing and speaking. Reading, writing and presenting skills will be developed too and these skills are assessed regularly both formally and informally. Grammatical points are dealt with as they occur and are practised in the student workbook as well as through games and interactive websites. The concepts learnt will also be invaluable in the study of English.

Topics studied in this half year course include:

• school life
• hobbies and sport
• talking about myself, my family and friends
  
  

Laptops are used to help practise vocabulary and grammar and also to research aspects of life in German-speaking countries through authentic material.

In Materials Technology in Year 9, students will design a multi layered logo on Illustrator that will then be cut out of material using the laser cutter.

They will then sew the layers together out of felt using three different hand sewing techniques. 

The Logo will then be sewn onto a Beanie that the student will make out of polar fleece. 

Our vision is to have students who are confident in their use of and their ability in Mathematics and Statistics.

The principles guiding our curriculum planning and decision-making include:

· High expectations of all students regardless of their ability or aptitude in Mathematics and Statistics.

• Valuing the cultural diversity of the students in our classes.
• Ensuring the learning needs of all students are included in our lessons.
• Encouraging students to be independent learners by reflecting on and making decisions on their own learning.
• Ensuring that the contexts are familiar and meaningful for the students.
• Encouraging a future-focused approach by including problems and investigations that are of global concern.

At each level the need for students to study Mathematics and Statistics through contexts, both real-world and imaginary, and to develop investigative, critical thinking skills.

There are three content strands:

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

Extension:

Apart from the extension work which each teacher provides suitable to the particular ability group and participation in several highly rated mathematics competitions, more able students are encouraged to take part in:

• Australian Mathematics Competition
• Junior Mathematics Competitions, O’Mathalon
• Completing units for the AMT Mathematics Enrichment course. This can contribute towards a STEM Blue.  
• Gate courses/programs (when available)

Laptops are used extensively in the teaching of Mathematics and students need to have their laptops with them for all lessons. Education Perfect is utilised for homework and some in-class activities. Other software packages are utilised during various parts of the course.

Year 9 Course

Number

• Whole Number Knowledge and Strategies for Mathematical Thinking 
•  BEDMAS, Integers, Exponents
• Factions, operations and conversions
• Percentages, conversions, amounts, increase/decrease
• Ratio and Proportion

Geometry

• Angle Rules and Parallel Lines
•  Bearings
• Transformations
• Polygons, types, and properties
• Constructions

Measurement

• S.I Units
• Scales, measurements
• Perimeter, Area, Volume, Capacity
• Standard and compound shapes

Statistics

• Evaluating statistical displays and findings
• Investigations
• Algebra Variables
• Linear patterns and rules
• Linear graphs
• Problem-solving
•  Simplifying expressions  
• Linear equations

This is a practical course aimed at students with an interest in music. Students will develop aural skills, perform in groups and will also be given opportunities to perform to a class.

Composition, musical knowledge,, and music theory will also be studied.

Other music-making opportunities

Practical music-making is also encouraged outside the classroom. The Madrigal Choir, Wind Symphonia, and Orchestra rehearse throughout the year. Performance opportunities exist for instrumentalists and singers in the Regional Chamber Music Contest, Smokefree Rockquest and other local Competitions, Music Festivals, the Big Sing, Church Services, School and Community Concerts.

The music courses are ably supported by a highly qualified group of private tutors who offer private tuition in a range of instruments and voice.

In this course, students are encouraged to experience the enjoyment of physical activity, develop a wide range of motor skills, develop a healthy lifestyle and acquire knowledge and understanding about themselves, their interactions with others and their relationship with the wider community. Self-esteem, cooperation, confidence, tolerance, leadership and a sense of fair play are developed through active participation, creating lifelong learners.

The Year 9 Programme includes:

• Developing a basic understanding of the structure, function and care of the human body.
• A fitness studies programme which encourages each student to develop a positive attitude towards physical activity, to develop a working knowledge of the components of fitness, the need for exercise and how the body responds to it.
• Motor skills are developed through the teaching of gymnastics, fitness activities and sport-related units.
• The teaching of athletics, ball skills and a variety of minor games which also develop leadership and co-operation.

The essence of Science is centred on investigating, understanding and explaining our natural, physical world and the wider universe. It is a process of inquiry involving the development of skills and attitudes such as generating and testing ideas, gathering evidence during investigations and communicating with others. These skills lead to the development of scientific knowledge to make informed decisions using evidence regarding the applications of science as they relate to the students’ own lives and cultures.

The framework for achieving these aims is the New Zealand Curriculum where the fundamental aims of Science education are developed through the Key Competencies and are grouped by strand. The overarching, unifying strand is The Nature of Science, through which students learn what Science is and how scientists work. They develop the skills, attitudes and values to help build a personal understanding of their world.

There are four strands providing contexts for learning: the Living World, the Planet Earth and Beyond, the Physical World and the Material World.

Year 9 Topics

• Introduction to Science
• Matter, Mixtures and Heat
• Microscopic World
• Atoms and Elements
• Light and Waves
• Food and Digestion
• Dynamic Earth

GATE SCIENCE

For those students who have a passion for science, there is the option to attend the GATE Science Club, which runs after school.

The aim of the GATE activities is to stimulate, extend and enthuse students about the science that they are studying and to introduce them to areas of science with which they are less familiar.

The sessions give students the opportunity to conduct experiments, run long-term projects such as the OSTA Science Fair, and participate in extension activities such as the University of Otago’s Marine Science programme, as well as other quizzes and competitions. 

Social Studies

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

Social Studies also take students beyond Aotearoa New Zealand, connecting them to places that can be familiar or unfamiliar and to how people live in these places. Through social science processes, practices, and skills, students learn how to research, evaluate the integrity of sources, communicate, reason, argue, and make decisions about social action. They come to understand that people have different experiences and perspectives and that recognising and drawing on this diversity helps them thrive as community members and citizens.

Year 9 and 10 Social Studies courses participate in Phase 4 of the Social Sciences curriculum following the Understand, Know, Do elements.

This compulsory half-year course provides a foundational introduction to Te Reo Māori me ōna tikanga (the Māori language and its customs). Students will develop core skills in pronunciation, essential vocabulary, and basic grammatical structures for everyday communication. The curriculum focuses on practical application, enabling students to construct their own pepeha (personal introduction) and participate in simple, conversational Māori. Integral to the learning is an exploration of key cultural concepts, providing context for the language and a deeper understanding of the Māori worldview. This course aims to build confidence and provide a strong base for continued learning, fostering an appreciation for Te Reo Māori as a living taonga and official language of Aotearoa New Zealand.

Students are given the opportunity to work in a variety of media, materials, and processes, including Painting and Design. The processes and techniques involved in these different Visual Art disciplines are taught, practised and discussed with reference to specific examples of artists’ work.

Drawing is an important aspect of each unit, with particular emphasis placed upon learning and developing observational drawing skills.

A strong focus is given to building skills and confidence with different art-making techniques, and to understanding, exploring, developing and resolving ideas through practical activities. Students’ art- making is informed by the study of the contexts in which artworks are made, and students learn how artists communicate ideas, and how artworks are interpreted.

Students engage with the Visual Art Curriculum in a fun and challenging way. Key Competencies are learned and developed through art-making activities.

Year 10 China is now New Zealand’s largest trading partner, and its growing influence on our future makes understanding Chinese culture, history, and its political and economic systems more important than ever. By learning Chinese, you’re not only gaining a valuable skill but also becoming part of an exciting and influential global dialogue. Join us in discovering the wonders of the Chinese language and culture. It’s a journey that will expand your horizons and equip you with a unique advantage in our interconnected world. Dive into this adventure and see where it takes you! Year 10 Chinese is a second-year course built upon the work done in Year 9. The lessons are designed around Curriculum Levels 3, 4 and 5. At these levels, students learn to understand and construct simple texts using their knowledge of Chinese. They also learn to describe aspects of their own background and immediate environment. By the end of the year, students can cope with a variety of routine situations when visiting Chinese- speaking countries or when dealing with Chinese speakers in New Zealand. They can use familiar language with some flexibility and pick up some new language from its context. They can read and write simple notes and fill out most parts of simple forms. Students can also understand and participate in many of the customs and beliefs of Chinese culture. Instruction uses laptops, digital tools and resources, cultural exploration interactive language games and role-playing scenarios. Main topics include: - Food and drink - Weather and holidays - Countries and nationalities - Places - Describing houses and rooms - Clothes and colours - Daily routine - Shopping - Chinese cities - Chinese festivals and culture.

Travel opportunities:

Students who take Chinese to Year 11 are also eligible to go on the CIUC Students Cultural Immersion Camp. This 2-week immersion experience in China is partly funded by the generous assistance of the Confucius Institute at the University of Canterbury. It includes tourist activities such as visiting the Great Wall of China, Wuhan Zoo, and experiencing Taoist culture, alongside language classes in Mandarin. 

• Why study Digital Technologies

In an increasingly digital world, choosing to study Digital Technologies as a school subject is one of the most valuable investments a student can make in their future. It's more than just learning to use a computer; it's about understanding the building blocks of the digital world, developing critical thinking skills, and opening doors to a vast array of exciting career opportunities. From fostering creativity and innovation to ensuring you're a responsible and capable digital citizen.

Skills / knowledge we covered in 10 Digital Technologies

starter/s

• Touch typing skills
• Weekly Focus on a Digital Technologies concepts and technologies

Main Units

Term One / Term Two

Focus

Children's storybook design and development

• Further develop 2D design skills using 2D Vector graphic software
• Explore key steps of the Technology Design process in research, design and develop concepts for you own storybook

Examples ofYear 10 student work - Enya, Acacia and Ruby.

Term Two / Three

Focus

Learn the key concepts and skills for creating 3D objects

• Create you own 3D designed objects and characters using Blender 3D
• In this course part of the course we explore the digital creation of 3D objects in Blender and how these can be exported and used in different applications.

Examples ofYear 10 student work - Enya and Sylvia.

Term Three / Four

Focus

Further developing the understanding of key coding concepts in designing and animating a 3D world

• We look at how these 3D objects can be imported and used in the creation and animation of a 3D Virtual Reality Environment (CoSpaces).  The major project for this unit is the design and creation of a VR escape room.
  
  
• Students will spend time developing an understanding of key computational thinking and coding concepts when creating a virtual petting zoo and an escape room.

What kind of careers are out there that this subject would help me with?

If you love drawing, making videos, or coming up with new ideas, you could use your creativity to make amazing digital things that millions of people see and enjoy.

• Digital Animator or Artist: Do you love cartoons, Disney movies, or video game characters? Animators and artists use computers to bring characters and worlds to life. If you spend time drawing on a tablet or making your own characters, this could be a perfect fit.
  
  
• Game Designer: If you're a big fan of games like Roblox, Minecraft, or The Sims, you could be the one who designs the next big hit! Game designers dream up the levels, the characters, the challenges, and the overall story that makes a game fun to play.
  |
• Social Media Creator & Manager: Do you love making TikToks, designing cool Instagram stories, or watching YouTube? You can turn that into a career! People who manage social media accounts for brands, celebrities, or good causes get to create fun content, connect with followers, and spot new trends.

If you enjoy figuring things out, solving puzzles, or building things (even in games!), you have the mindset of a tech problem-solver.

• Website or App Developer: Every website you visit and every app you use was built by someone. A developer is like a digital builder who uses a special language called code to create all the fun and useful things we use on our phones and computers. If you like seeing how things work, you could learn to build your own app!
  
  
• Video Game Tester (QA Tester): This is a real job! Before a new game comes out, someone has to play it to find all the glitches and "bugs." If you're great at spotting when something isn't working right and love playing games, you could help make them better for everyone.
  
  
• "Digital Detective" (Cybersecurity): This is like being a detective for the internet. You'd help protect websites and important information from hackers and online villains. It’s a super important job that involves solving puzzles to keep everyone's digital lives safe.

If you're passionate about making a difference, helping people, or protecting the planet, you can use technology to have a huge impact.

• Educational Game Designer: Imagine creating a fun game that helps kids learn maths, science, or a new language. You could use your tech skills to make learning feel like an adventure instead of a chore.
  
  
• Digital Campaigner for a Cause: If you care about animals, the environment, or helping people in need, you can use technology to spread the word. You could create websites, videos, and social media posts that inspire people to get involved and support a cause you believe in.
  
  
• Wearable Tech Designer: This involves creating cool gadgets that help people, like smartwatches that track your health and fitness, or even technology woven into clothes. You could invent something that helps athletes perform better or makes life easier for people with disabilities.

This course builds on skills developed in Year 9 Drama (but is not a requisite).. It further develops confidence, the ability to work effectively as a team, and self-management skills. The power of the imagination, perception, empathy, tolerance and text interpretation skills also continue to develop as students further explore voice and movement work in its various forms.

The dramatic techniques, elements, and conventions taught during Year 9 begin to be used with maturity; to augment narratives and challenge the thinking of audience members.

Students are required to study, select and use features of a specific theatre form in a performance. Theatre forms include, but are not limited to: melodrama, clowning, mime, mask, Greek theatre, feminist theatre, theatre Aotearoa, Elizabethan theatre, Medieval drama,  comedy, stand-up comedy, tragedy, and puppetry. 

Students are required to perform an acting role in a scripted drama in the Caroline Freeman Theatre to family and whānau at night in Term 2 (and hopefully also attend a live professional or semi-professional theatre performance during the year). 

Drama enables students to: 

• develop communication skills through drama
• understand the social and cultural context of their work
• use their imagination, thoughts, and feelings to create dramatic works
• develop critical and reflective awareness in relation to their own and others drama attain and extend a range of social skills
• foster self-confidence and esteem through drama performance extend their practical skills and craft of drama
• engage with drama as an expression of culture

Why take Drama?

"During the coming decades, our most important national resources will be human resources. If our nation is to continue to meet the challenges of the future, today's schools need to develop creative leaders."

From Performing together: The Arts and Education, jointly published by The American Association of School Administrators, The Alliance for Education and The John F. Kennedy Center for the Performing Arts.

Year 10 Drama provides a pathway for students to take NCEA Drama at Level 1, 2 and 3.

English studies in Year 10 sets a strong and robust foundation for senior secondary education and its associated assessments. It is important that every learner experiences an extensive course so that she will cement and develop the skills necessary for her future success. Our students will emerge from their English studies with critical thinking experience, an awareness of narratives and how they change the way in which we interact with the world, and an appreciation of literature and the Arts.

Our teaching goal is to ensure every student continues to develop a love for language and literature, a love of reading and learning, and the desire to complete every task to the best of their abilities. We will teach them to further develop their critical awareness in the context of consideration for the needs of others.

The English Department delivers the curriculum to all pupils via the intelligent use of skills and resources combined with an abiding and full engagement with every pupil. Vibrancy of content, engaged delivery, and passion for our subject permeates our classrooms. Our students feel safe and valued. The standard is set high at all times. We believe that studying English is a positive requirement for living; it is to be treasured, enjoyed, and provides intellectual and emotional stimulation that permeates all other  learning.

Our students study a wide range of texts; from the classics to contemporary literature, local to global writers. We teach poetry, film, non-fiction, dramas, biography, autobiography, short stories, and novels. Students will also engage with blogs and websites, reviews, opinion pieces, and editorials. We nurture a wide range of writing styles and speaking in a variety of settings.

The correct use of English grammar, punctuation and spelling is explicitly taught throughout the Year 10 English course. Year 10s will also undertake the NCEA 10-Credit Literacy Co-requisite. Students will spend time building their confident application of the reading and writing skills required for success in the Literacy corequisites. We have a successful scheme of learning that has proven results. 

Alongside this, we offer a varied and interesting programme that fulfils the requirements of the national curriculum for English. As such, students will analyse, interpret, and respond to a wide range of literary and non-fiction texts, exploring themes, structures, and contexts, while studying the features of language to understand how they shape meaning and influence interpretation. 

Building on this understanding, students will engage in the creation of texts, applying their knowledge of language, structure, and style to purposefully construct meaning and communicate effectively. By connecting the analytical elements of Text Studies with the expressive and constructive elements of Language Studies, teachers deepen students’ understanding of both, fostering a greater appreciation for the power of language and texts in academic and everyday contexts.

English teachers teach their classes in response to the needs and abilities of their learners. As our classes are streamed, the work and pace are different depending on the class a student is in. We have many ways of extending students and are happy to discuss these at any time with students and their caregivers.

This is a second-year course building on language acquired in Year 9 and covering the Curriculum Levels 3 - 5. 

Learning French gives you a balanced education and a language you can travel with. France is the most visited destination in the world with 90 million tourists in 2024. The study of French will also enhance your grammar skills, your problem-solving skills and improve your memory, and self-discipline.

In your second year of French, vocabulary and grammar are covered in more depth and you will be introduced to different text types such as pen pal letters, reviews and travel itineraries. In addition, you will develop competency in the immediate future tenses. Also, aspects of French culture are woven into the course.

Websites like Education Perfect are used regularly to help learn vocabulary and practise grammar. Fun games, competitions, songs, role plays, social interactions and films also help to get students to practise the language together authentically.

We have one extension event for the year. Students will have the opportunity to participate in the internationally recognised DELF Scolaire exams at level A1.

You will study new topics including:

• Describing my friends and family
• Making French recipes
• Comparing different school lives
• Talking about hobbies and interests
• Describing the weather
• Creating a character for a dating agency
• Making a treasure hunt for other students

Moving from Levels 1-2 to Levels 3-4 in French is like going from playing a game to actually understanding the strategy. At first, you learned the basics—how to say hello and describe yourself. Now, you get to use those skills to do more interesting things. You'll read articles, watch video clips, and share your own opinions, not just repeat phrases. This is where you really start to connect with the culture and see the world from a different perspective. It's about moving from just speaking French to truly thinking in it.

Travel opportunities:

Students who take French to Year 11 are also eligible to participate in a school trip to Paris and Lyon, in France, leaving in December 2027. Four days are spent in Paris, exploring the tourist sights, such as the Eiffel Tower or Montmartre, and partaking in activities like a macaron-making workshop or going to the Jellycat Café in Paris. The rest of the time is spent in Lyon with a homestay partner, experiencing life at a French high school, participating in classes, eating at the cafeteria and making new friends. 

Students are beginning to recognise and describe ways in which the target language is organised and how it differs from English.

Topics studied emphasise communication in practical situations in the community and include: 

- Austria 

- weather

- health and fitness

- talking about your weekend 

- Planning holidays

Students research and present a short project on different aspects of everyday life in German-speaking countries.

Listening and viewing skills are enhanced through the use of language videos and film clips e.g. on YouTube, whilst online vocabulary websites are used to help the students learn and retain new language.

Students also have the opportunity to sit the “Fit in Deutsch” Level A1 Examination. This is an internationally recognised qualification offered by the Goethe Institut.

Laptops are used to help learn vocabulary and to practise grammar, as well as to help research life in German-speaking countries through authentic material.

Ancient and Modern History

This course will ignite passion for the Humanities in students! It is a heady mix of Classics, Anthropology, Art History, Philosophy, and Modern History (up to 1850). The course content will include some of the following, dependent on class interests:

• Ancient tribes in Europe and what we can learn from them without written evidence, e.g. the clues that bodies preserved in ice or in bogs from this time can tell us.
• Warrior women to female pharaohs in Egypt, to what extent there was gender equality, and the consequences this had on Egyptian society.
• Viking Invasions - violent destruction and rebirth of culture, as well as the impact it had on the English language.
• The Middle Ages and the Golden Age of Islam.
• The Renaissance and the Enlightenment, looking at developments in literature, science, philosophy, exploration, art, and architecture. The student will then do a passion project on a group of people that interest her most, e.g. C16th English writers, Spanish explorers, C18th French Enlightenment philosophers, Italian Renaissance artists. The student will have to think carefully about the historical context this particular group is working in.
• Women’s Movements from the Enlightenment to Women’s suffrage.
• The nature of Revolution: Rome (509BC), the Glorious Revolution (1688), the American Revolution (1775/83), the French Revolution (1789).

The course is designed to hone students’ research skills using a variety of digital and physical evidence. This will help them to discern the reliability and usefulness of articles, which will be a huge bonus going into academic studies in NCEA and beyond.

Exciting extension opportunities offered outside of the classroom for the Ancient & Modern History class:

• Exploring historical urban myths and museum curation with a trip to Toitū.
• Designing and curating a museum exhibition for public display on a historical event between 100BC and 1850AD
• Possibility of organising a historical feast in Constance Hall if student interest is high.

Our vision is to have students who are confident in their use of and their ability in Mathematics and Statistics.

The principles guiding our curriculum planning and decision-making include:

· High expectations of all students regardless of their ability or aptitude in Mathematics and Statistics.

• Valuing the cultural diversity of the students in our classes.
• Ensuring the learning needs of all students are included in our lessons.
• Encouraging students to be independent learners by reflecting on and making decisions on their own learning.
• Ensuring that the contexts are familiar and meaningful for the students.
• Encouraging a future-focused approach by including problems and investigations that are of global concern.

At each level the need for students to study Mathematics and Statistics through contexts, both real-world and imaginary, and to develop investigative, critical thinking skills.

There are three content strands:

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

Extension:

Apart from the extension work which each teacher provides suitable to the particular ability group and participation in several highly rated mathematics competitions, more able students are encouraged to take part in:

• Australian Mathematics Competition
• Junior Mathematics Competitions, O’Mathalon
• Completing units for the AMT Mathematics Enrichment course. This can contribute towards a STEM Blue.  
• Gate courses/programs (when available)

Laptops are used extensively in the teaching of Mathematics and students need to have their laptops with them for all lessons. Education Perfect is utilised for homework and some in-class activities. Other software packages are utilised during various parts of the course.

Year 10 Course:

Probability

• Experiments
• Theoretical probability
• Probability Trees

Graphs

• Linear and simple non-linear patterns
• Linear graphs
• Features of graphs

Number

• Decimals, Fractions, Percentages
• Integers, exponents
• Extended number problems
• Communication and problem solving
• Numeracy CAT

Geometry

• Right-angled triangle properties, Pythagoras, Trigonometry
• Transformations (Reflection, Rotation, Translation, Enlargement)

Algebra skills

• Like Terms, Exponents, Formulae
• Linear Equations
• Simplifying Algebraic Fractions
• Expanding and Factorising

Statistics

• Planning a statistical investigation
• Sampling methods
• Processing statistics
• Time Series

Year 10 students will also undertake the NCEA 10-Credit Numeracy Co-requisite. Content for this will be covered in class leading up to this assessment.

The programme has an emphasis on practical work related to musical creativity and performance using voices, instruments and computer technology.

Music also aims to develop listening skills and an understanding of a wide variety of musical styles. A variety of performance opportunities is offered throughout the year and taking part in Grade Examinations is encouraged.

Students who choose Music will have the opportunity to develop skills in:

• Performance, using voices and instruments 
• Composition and recording music through improvisation, arranging and composing
• Aural, with a focus on listening to and transcribing music
• Understanding a wide range of musical styles through the study of music works

This course prepares students to enter the NCEA Level 1 Music class.

In this course, students are encouraged to experience the enjoyment of physical activity, develop a wide range of motor skills, develop a healthy lifestyle and acquire knowledge and understanding about themselves, their interactions with others and their relationship with the wider community. Self-esteem, cooperation, confidence, tolerance, leadership and a sense of fair play are developed through active participation, creating lifelong learners.

The key areas of learning are physical activity, sport studies, outdoor education, mental health, body care and personal safety.

The Year 10 Programme includes:

• Developing a basic understanding of the structure, function and care of the human body.
• A fitness studies programme which encourages each student to develop a positive attitude towards physical activity, to develop a working knowledge of the components of fitness, the need for exercise and how the body responds to it.
• Motor skills are developed through the teaching of fitness activities and sport-related units.
• The teaching of athletics, ball skills and a variety of minor games which also develop leadership and co-operation.

The essence of Science is centred on investigating, understanding and explaining our natural, physical world and the wider universe. It is a process of inquiry involving the development of skills and attitudes such as generating and testing ideas, gathering evidence during investigations and communicating with others. These skills lead to the development of scientific knowledge to make informed decisions using evidence regarding the applications of science as they relate to the students’ own lives and cultures.

The framework for achieving these aims is the New Zealand Curriculum where the fundamental aims of Science education are developed through the Key Competencies and are grouped by strand. The overarching, unifying strand is The Nature of Science, through which students learn what Science is and how scientists work. They develop the skills, attitudes and values to help build a personal understanding of their world.

There are four strands providing contexts for learning: the Living World, the Planet Earth and Beyond, the Physical World and the Material World.

Year 10 Topics

• Forces and Motion
• Reproduction and Genetics
• Chemical Reactions
• Heart and Lungs
• Electricity
• Plants
• Astronomy

GATE SCIENCE

For those students who have a passion for science, there is the option to attend the GATE Science Club, which runs after school.

The aim of the GATE activities is to stimulate, extend and enthuse students about the science that they are studying and to introduce them to areas of science with which they are less familiar.

The sessions give students the opportunity to conduct experiments, run long-term projects such as the OSTA Science Fair, and participate in extension activities such as the University of Otago’s Marine Science programme, as well as other quizzes and competitions. 

Social Studies

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

Social Studies also take students beyond Aotearoa New Zealand, connecting them to places that can be familiar or unfamiliar and to how people live in these places. Through social science processes, practices, and skills, students learn how to research, evaluate the integrity of sources, communicate, reason, argue, and make decisions about social action. They come to understand that people have different experiences and perspectives and that recognising and drawing on this diversity helps them thrive as community members and citizens.

Year 9 and 10 Social Studies participates in Phase 4 of the Social Sciences curriculum following the Understand, Know, Do elements.

This course will cover aspects of te Reo Māori (communication in the language), tikanga (cultures and traditions) and Te Ao Haka (Te Ao Haka is a culturally responsive art form, providing opportunities for all ākonga to engage in Māori culture, language and traditional practice.)

Topics may include:

• Traveling to a destination, past/present/future, purpose of the trip and modes of transportation.
• Sports and leisure activities, negating present tense actions and giving commands
• Daily routines, parts of the body, occupations, negating past tense actions.
• Planning a holiday, future actions, proposed route, negating future tense actions, asking for availability and permission. 
• Hospitality, quantity, cost, offering food, asking or saying who something is for, the a and o category
• Marae protocol, Pōwhiri, tangihanga
• Tā moko, research project

Year 11 Art involves learning about the processes and procedures used to create artworks through practical work. Art-making is an ongoing cycle of thinking, making decisions, producing, and evaluating.

Students begin by researching and planning ideas, then make decisions about how these ideas can be developed through drawing and other art-making processes. Students will produce artworks through practical techniques such as painting, drawing, printmaking and design. Work is then evaluated, reflecting on what has been successful and what could be improved. This reflection leads to further thinking, planning, and development.

Throughout the course, students study a variety of artists and their approaches to art-making. These artists provide examples of different ways to develop ideas, use materials and techniques, and communicate meaning. Students apply what they learn from established art practices to develop their own ideas and solve creative problems.

Students record their learning and development through workbooks and folios, showing their research, experimentation, planning, decision-making, practical development, and reflection.

Big Ideas

• Art expresses individual and cultural identity. Art-making can communicate a person's experiences, beliefs, culture, and worldview.
• Creativity comes from curiosity, risk-taking, and critical thinking. Artists develop new ideas by asking questions, experimenting, taking creative risks, and evaluating their decisions.
• Knowledge of established conventions helps artists create new work. Understanding existing artistic practices, techniques, and conventions provides a foundation for developing original ideas.
• Artworks communicate ideas and evoke responses. Artists use imagery, materials, techniques, symbols, and visual language to communicate meaning and create emotional or intellectual responses.
• Art builds connections between communities. Art can help people share experiences, understand different perspectives, and connect across cultures and communities.
• Art provides a way to learn about the Māori worldview. Studying and creating art can help students develop an understanding of Māori perspectives, values, relationships, and ways of seeing the world.

Course Overview By engaging with this subject, students develop the ability to communicate in Chinese (Mandarin) and connect meaningfully with people in different communities around the world. By engaging in Chinese (Mandarin), students gain skills and knowledge that can lead to, and support, a wide range of pathways. The ability to communicate in more than one language helps students stand out. Students with the knowledge of an additional language demonstrate that they are committed to their learning and are interested in the world beyond their own. This is a considerable advantage and enhances employability in any career. Big Ideas Learning languages is about connecting to, and communicating within and across cultures and communities Languages express meaning through unique forms of communication Language, culture, and identity are inextricably linked Learning languages encourages diverse ways of thinking, doing, and being Language learning is an empowering process that involves risk-taking and fosters resilience and perseverance.

Topics Covered Whanau我的家人 我和家人 me and family 宠物 pets 爱好 hobbies School 学校 科目subjects 为什么喜欢/不喜欢 why like/dislike 我的学校 describe your school Weekend 周末 了/过 and会Past and future tense 周末计划 weekend plan 假期holidays Class party 生日会 birthday party 衣服和颜色 clothes and colour 吃的和喝的 eating and drinking.

Key Assessment information Year 11 Chinese course offers 20 credits towards the attainment of NCEA Level One. Course content is assessed both internally and externally throughout the year.

Commerce is a combination of Economics, Accounting and Business Studies. It will provide an excellent foundation course for Economics, Accounting and Agribusiness in the senior school. Skills from all three disciplines will be used - the best from each. For students who potentially will be business people in any profession, this subject has much to offer. There is the potential to learn about business in a number of settings around Dunedin.

Big Ideas

• Culture and values shape consumer perspectives and organisations’ pūtake.
• Informed financial and non-financial decision-making and action can result in the sustainable use of scarce resources and positive outcomes for stakeholders.
• Whānau, communities, and organisations are financially interdependent.
• Society benefits through kaitiakitanga, enterprise, innovation, and tauhokohoko.

Topics Covered - subject to change

1. Economic decision making. Which one should we buy?
2. How do we price? Supply and Demand
3. Interdependence - we need each other.
4. Financial viability  - what happens to business when events occur - offering solutions

Digital Technologies (and Technology as a whole) is Intervention by design. We focus on building ākonga digital skills and technical knowledge that allow them to apply technological ideas in a digital environment. We look at fundamental principles and concepts that existing and emerging technology are built on. This knowledge will allow users to quickly adapt to new challenges.

Almost all careers require a high level of computer literacy including how things systems work as well as what is possible and currently limitations. This is particularly important with the increased use of AI in everyday life. This course will help develop skills to aid this.

We focus on these key areas:

• Simple core programming concepts and how to use them in the creation of a computer quiz.
• Designing and developing a digital media outcome - the students will design and develop a simple static website for their outcome.
• How humans interact with computers and the psychology behind it.

We look at the creation and manipulation of digital images and their use in animations and websites. We explore different design principles and how they can be used to enhance the user experience.

Factors that go into the development of user interfaces are explored and evaluated and applied to improve the student’s digital outcomes.

They will learn about the digital design and development processes used to create, test, and evaluate digital outcomes. Ākonga will practise manaakitanga as they learn to prioritise users in the outcomes they develop, and understand how Digital Technologies outcomes impact on the people who use them. (NZ Ministry of Education)

We also explore key programming concepts and how they can be used in the development of digital outcomes.

Big Ideas

• The discipline of Digital Technologies embodies whanaungatanga. Outcomes are made by people, for people, within cultural, social, and environmental contexts.
• Digital outcomes are created for a purpose by following established processes.
• The discipline of Digital Technologies embodies auahatanga. Outcomes solve problems and enhance and expand human possibilities.
• All digital technologies are underpinned by algorithms and computer science principles.

Prior Learning

No prior experience is needed to take Year 11 Digital Technologies although Digital Technology in Year 10 would be beneficial. Students with sound problem solving and logical thinking skills tend to excel in this subject.

Drama is for everyone. We all have kōrero pūrākau and stories to share. Drama helps us to understand cultural perspectives and worldviews and connect with our community. It celebrates and explores te ao Māori, Pacific, Asian, Middle Eastern, and European whakapapa and helps us to prepare for the future by challenging us to explore the attitudes and beliefs of characters in drama from Aotearoa New Zealand and globally.

Through drama, learners explore the lives and worlds of others and develop a deeper understanding of themselves and empathy for others. They will engage with the ways in which drama can uplift and sustain the mana of communities, groups and individuals.

Drama is for the learners of today who will be the adults of tomorrow — adults with an appreciation of who they are in relation to others, where they come from and what kind of world they would like to live in. Students also use extracurricular work to form their Internal portfolios. View live performances in Dunedin or Christchurch.

Drama is also supported by extracurricular opportunities:

• The University of Otago and the SGCNZ Sheilah Winn Shakespeare Festival
• Theatre New Zealand Theatrefest 
• The Globe Theatre
• The Playhouse Theatre
• Fringe Festival 
• Improsaurus Dunedin

Big Ideas

• Drama is influenced by whakapapa and is a way to respond to and share identity, culture, and perspectives.
• Drama is a collaborative, creative process.
• Drama weaves wairuatanga through storytelling, communication, and expression.
• Drama is an act of whakawhanaungatanga — meaning is created through the reciprocal relationship between the drama and audience.

Ell

English is the study, use, and enjoyment of the English language, whether communicated orally, visually, and in writing. It explores language use for a range of purposes, audiences, and in a variety of forms. It is creative and critical, receptive and productive. Our studies within Aotearoa also incorporate mātauranga Māori and respond to our unique place in the Pacific.

Big Ideas

• Language and identity are inextricable
• Making and creating meaning are processes that occur when we interpret and when we produce text
• Engaging with text is a source of enjoyment and enrichment

Topics Covered

Literature Studies: Poetry, Novel study, Short Stories

Visual Text Studies: Film, Visual Media

Language Skills:exploring how language is used in different contexts to create meaningful effect

Oral Language: Speaking before an audience

Writing Skills:

• Exploring how to write effectively in a range of genres
• Writing mechanics: grammar, punctuation, syntax, employment of language features for effect

Reading Skills:

• Developing reading comprehension skills
• Understanding various text types and how we engage with them as readers

Studying French is a powerful investment in your professional and personal growth. It provides you with a highly sought-after competitive edge in the global job market, regardless of your chosen career path. Research consistently shows that learning a second language strengthens cognitive abilities, improves memory, and can lead to better academic results, demonstrating that language study is a direct pathway to greater intelligence and career readiness.

This course is designed to build on the foundations of the French language, moving students towards greater communicative independence and cultural awareness. A key grammatical focus this year is mastering the past tense to talk about events and experiences. You'll put these skills to use by diving into a range of fun and engaging topics, including solving a whodunit mystery, sharing your stories of nightmare holidays, organising a party, and keeping a gratitude diary.

Beyond the classroom, you'll have exciting opportunities to put your language skills into practice. You can also participate in our Senior Matariki Languages Feast, take the internationally recognised DELF examinations to certify your French level, and attend a French immersion day with other students from schools around Dunedin. We'll explore authentic texts, and students will have opportunities to engage in both formulaic and creative language use, all while preparing for the NCEA Level 1 Achievement Standards, including both internal and external assessments. This year, you won't just be learning French; you'll be living it!

Key Assessment information: Year 11 French offers 20 credits towards NCEA Level One. Course content is assessed both internally and externally throughout the year.

Geography is the study of te taiao (the natural world). “What is where, why there, and why care?” (Charles F. Gritzer, 2002) is an excellent way to think like a geographer. Geography helps us make sense of place, and investigates how things are interconnected, including people.

Big Ideas:

Te taiao connects people and people connect to te taiao - investigation connections between people and place at local, regional, national and global scales.

Te taiao can be shaped by natural processes - understanding how natural processes can shape the environment and the impacts they have on people.

Tikanga informs the relationships between the tangata and te taio - looking at kaitiakitanga and the sustainable use of the environment.

Perspectives and power influence te taiao - exploring how different perspectives and power relate to decision making and people’s relationship with place.

Topics Covered

• Spatial distribution of people in various countries such as India, the USA and New Zealand. The implications of this distribution will be investigated through skills such as digital GIS mapping.
• Natural processes such as tectonic processes and earthquakes will be investigated on a global and national scale. This will include the Alpine Fault and the Kaikoura earthquake. Other processes that shape the environment of the South Island include climatic and coastal processes.
• Field work can include a beach study or a river study where we will collect data to present and interpret.
• Geographic challenges will be investigated throughout the year, including why people have different perspectives on issues. This will lead into the examination at the end of the year.

This is a third year course to be assessed according to the NCEA Level 1 schedule. The syllabus under NCEA includes revision and extension work on the main themes already covered in Years 9 and 10, also exploring cultural aspects of the following topics:

• The individual
• The family and home
• Social life and occasions
• City and town
• Sport and recreation
• Travel and holidays
• Geography
• School life

Throughout the year there will be revision of vocabulary and language structures encountered in Years 9 and 10. New language and structures will be introduced to enable students to communicate confidently in German. All four language skills (Reading, Writing, Listening and Speaking) are given equal emphasis in each topic, although authentic communication about personal information, ideas and opinions is the key focus.

By the end of Year 11 students should know enough German to be able to cope in a German-speaking environment. They have the option of participating in the German Exchange with North Rhine-Westphalia, which is open to Years 11 and 12 students. Students spend eight weeks in Germany during our summer holidays, living with a family. Shortly after their return, their exchange partners come to New Zealand until Easter. The stay in Germany enhances a student’s motivation to speak German and proves to be a great personal learning experience.

History is an exciting subject as it helps students understand society today by giving them a rich context. It shows students how our historical narratives are shaped and how they influence our understanding of ourselves, our local society, our country, and the world around us. Because we work so hard on interpretation of sources, students are well prepared for research in other subjects and into tertiary life. There are two external assessments for History at Year 11,  demonstating an understanding of historical concepts in contexts of significance to Aotearoa New Zealand and demonstrating an understanding of perspectives on a historical context.

HIstory is a research-led subject. Students/ākonga will have the opportunity to look at causes and effects, as well as continuity and change of historical narratives. When working with historical sources, ākonga will learn how to critique historical narratives and various perspectives around them which is invaluable to research in NCEA and into university life.

History prepares our students for the future because it equips them with knowledge and skills, such as the ability to articulate ideas and make them clear to others, that are valuable and useful throughout life and a wide range of careers. History also supports ākonga in growing an informed understanding of Aotearoa’s diverse society. They will learn how to think critically about local, national, and global historical narratives/events.History presents students with the dilemmas, choices, and beliefs of people in the past. They will build on their understanding of differing perspectives and contested historical events. 

In our Level 1 course, we look at the theme of racial and other forms of injustice in the C20th. Particular topics we cover include: Black Civil Rights in the USA; The Creation of Israel, 1948; The Springbok Tour; Whina Cooper and The Land March.

All students will develop their skills in numeracy, problem solving, logical reasoning and the mathematical and statistical literacy needed in the workplace of a technologically oriented society.

Students are encouraged to use the mathematical tools to develop the understanding and attitudes they will require in their future occupations. Level 1 provides the foundation for those students who continue in Mathematics or other learning areas where mathematical concepts are central.

Extension: Apart from the extension work which each teacher provides suitable to the particular ability group and the participation in several highly rated mathematics competitions, students are encouraged to take part in the:

• Australian Mathematics Competition
• University of Otago Mathematics Competition
• Otago O’Mathalon Competition
• GATE programmes (when offered)

The 5 Big Ideas

1. Critical thinking, and mathematical and statistical generalisations emerge from te hononga of different observations, knowledges, and processes

2. Tāiringa kōrero allows for elegance, creativity, and exploration of mathematical and statistical ideas

3. In Mathematics and Statistics, wānanga stimulates logical argument, investigation, analysis, and justification, supporting critical evaluation and reasoned conclusions

4. Mathematical and statistical concepts, patterns, and relationships can be represented in multiple ways

5. Mathematical and statistical methods can be used to explore, solve, or model problems while recognising variation, certainty, and uncertainty

Studying Music at secondary level provides ākonga with a broad range of skills that offer progression for specialisation. Students also develop widely transferable capabilities and knowledge, such as self-management, collaboration, and articulation of creative concepts.

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.

Ākonga may be intrigued by original composition and performance due to their favourite musicians, film scores, video game soundtracks, or cultural performance groups. Others may want to understand how music evokes an emotional reaction. Ceremonial practices involving sound may also be of interest to ākonga studying music.

Big Ideas

• Music is an expression of, and a way of connecting with, language, identity and culture
• Music is a sonic language born of context
• Music communicates intent through the organisation of sound
• Music is a craft that enables people to construct meaning
• Music enables people to experience and express feelings

This course offers the opportunity to experience and participate in a wide range of physical activities, in a variety of contexts. This course equips students with the necessary knowledge and skills to maintain and develop personal well-being, both now and in the future, and prepares students for future academic and vocational opportunities.

Big Ideas

• Movement is integral to hauora.
• Participation in movement enriches our lives.
• Through movement, we develop diverse capabilities.
• There are diverse ways of understanding movement contexts and the moving body.

Topics Covered

Competitive and social activities, ki-o-rahi, volleyball, cross-fit, team games, yoga, anatomy, biomechanics, exercise physiology, psychology, skill acquisition, te ao Māori. Movement sessions, identifying energy systems, movement sequences, interpersonal skills, communication, exploring leadership, respect, working together, developing strategies as a group/team, adaptive physical activity.

There is one Science course offered at Level 1.  Year 11 students must enrol in this course.

Science involves generating and testing ideas and gathering evidence to understand, explain, and develop knowledge about the natural world. Scientists do this by making observations, carrying out investigations and modelling, and by communicating and debating with others.

Students develop the skills, attitudes, and values to build a foundation for understanding the world. They come to appreciate that while scientific knowledge is durable, it is also constantly re-evaluated in the light of new evidence. They learn how scientists carry out investigations, and they come to see science as a socially valuable knowledge system. They learn how science ideas are communicated and to make links between scientific knowledge and everyday decisions and actions. 

Big Ideas

• Science knowledge is contested and refined over time
• Science uses different inquiry approaches to develop understanding
• Science uses subject-specific literacy to communicate knowledge
• Science based information can be used in decision making and action

This course builds on the foundation laid in previous years, moving students toward a deeper understanding of te reo Māori and its associated customs. You'll gain confidence in communicating in a variety of contexts, both formal and informal, while exploring topics relevant to your life and the wider Māori world. This year focuses on preparing you for NCEA Level 1 standards, helping you to develop the skills needed to succeed in listening, speaking, reading, and writing.

By the end of this course, you will be able to:

• Communicate with increasing fluency and accuracy on a range of familiar topics.
• Understand and respond to spoken and written texts.
• Express your own ideas and opinions using more complex language structures.
• Deepen your knowledge of Ngā Tikanga Māori (Māori customs) and Ngā Ritenga-ā-Iwi (societal protocols).
• Create short written pieces and presentations.

This course is designed to be interactive and engaging, with a focus on practical application of the language. We will cover the following key themes and topics:

• He Whakapapa Tātou (Our Identity & Genealogy):
• Te Ao Hurihuri (The Changing World):
• Ngā Mahi me Ngā Hākinakina (Work & Hobbies):
• Ngā Taonga Tuku Iho (Cultural Treasures):

Your progress in Year 11 Te Reo Māori will be assessed through a combination of internal and external NCEA standards. You will have opportunities to demonstrate your skills in Speaking (Kōrero), Listening (Whakarongo), Reading (Pānui): Writing (Tuhituhi).

The aims of the course are to promote the knowledge and understanding of accounting as the very important financial language of businesses. The course has a focus on using digital approaches to provide students with an appreciation of how accounting concepts, sub-systems, and financial reports are applied to a small entity in business.

Columba College is a Centre of Excellence in Agricultural Science and Business.

Agribusiness is a course of study that integrates primary industries and business beyond the farm gate, encompassing a group of sectors (agriculture, aquaculture, dairy manufacturing, equine, forestry, horticulture, seafood, and sports turf) that form the basis of modern food production.

Agribusiness Level 2 is the introductory course for our Centre of Excellence in Agribusiness programme. The course engages and exposes tertiary capable students to the wide range of opportunities, skills, and career pathways available across the Agribusiness sector.

Short local field trips will be a focus of the course, with the likelihood of a day trip. There will be speakers and some exciting outside opportunities over the course of the year.

Applied Mathematics and Statistics (12MAT):

This course is designed for students who want to develop strong numeracy and statistical skills without focusing on algebra and calculus. We focus on a variety of concepts and applications of mathematics to develop your problem solving skills.

Throughout the year, you'll learn to make informed decisions by analysing data, following logical chains of reasoning, and understanding probability. 

Choosing this course will limit the courses you can take at Year 13 (you will be ineligible to take Year 13 Calculus.) However,  this course leads on to the alternative Mathematics and Statistics course at Year 13 (13MAS). Students who achieve at a high level (Merit and above) are also able to take Year 13 Statistics (13STS) but may not be as well prepared as those who have completed the 12MAS course. 

Students can select one of two Level 2 Mathematics course options: General Mathematics and Statistics (12MAS) or Applied Mathematics and Statistics (12MAT). Please note that due to limited spaces, the Mathematics Department may place students in specific courses relative to Level 1 results.

Level 2 Biology at Columba College is a general Biology course covering important aspects of living organisms, their life processes and how they interact with the environment. By design the Level 2 Biology builds on students prior knowledge. It has clear links to potential careers in Health Sciences. It contains both theory and practical elements and clear links to Mātauranga Māori such as investigations related to our local ecosystems. 

Kaupapa- students will:

• Understand a broad range of biological processes at a cellular level.
• Understand that DNA and the environment interact in gene expression.
• Understand metabolic pathways and their effect on living organisms.
• Research Human Physiology and adaptations for survival.
• Investigate ecological distribution patterns and explain possible causes for these patterns.
• Be able to discuss how natural selection and ecological processes are inextricably linked and how they lead to genetic change with a population.

Course assessment opportunities are as follows:

STANDARD ASSESSMENT

TITLE

LEVEL

CREDITS

INTERNAL OR EXTERNAL

LITERACY

NUMERACY

91155

(2.3)

Demonstrate understanding of adaptation of plants or animals to their way of life.

2

3

INTERNAL

YES

NO

91153

(2.1)

Carry out a practical investigation in a biology context

2

4

INTERNAL

YES

NO

91156

(2.4)

Demonstrate understanding of life processes at the cellular level

2

4

EXTERNAL

YES

NO

91157

(2.5)

Demonstrate understanding of genetic variation and change

2

4

EXTERNAL

YES

NO

91159

(2.7)

Demonstrate understanding of gene expression

2

4

EXTERNAL

YES

NO

The internal assessments involve investigations in the field and laboratory as well as a research assessment.

The external assessments test the students’ knowledge and ability to explain biological principles. A good command of the language of Biology is required to perform at Merit and Excellence levels in these examinations. Therefore, students will be expected to learn a significant amount of Biology vocabulary for each topic.

The final number of credits offered is subject to change and will be confirmed at the beginning of the year.

Other general information:

• Scholarship Biology is available at Level 2
• EOTC opportunities: 2.6 Portobello Marine Centre ½ day field trip. Physiology Department ½ day field trip
• 14 credits to pass the subject. 14 credits for merit or excellence subject endorsement. 50 credits for overall endorsement. 60 credits to pass L2
• Tutorials are available

Level 2 Chemistry is a course that develops a knowledge of the properties and reactions of chemical substances and an understanding of the theories that we use to explain the behaviour of the materials that make up our world.

Students will be offered a course with 19 or 20 credits.

Practical work is an important and integral component of the course.

Topics covered include organic and inorganic substances, redox reactions, quantitative analysis, atomic structure and bonding, energy changes, equilibrium and titrations.

The final number of credits offered may be subject to change. 

The NCEA Chinese Level 2 class aims to help students to achieve competence up to and including Chinese Curriculum Levels 6 and 7. By the end of the year, students are confident enough to seek out opportunities to use Chinese. They can interpret selected and adapted media (newspapers, television, magazines, videos, websites, etc.). They are able to make predictions and respond to them. They can also understand, express, and enquire about actions or events which are conditional upon other actions or events. Students can recognise, express, and ask about opinions, attitudes, or emotions in relation to events, actions, and other people. They can also report what someone said or wrote. Instruction utilises computer, video, CDs, language games, role-playing and interaction with the Mandarin Language assistant. Main topics include: part-time jobs, work environment health and well-being exchange students leisure time, music, books, etc. travel, ‘my place is best’ cellphone and laptop

Classics is the study of ancient Greece and Rome. The name is derived from the fact that these civilisations produced many of the acknowledged ‘classics’ of world literature and art, in addition to providing the foundations for other fields such as drama, architecture, law, politics, and philosophy. Through studying Classics, we are able to better understand the world we live in and make more informed choices about the future. The study of Classics is very much based in perspectives and so despite the age of the content that forms the basis of the discipline, there are always new interpretations, new approaches, and new evidence to consider.

In Year 12 Classics, topics covered include an introduction to Greek and Roman history, Greek mythology, the eruption of Mount Vesuvius and its impact on our understanding of the ancient world, Roman socio-political life, and the ideas and values of Homer’s Odyssey. Students will also analyse the relationship between aspects of the classical world and aspects of other cultures which includes but is not limited to the relationship between the governmental structure of the Roman Republic and the modern United States government, the evolution of ancient Greek theatre in contemporary productions, public entertainment, and the institution of slavery in Rome and the transatlantic slave trade.

Year 12 Design is focused on developing students’ ability to research, develop, and resolve design ideas through the creation of relevant print based briefs in a creative and inclusive environment.

Students will:

• Research contemporary and historical design to understand how designers use visual conventions such as typography and illustration.
• Collect and develop ideas from a range of design sources and apply them to their own work.
• Document the design process, showing how ideas develop from research and initial sketches through to final designs.
• Use drawing to research, plan, experiment with, and communicate design ideas.
• Learn to use Adobe Illustrator and other Adobe software to create professional, contemporary digital design work.
• Build a body of work demonstrating understanding of design methods, processes, and ideas.
• Present final work as a two-panel folio for external assessment.

Being confident in the use of digital technologies are essential for the 21st-century workplace. Having a background in Digital Technologies increases employment opportunities in a range of fields. It is an essential course for students thinking about future pathways in computer science, creative industries (animation, movie-making, interface design, web development, print design), product design, business or engineering. It also complements other NCEA classes.

This course provides the foundation knowledge and skills necessary for students wishing to take Digital Technology and/or Design at NCEA Level 3.

Course Outline

This course builds on the foundational knowledge covered at Level One. It is recommended that students have taken this course, although it is not essential. This course also complements Level Two Design and students often have great success taking both.

Digital Technology Areas Covered

• Conduct an inquiry to propose a digital technologies outcome - As part of the major digital media project that students will complete, each student will carry out research into an area of interest.
  
• Advanced Digital Media Skills - Explore how to use advanced vector and raster graphics as well as graphic design techniques in the design and development of a print digital media outcome
• Databases - What is a database? Where are they used? What can they be used for? We learn to design, create and use our own database to solve a problem.
• Explore and area of computer science (ext) - Explore a computer science concept like computer security, artificial intelligence, encryption or error control

Optional Standard:  A.S. 91897  - Use advanced processes to develop a digital technologies outcome (6 credits)

 - This is an optional standard where we look at the processes around designing and developing a digital media outcome and strategies to manage the project's time and resources. The student then carries this out when designing and developing their digital media outcome.

This course builds on skills gained in NCEA Level 1 Drama.

Students will:

• Explore the elements of drama; role, time, space, action, tension, focus.
• Investigate drama techniques; voice, movement, gesture and facial expression.
• Use the conventions of drama to devise and structure a performance.
• Demonstrate knowledge and understanding of a drama/theatre form.
• Reflect on drama processes and performance experiences.

It requires in and out of class time work and further develops student skills in devising, improvisation, theatre technology, acting, responding and reflecting on theatre practice, effective communication and group responsibility. Drama has strong links with English, History, Music, Dance, and Classics.

View live performances in Dunedin or Christchurch.

Drama is also supported by extracurricular opportunities:

• The University of Otago and the SGCNZ Sheilah Winn Shakespeare Festival
• Theatre New Zealand Theatrefest 
• The Globe Theatre
• The Playhouse Theatre
• Fringe Festival 
• Improsaurus Dunedin

Level 2 Economics is designed to let students examine the issues of the day. The course is current - allowing students the opportunity to explore and understand why these issues happen. The Standards assess the common elements of each issue.

This course focuses on the issues of the day – it provides an excellent introduction to macro- economics.

Students will understand how economic concepts and models provide a means of analysing contemporary New Zealand issues as well as how government policy and the issues interact.

This subject is one of the two subjects that can be chosen as part of the Agribusiness (Commerce) course. (For Agribusiness, in the Commerce pathway Y12 Economics or Y12 Accounting must be chosen).

Ell

Students will develop their speaking skills and write in a variety of styles for different purposes. Literature studies might include a selection from short stories, a film, a Shakespearean play, poetry, or a novel. Texts are chosen carefully for their depth of content and the layers of meaning available for interpretation. These texts offer rich thematic ground, language mastery, and meaningful use of imagery.

This course is an enriching and deep opportunity to develop critical thinking by exploring and interpreting language and literature. Students will develop their close reading skills as they engage with a variety of texts. They will improve their understanding of how a different critical lens can lead to a more nuanced interpretation. They will explore the significance of context and examine how their own experience affects their engagement with a text.

A key milestone at Level 2 is the gaining of Literacy Credits (five reading credits and five writing credits), a required first step towards University Entrance. Students who find English challenging will need to be alert to the separate criteria for Literacy.

Studying French is a powerful investment in your professional and personal growth. It provides you with a highly sought-after competitive edge in the global job market, regardless of your chosen career path. Research consistently shows that learning a second language strengthens cognitive abilities, improves memory, and can lead to better academic results, demonstrating that language study is a direct pathway to greater intelligence and career readiness.

This is a continuing course, with emphasis on the study of topics of interest to young people. Some topics deal with universal problems such as issues relating to health and family, while others relate specifically to France and French-speaking countries.

Depending on student interest, topics could include:

• ‘La Vie Culturelle’ including French gastronomy, sport, music and film
• Health including smoking, alcohol and healthy eating
• Young People including fashion, peer pressure and relationships
• Family including comparison between France / NZ, past and present
• The Future.

Some modern literary texts will be studied, including poetry and song as well as a film study. Students are encouraged to undertake a reading programme suited to their tastes and ability. In Year 12 we read 'authentic' French i.e. French written for young, French people and not composed especially for second language learners.

New vocabulary and grammatical structures are introduced and students build on prior knowledge to read and write in a wider range of language, both formal and informal. Emphasis is placed on students developing the ability to structure texts in a range of styles and participate in spontaneous conversation, as their knowledge and ability to debate topics effectively increases.

Students are also given the opportunity to sit the DELF Scolaire examinations and to compete in the Alliance Française Concours Oral. Other opportunities include the Senior Languages Matariki Festival, and the immersion day with students from other schools around Dunedin.

There are currently 24 credits available at Level 2 French. 14 of which are internal, 10 of which are external. 

Geography is a holistic subject which encompasses both Physical Science and Social Science approaches. It is the study of the earth’s surface and people and the interactions which occur. It leads into a wide range of occupations from earth scientists and surveyors through to planners and decision-makers in a wide range of disciplines. Geography draws on written, interpretive, research, and field skills to gain an understanding of the world and its issues.

The internal topics covered are:

• Explain Urban Settlements - CSI crime in Chicago
• Use Geographic Information Systems to generate maps to solve a geographic problem - solutions to crime in Chicago 
• Conduct geographic research - Aoraki Mt Cook

Students will nominate two of these three external papers.

• Apply Geographic Skills.
• Demonstrate understanding of a large geographic environment - South Island High Country
• Explain disparities in Development -Tanzania 

Field Trip:

A three day field trip to Mt Cook at the start of Term 2. This involves staying near the village in an alpine hut, completing field work for the research internal, walks around the village to look at glacial features, with the potential for a flight and glacier landing, as well as a boat trip on Lake Tasman to view the Tasman glacier. The cost of the field trip is approximately $250 excluding activities, which will be added to students' accounts.

A theme approach is continued at Level 2 but language and material go beyond basic communication and students read and talk about issues on a more abstract level. Wider, more unsupervised reading is encouraged, as well as greater creativity in writing.

Up-to-date materials from Germany, including films, recordings, songs and authentic printed material, are used. These contain information about young people and the problems and issues which concern them, as well as issues relating to Germany or German-speaking countries. The four basic language skills, speaking, listening, reading and writing, are developed further.

Themes, based on students’ interests, could include: 

- Young people and family relationships

- Work and future plans

- Food and healthy lifestyle

- Some aspects of recent German history

New vocabulary and grammatical structures are introduced and students build on prior knowledge to read and write in a wider range of language, both formal and informal. Emphasis is placed on students developing the ability to structure texts in a range of styles and participate in spontaneous conversation, as their knowledge and ability to debate topics effectively increases.

At the end of Year 12, students have the opportunity to participate in the South Island German Exchange with North Rhine-Westphalia, which is open to Years 11 and 12 students. Students spend eight weeks in Germany during our summer holidays, living with a family. Shortly after their return, their exchange partners come to New Zealand until Easter. The stay in Germany enhances a student’s motivation to speak German and proves to be a great personal learning experience.

Year 12 students can also apply for one of the five or six scholarships to Germany offered by the Goethe Institut and the New Zealand German Business Association. All students have the opportunity to be interviewed for preliminary selection by the National Adviser for German.

History presents students with the dilemmas, choices and beliefs of people in the past. It connects students with the wider world as they develop their own identities, standpoints and sense of place. Students engage with History at many different levels by investigating the histories of New Zealand and the wider world. Constant connections are also made to the news and it's ties to what we are studying. 

The course is split into two different themes. As well as investigating aspects of C19th Aotearoa New Zealand, the global aspect of the course is an in-depth look at the Cold War with the focus on the clash of political ideologies between East and West. This includes some of the following topics: the Russian Revolution, the international scene in 1945, the construction of the Berlin Wall and life in Stasi Germany, the fall of the Berlin Wall in 1989, and the Cuban Missile Crisis.

The research report will be on an independently selected topic from a wide range of options discussed in class. We do have fantastic historical resources available locally at Toitu and the Hocken Library, but if there is interest in wider world topics, that will be an option too as long as students are able to explain the significance to New Zealand in some way.

Individual Pathways can be taken with the approval of the Year level Dean.  This is a optional subject where students may choose to study a course that is not offered at the College.  Students who are completing part-time course via Otago Polytechnic, are able to take this option to catch up on course work missed while out of class.  

Students wanting to take this option must have a clear plan for what they wish to work on during the allocated time.

General Mathematics and Statistics (12MAS)

Welcome to NCEA Level 2 Mathematics and Statistics. This course is designed to build on the foundational skills you developed in Year 11, offering a mix of practical and theoretical mathematics. We will explore a variety of topics, including calculus, probability, and statistical inference, giving you a broad skillset that's essential for a huge range of future careers.

Throughout the year, you'll learn to model real-world situations with mathematical functions, analyse data to draw meaningful conclusions, and develop your problem-solving abilities. This course is a great choice if you enjoy tackling challenges and want to keep your options open for university studies in science, business, or technology. If you're planning on pursuing further education in Mathematics, Physics, Engineering, First Year Health Sciences, Architecture (at University vs Polytech) or related fields, it's highly recommended you consider taking the General Mathematics and Statistics course.

This course includes Algebra, Statistics, and an introduction to Calculus. Students who take this course can progress on to any of the Year 13 courses.

Students can select one of two Level 2 Mathematics course options: General Mathematics and Statistics (12MAS) or Applied Mathematics and Statistics (12MAT). Please note that due to limited spaces in each course and/or timetable limitations, the Mathematics Department may place students in specific courses relative to their academic performance in Level 1.

Level 2 Music builds on the skills of the Level 1 course.

Students select which standards to take, in consultation with the class teacher. Courses are built around individual student's interests and abilities. 

Year 12 Painting uses drawing and painting as the main way of exploring and developing ideas. Students experiment with different techniques, materials, and styles while building artistic skills and confidence.

Students will:

• Research and explore a range of contemporary and traditional artists.
• Learn how artists use ideas, techniques, materials, and processes.
• Use drawing to experiment, plan, and develop ideas.
• Try different painting approaches.
• Develop personal artistic direction and style.
• Record research, experiments, and developments in a workbook.
• Create a two-panel painting folio for the external assessment.

You don't need to be an expert artist to take this course. What matters is that you are curious, willing to experiment, and prepared to develop your ideas.

Level 2 Painting is an opportunity to explore your creativity, learn from artists, take risks, and create artwork that is meaningful to you.

Year 12 Photography is a creative and practical course where students explore how photographs and digital images can be used to communicate ideas, stories, and meaning.

Students will:

• Research a range of photographers and photo artists.
• Explore different photographic techniques and processes.
• Experiment with photography with and without a camera.
• Use digital tools and media to create and manipulate images.
• Record and document experiments, research, and creative processes.
• Develop individual ideas through research, experimentation, and practical work.
• Explore creative interests and personal styles.
• Create a practical body of work that demonstrates understanding of photographic art-making conventions and ideas.

Level 2 Photography gives students the opportunity to develop technical skills, explore creativity, and create photographic work that communicates ideas that are meaningful.

This course offers the opportunity to experience and participate in a wide range of physical activities, in a variety of contexts. Students study how the body moves and responds to physical activity, as well as developing leadership skills in a variety of settings. This course equips students with the necessary knowledge and skills to maintain and develop personal well-being, both now and in the future; as well as preparing students for future academic and vocational opportunities.

A range of physical activities will be utilised to give students the opportunities to learn in, through and about movement, and be assessed against Achievement Standards. They may include, turbo touch, cross-country running, fitness studies/training, and there may be costs charged to your account.

This course follows from either of the Level 1 Science courses. It provides a more in-depth study of the standard 'Demonstrate understanding of a physical system using energy concepts' studied during Level 1 Science. It is a good grounding for Level 3 Physics and beyond.

The topics covered include: Mechanics (statics and dynamics, projectile motion, momentum, torque, circular motion), Electricity and Electromagnetism (electric fields, d.c. circuits, electromagnetism and electromagnetic induction), Atomic and Nuclear Physics (radioactivity and nuclear decay) and Stars and Planetary Systems (this is an optional standard, covering the life cycle of stars, planetary formation, Hertzsprung Russell diagrams). 

This course is designed for students who have successfully completed Year 11 Te Reo Māori and are seeking to further develop their skills and cultural understanding at a deeper level. The focus of this year is on developing greater fluency, accuracy, and complexity in communication, while engaging with a wider range of Māori cultural concepts and societal topics. This course is aligned with the NCEA Level 2 standards for Te Reo Māori.

By the end of this course, you will be able to:

• Communicate with increasing fluency and a high degree of accuracy in a variety of formal and informal contexts.
• Critically analyse and interpret complex spoken and written texts.
• Formulate and express your own thoughts and opinions on a range of more abstract or challenging topics.
• Demonstrate a deeper understanding of Ngā Tikanga-ā-Iwi (tribal customs and identity) and Ngā Ritenga-ā-Whānau (family protocols).
• Create more sophisticated written and oral compositions.

Key Course Content

The curriculum will continue to be interactive, with a strong emphasis on practical application, collaborative learning, and critical thinking. We will explore the following key themes and topics:

• Te Ao Māori me te Ao Whānui (Māori Society & The Wider World):
• Ngā Toikupu, Ngā Kōrero Tuku Iho (Literature & Traditions):
• Ngā Mahi me Ngā Hākinakina (Work & Hobbies):
• Whaikōrero me te Reo Rātana (Oratory & Formal Language):

Your progress in Year 12 Te Reo Māori will be assessed through a combination of internal and external NCEA Level 2 standards. These assessments will require you to demonstrate Speaking (Kōrero), Listening (Whakarongo), Reading (Pānui) and Writing (Tuhituhi).

Accounting students learn how to prepare and communicate financial information about activities of partnerships and companies so that interested users can make informed decisions. The NCEA Level 3 Accounting course is compact, well-structured, and prepares students for further tertiary studies in all areas of Commerce, Law, Tourism and Information Science.

The subject Agribusiness is defined as a course of study that integrates primary industries and business beyond the farm gate, encompassed by a group of sectors (agriculture, aquaculture, dairy manufacturing, equine, forestry, horticulture, seafood and sports turf) that form the basis of modern food protection.

An interesting course is planned that involves short field trips, speakers, and some mentoring as well as other outside activities.

At the end of this course, all students who have passed all standards will be awarded the Certificate of Excellence in Agribusiness. Criteria for this is the students need to pass all Achievement Standards that make up their Agribusiness course.

By design the Level 3 Biology Course at Columba College builds on students prior knowledge. It has clear links to potential careers in Health Sciences. It contains both theory and practical elements, clear links to Mātauranga Māori such as the biological and societal implications of wahine hauora. 

Kaupapa- students will:

• Demonstrate understanding of how an animal maintains a stable internal environment in a range of contexts.
• Integrate biological knowledge to develop an informed response to a socio-scientific issue such as wahine hauora.
• Demonstrate understanding of the responses of plants and animals to their external environment in a range of contexts.
• Demonstrate understanding of evolutionary processes leading to speciation.
• Demonstrate understanding of trends in human evolution.

Course Assessment Opportunities:

STANDARD ASSESSMENT

TITLE

LEVEL

CREDITS

INTERNAL OR EXTERNAL

UE LITERACY

WRITING

UE LITERACY

READING

NUMERACY

91604

(3.4)

Demonstrate understanding of how an animal maintains a stable internal environment

3

3 

INTERNAL

YES

NO

NO

91602

(3.2)

Integrate biological knowledge to develop an informed response to a socio-scientific issue

3

3

INTERNAL

YES

NO

NO

91603

(3.3)

Demonstrate understanding of the responses of plants and animals to their external environment

3

5

EXTERNAL

YES

YES

NO

91605

(3.5)

Demonstrate understanding of evolutionary processes leading to speciation

3

4

EXTERNAL

YES

YES

NO

91606

(3.6)

Demonstrate understanding of trends in human evolution

3

4

EXTERNAL

YES

YES

NO

Evolution, Human Evolution, and Animal and Plant Behaviour will be assessed by an external examination. Homeostasis in Animals and a research project will be assessed by an internally assessed written report.

Students must also be able to write fluently using the language of Biology since answers may involve detailed explanation and discussion of biological principles. This will require the learning of a substantial amount of specialised vocabulary.

The final number of credits offered is subject to change and will be confirmed at the beginning of the year.

Other general information: 

• Scholarship Biology is available at Level 3
• EOTC opportunity: ½ day trip to the medical school/ anatomy department
• 14 credits to pass the subject. 14 credits for merit or excellence subject endorsement. 50 credits for overall endorsement. 60 credits to pass L3
• Tutorials available

Year 13 Calculus

NCEA Level 3 Calculus is for students who have a strong foundation in algebra and enjoy solving complex problems. This course is a deep dive into the world of differentiation and integration, exploring how these powerful tools can be used to model and solve real-world problems in Physics, Engineering, and Economics. You'll also explore differential equations, kinematics, and trigonometric functions, developing advanced skills in mathematical reasoning and abstract thinking. This course is a important for anyone considering tertiary study in fields such as Engineering, Science, Computer Science, and Finance. It provides the essential mathematical toolkit you'll need to succeed in higher education and beyond. (Year 13 Calculus has been added to the University of Otago's highly recommended list for First Year Health Sciences due to the mathematical skills required for Physics and Chemistry 191.)

Calculus may be taken alongside Statistics (timetable dependent.)

Level 3 Chemistry aims to extend the understanding of fundamental chemical concepts and to provide an opportunity to discuss the impact of Chemistry on everyday life.

The course provides a body of knowledge suitable for students who will not continue Chemistry as well as for those who intend to study the subject at tertiary level.

Topics covered include organic and inorganic substances, redox reactions, spectroscopy, thermochemical principles, properties of particles and substances, and equilibrium principles in aqueous systems.

The final number of credits offered may be subject to change. 

The NCEA Chinese Level 3 course aims to help students to achieve competence up to and including Chinese Curriculum (CC) Level 8. The lessons are designed to review the emergent communication (CC Level 1 and 2), survival skills (CC Level 3 and 4), social competence (CC Level 5 and 6), and move on to develop students’ personal independence in Chinese (CC Level 7 and 8). By the end of Level 8, learners can: - take part in general conversation with native speakers, understanding most of what is said, and contribute relevant comments - express and discuss many of their own ideas and opinions - read some imaginative writing and a variety of authentic materials - write expressively for a range of purposes - recognise up to 600 Chinese characters - write up to 350 Chinese characters. They are comfortable interacting with native speakers, especially those of their own age, in social situations. Instruction utilises computer, video, CDs, language games and role-playing. Possible topics include: teenage life in China and NZ cultural activities technology, media writing a CV and cover letter in Chinese International students, homestay, etc.

Year 13 Classical Studies aims to cultivate students’ ability to think critically and clearly and to enable them to recognise the contribution of classical civilisation to our own traditions. Classical Studies is a multi-disciplinary course and provides an engaging variety of content. Topics studied at Level 3 include ancient Roman history from Rome’s monarchy through to the Republic with an emphasis on the complex figures of Julius Caesar and Augustus. Ideologies underpinning Roman society, such as imperialism and militarism, are also explored. The course examines the lasting influence of the classical world through the study of Greek and Roman concepts of heroism, filtering them through a modern lens to analyse how and why modern heroes have been adapted to fit these enduring concepts. Students will also study the literary work Virgil's Aeneid. 

Students studying Level 3 Visual Art are actively involved in developing an understanding of the processes and procedures involved in the making of artworks and applying this in the practice of making their own work in their chosen field(s) of study.

Students will examine the making of artworks in context, critically reflect on how meanings are communicated through interpretation of images and artefacts, build upon, extend and refine practical knowledge and further develop the ability to generate and manage ideas.

Emphasis in learning is at a critical level, whereby students use research and analysis relevant to their intentions to influence and inform their selected questions or proposal in their chosen field.

Students may choose to study one or two fields.

Students will create a variety of work including drawings, developed sequences of work, small works, media studies, and digital  images which show how ideas are developed, clarified and resolved within the context of a given design brief.

These skills will then be applied to an individual course of study relating to established design practice which will be developed in consultation with the teacher. This will involve the selection of an area of design to investigate and study. Students will refer to the work of contemporary and historical designers and design genres appropriate to their selected area of design. Students will be encouraged to explore processes and subject matter relating to their interests and strengths and to develop their work with explicit reference to design and designers and established modes of contemporary design and other artistic practice.

Students will submit bodies of work for internal assessment, and the external assessment is in the form of a three panel folio.

Knowledge and skill in Digital Technologies are essential for the 21st century workplace. Having a background in Digital Technologies increases employment opportunities in a range of fields. It is an essential course for students thinking about future pathways in Computer Science, creative industries (animation, movie making, interface design, web development), product design, business or engineering.

Course Outline

In NCEA Level 3 Digital Technology, the year starts off with a major research project focussing on an area of interest that the student wants to explore. For this 6 credit unit the student needs to identify questions they want to find out about regarding their topic and use a variety of sources to answer the questions. Through reflective analysis of the findings the student ultimately needs to propose a digital outcome they will develop around their identified topic. Previously students have research a wide range of topics including sports, arts, the environment, animal welfare, astronomy, aspects of Columba College etc.

Following on from this project the student would then design and develop their digital outcome. The outcome they choose needs to meet a certain requirement (eg no posters) but can be selected from a wide range of potential outcomes depending on a students interests as well as their digital skills and prior knowledge. 

Prior examples include:

• stop motion animation to highlight the risks of exotic pets
• raster and vector graphic design as well as document design for Columba College school magazine
• responsive website that can be viewed on laptops, iPads and phones for providing information on topics like science, sports injuries and clubs
• Animated infographics for teaching students about a topic eg science education, health etec
• 2D computer game that presents a message in its gameplay - eg depression, conservation and generative AI

This project consists of two standards:

• project management to manage the project's - time, tasks and resources effectively (6 Credits)
• Digital media standard - the final outcome (4 credits)

External assessment/s

There are two potential external standards that are offered although taking only one is recommended.

1) The student completes a reflective analysis of their major project that they have completed. They have to discuss the process they went through, the different tools they used and why, the factors that needed to be considered when making their outcome.

2) The student explores a key aspect of computer science. In 2026 the topics include:

• Complexity & Tractability: Algorithms, Big O notation, P vs NP problems, and heuristics.
• Computer Vision: Image processing, edge detection, and real-world applications.
• Computer Graphics: Rendering, transformations, and algorithms.

* NOTE: For students with strong programming skills developed in Level 2, there is the opportunity to replace this unit with one with a more programming centric focus.

Scholarship

There is the opportunity to take scholarship (through a major technology project or through programming) at Level 3 but this requires the student to be able to commit to this at the start of the year.  Students who typically succeed with scholarships are organised and independently driven.

This course builds on skills gained in NCEA Level 2 Drama. It requires work in-and-out of class time and further develops students' skills in devising, improvisation, theatre technology, acting, responding and reflecting on theatre practice, effective communication and group responsibility. 

Drama is an excellent 'companion' course for industries that involve people e.g. law, education, politics, health, hospitality, sports, media, business, tourism, management. Drama increases employability by developing key competencies such as managing self, relating to others, participating and contributing in a practical environment.

Students will:

• Explore the elements of drama: role, time, space, action, tension, focus
• Investigate drama techniques: voice, movement, body and use of space
• Use the conventions of drama to devise and structure a performance
• Demonstrate knowledge and understanding of a drama/theatre form
• Reflect on drama processes, performance experiences and viewing live performances

Level 3 Economics is a course which can be started at Level Three and continued successfully on to University. It is, however, an advantage to have studied Level 1 and/or Level 2 Economics, but not essential.

It is for:

• Commerce students
• for any of the integrated degrees requiring several disciplines
• any career where economic decision-making is a key skill.

The course is very structured. It is an excellent lead into first-year University Economics papers.

Other optional activity

Scholarship

Our Level 3 learners look forward to developing a rich engagement with some exciting and sophisticated texts. It is true that many students take English at Level 3 because of the emphasis on effective communication and the demand for English qualifications in many tertiary courses. However, the benefits of this course extend far beyond this. Students enjoy further exploration of our rich literary heritage, and being part of an active and creative community of English learners. They continue to develop their interpretive skills using different critical stances. They are able to apply a deep understanding of the contextual influences that change the way in which we understand a text and its themes.

The Level 3 course emphasises written skills, both creative and literary, and might also include an oral presentation. Students analyse and evaluate language in a variety of contexts. Texts will include New Zealand works alongside those from other cultures, chosen from poetry, short story, non-fiction, short texts, film, and novel.

For students who did not attain Literacy at Level 2 (five reading credits and five writing credits), this course may be adapted to assist with getting the credits needed for UE.

Studying French is a powerful investment in your professional and personal growth. It provides you with a highly sought-after competitive edge in the global job market, regardless of your chosen career path. Research consistently shows that learning a second language strengthens cognitive abilities, improves memory, and can lead to better academic results, demonstrating that language study is a direct pathway to greater intelligence and career readiness.

This course is assessed according to the NCEA Level 3 schedule. It further develops the skills acquired in Level 2. A range of topics is the basis of language work, as well as listening comprehension, class discussion, spontaneous conversation, YouTube, use of interactive websites, role-play and grammar exercises. The key aims are to develop in students the ability to write different text types and to express themselves spontaneously about a range of topics.

Depending on student interest, possible topics include:

• Discrimination including racism, sexism, homophobia and the rights of the child
• The influence on young people of the media and the Internet
• Immigration
• Philosophy and Ethical Questions
• The Environment 

Literary studies could include a novel, poetry and song, topical magazine articles, music, media and the internet, multi-culturalism, film study, depending on the interests of the students. Students are encouraged to see films in French, either at the Alliance Française or at film festivals, and cultural visits are sometimes organised. 

Students are also given the opportunity to sit the DELF Scolaire examinations and to compete in the Alliance Française Concours Oral.

Geography is a holistic subject which encompasses both Physical Science and Social Science approaches. It is the study of the earth’s surface and people and the interactions which occur. It leads into a wide range of occupations from earth scientists and surveyors through to planners and decision-makers in a wide range of disciplines. Geography draws on written, interpretive, research, and field skills to gain an understanding of the world and its issues.

The topics covered are:

• Demonstrate understanding of how cultural processes shape geographic environment(s): Tourism in Queenstown
• Analyse a significant contemporary event from a geographic perspective, such as Rhythm and Alps.
• Select and apply skills and ideas in a geographic context.
• Demonstrate understanding of a given environment(s) through the selection and application of geographic concepts and skills.
• Analyse aspects of a contemporary geographic issue, such as human trafficking.
• Analyse aspects of a geographic topic at a global scale, such as the global trade of diamonds.

Field-Trip

A three day field-trip to Queenstown to investigate both natural and cultural processes is usually held within Term One. The cost of this field trip will be added to students' accounts.  This is estimated to be approximately $300

This is a continuation of the Level 2 course, developing the language skills further. The themes are based on worldwide issues and topics concerning Germany and German-speaking countries.

The following topics could be covered, according to students’ interests:

• The environment and its protection
• Media and the Internet
• LIie in the DDR (East Germany) 

Use is made of authentic language materials such as film, magazines, songs, internet material and shorter novels.

By the end of the Level 3 course students should be able to discuss issues and express opinions in German, be able to read and understand a range of authentic material and be able to write in a more sophisticated style using a wide range of vocabulary and language structures.

They should also have some understanding of the social, cultural and political issues relevant to German-speaking countries.

Wellbeing is a term we use and hear in our daily lives. It’s scattered across social media, often with influencers, medical practitioners, activist groups, politicians, or well-meaning citizens telling us how we should live and what we should be doing with and to our bodies. But who is right? What should we believe? To be well and healthy is not as straightforward as we might think. When we are in the business of trying to improve people’s mental, emotional, spiritual and physical wellbeing–how do we navigate in a nation and world with different opinions and values? How do we make sense out of conspiracy and controversy? 

This course explores the concept of equity, ethics, accessibility and philosophical models of health and wellbeing. In class, you will not be told what to think, but rather facilitate avenues for you to explore the range of perspectives around wellbeing in order to help provide the best possible outcomes for people’s health. 

Students are expected to think beyond their own opinions, which can challenge your views–so be prepared to question everything!

Internals

Note: All internals are report-based and completed over a period of time. You are expected to meet the necessary checkpoints as you develop your report. Reports can be carried out in written form or presented in a combination of written/spoken work as a seminar depending on your needs.

History graduates are highly valued in many areas of employment, such as law, politics, academia, publishing, consulting and journalism, as they develop strong skills in analytical and critical reasoning. It gives those studying medicine the ability to see a situation from multiple perspectives. History is also an excellent subject for learning research and essay writing skills crucial to further tertiary learning and many types of employment. 

History presents students with the dilemmas, choices and beliefs of people in the past. It connects students with the wider world as they develop their own identities, standpoints and sense of place. Students engage with History at many different levels by investigating the histories of New Zealand and the wider world. Constant connections are also made to the news and its ties to what we are studying.

We examine the origins of World War I right through to the Final Solution in Germany and on to the consequences of the Holocaust, although there is flexibility of course content in terms of what the particular year group is most interested in.  Students will also engage in independent research on a wide range of topics.  This is often tied to the generic Scholarship theme to help prepare those interested in taking it too.

Individual Pathways can be taken with the approval of the Year level Dean. This is a optional subject where students may choose to study a course that is not offered at the College. Students who are completing part-time course via Otago Polytechnic, are able to take this option to catch up on course work missed while out of class.

Students wanting to take this option must have a clear plan for what they wish to work on during the allocated time.

This course includes standards from both the Statistics and Mathematics strands and provides an alternative pathway for students who are not necessarily seeking to study Mathematics or Statistics at a tertiary level.

The Level 3 Mathematics and Statistics course is one of the pathways that follows on from the Level 2 Applied Mathematics and Statistics Course.

Level 3 Music builds on the skills of the Level 2 course.

In Level 3 Music ,students are able to co-create their course to best suit their interests. Choices range from performance to composition/arrangements and research. Students have the ability to specialise or to keep their choices broad. Students generally choose 14 credits in consultation with the TIC.

Scholarship Music can be taken in addition to year 13 Music in either performance, composition of musicology.

Level 3 Painting is an opportunity to take art-making to the next level and create a body of work that shows growth as an artist.

Students will research and analyse artists and painting practices that connect with individual ideas. Research will be used to influence, challenge, and develop work while building technical skills and personal artistic style.

Students will:

• Develop individual direction and ideas in consultation with the teacher.
• Research and respond to a range of established and contemporary artists.
• Explore different subject matter, materials, techniques, and painting processes.
• Use drawing, small studies, and experiments to generate and develop ideas.
• Create developed sequences of work that show how ideas have evolved.
• Critically reflect on personal work and consider how meaning is communicated.
• Extend and refine ideas and skills.
• Develop a body of work that demonstrates understanding of painting practice.
• Complete a three-panel folio for the external assessment.

Students will have more freedom to follow individual interests and develop a personal approach to Painting. Research, experimentation, and decision-making will become an important part of the artistic practice.

Year 13 Photography is a creative and challenging course where students explore photography as a form of picture-making and visual storytelling. Students develop independent ideas, experiment with photographic processes, and create a body of work that reflects interests and artistic direction.

Students research and respond to contemporary and historical photographers and photographic practices. This research will help to make informed decisions about work and develop an understanding of how images can communicate meaning.

Students will:

• Explore photography as a form of art-making and visual communication.
• Research and respond to contemporary and historical photographers.
• Use drawing and photographic studies to generate, develop, and clarify ideas.
• Experiment with photography with and without a camera.
• Explore digital photographic processes.
• Develop skills in image-making, editing, composition, and presentation.
• Create sequences of work, small studies, and finished photographic series.
• Explore photographic processes that connect with independent interests and creative strengths.
• Critically reflect on work and consider how images communicate meaning.
• Develop an individual photography project in consultation with the teacher.
• Build a body of work that demonstrates an understanding of established art photography practice.

Students will have the freedom to explore individual interests and develop a personal approach to photography. Experimentation, research, and creative decision-making will be an important part of the artistic process.

Level 3 Photography is about seeing differently, experimenting with image-making, developing an individual visual voice, and creating photography with purpose and meaning.

This course offers the opportunity to experience and participate in a  range of physical activities, in a variety of contexts. Knowledge from Level 2 Physical Education will be built upon and applied to a variety of situations. A high level of critical inquiry is required for most achievement standards and evaluations relating to socio-cultural aspects are required for most standards. Topics covered include:

• Exercise Physiology & Biomechanics
• Motor Learning and Control
• Sociology in Sport and Exercise
• Sport Psychology & Social Issues
• Principles and Methods of Training

Practical classes may include duathlon, cross-country, and badminton. Students will participate in regular physical activity during class time as well as classroom-based activities. 

The Level 3 Physics course is designed to follow on from Level 2 Physics. It covers three main areas of physics: Waves (standing waves, interference patterns, Doppler effect), Mechanics (2D momentum, rotational kinematics, simple harmonic motion), and Electricity/Magnetism (Kirchhoff's Laws, capacitors & inductors in DC circuits, AC theory, LCR circuits). The course also contains an optional standard covering Modern Physics (the photoelectric effect, atomic energy levels, nuclear reactions). 

Practical work is an important part of Physics and students will develop skills in designing, carrying out and analysing experiments. Students need to have a sound grasp of Level 2 Mathematics to cope with Level 3 Physics. 

The course will also allow students to sit the NCEA Scholarship Examination.

Studying Statistics is about learning to make sense of data and use it to solve real-world problems. It's more than just crunching numbers; it's about asking the right questions, collecting information, and using powerful tools to find meaningful answers. In our Statistics course, you will develop skills in data analysis, probability, and critical thinking. You will learn to interpret everything from scientific studies to economic trends, empowering you to make informed decisions and a deeper understanding of the world. Statistics is an essential skill for a wide range of fields, including Science, Business, Technology, and Social Sciences. At tertiary level, it is recommended for Psychology, Geography, Physical Education, Commerce, and many other courses. See the careers advisor and university information packs for more. 

Students are able to take both Statistics and Calculus (timetable dependent)

This course is designed for senior students with a strong foundation in te reo Māori, focusing on achieving a high level of proficiency and cultural knowledge. We will move beyond foundational skills to master the language for a variety of purposes, including formal and academic contexts. This year, you will be expected to think critically about te ao Māori (the Māori world) and its place in contemporary Aotearoa, preparing you for NCEA Level 3 standards and beyond.

Learning Objectives

By the end of this course, you will be able to:

• Communicate with a high degree of fluency, confidence, and accuracy in both formal and informal settings.
• Analyse and respond to a wide range of complex and abstract spoken and written texts.
• Express your thoughts, opinions, and arguments with sophisticated language and persuasive rhetoric.
• Demonstrate a comprehensive and critical understanding of Ngā Tikanga-ā-Rohe (local tribal customs) and Ngā Kaupapa-a-Iwi (tribal issues and initiatives).
• Create original and complex compositions, including formal speeches, creative writing, and academic essays.

Key Course Content

This course will be centered on in-depth inquiry, critical discourse, and the practical application of advanced language skills. We will explore the following key themes and topics:

• Mana Tangata me te Whai Mana (Power, Authority, and Identity):
• Ngā Kōrero o Nehe rā (History & Heritage):
• Whaikōrero me te Wānanga (Oratory & Formal Discourse):
• Hanga Toikupu (Creative Composition):

Your progress in Year 13 Te Reo Māori will be assessed through a combination of internal and external NCEA Level 3 standards. These assessments will require you to demonstrate a high level of mastery in Speaking (Kōrero), Listening (Whakarongo), Reading (Pānui) and Writing (Tuhituhi).

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