Art

Chinese

English

French

German

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. 

Creative Technology

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.

All students have a role to play in our global economic world and it is important that they are effective participants in it. To be effective they need to be financially literate.

The focus of Year 9 Economics is Financial Literacy.

Our goal is to have students who are confident in their involvement in the economy. To this end, the Year 9 course aims to use tools/case studies relevant to their current situation and to extend their financial knowledge to cope with new situations as technology changes. This enables them to be more effective consumers in the future.

Content:

• Money - traditional, modern and future use.
• Saving – how, why and rewards.
• Spending - wisely!
• Budgeting – How to plan for financial well-being.
• Taxation – what is taxed, how does it affect you

With skills in financial literacy, students can expect to be informed and effective decision-makers within our economic society.

Extension activities occur within each unit with differentiated learning packages to deliver material that interest and extend each student.

This course is the beginning of a pathway to Years 10-13 Economics, Years 12-13 Accounting and Years 12-13 Agribusiness.

Your English studies in Year 9 sets a strong and robust foundation for 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 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 by  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 develop learners' confidence in using a wide range of writing styles, speaking in a variety of settings, and enjoying Shakespeare at every level.

In 2026, we are looking forward to embedding the new English Curriculum and delivering a programme that is both knowledge-rich and grounded in literacy skills. At present, the draft Curriculum states the following aims for Year 9 learners in English: 

"students develop a deep understanding of themselves as confident communicators, audiences, and authors. This phase emphasises advancing their subject specific English knowledge, particularly in literature, while continuing to enhance and apply literacy skills. Students will progress in English by grasping the nuances of different text forms, recognising the impact of context, purpose, and audience on communication, and appreciating varied perspectives and experiences through literature. Throughout phase 4, students are developing their abilities to use English to express themselves, understand others, and engage with the world around them."

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

Students are encouraged to be involved in the extra-curricular activities offered by the Department. We also encourage all students to be aware of and active participants in the rich literary and cultural life of Dunedin.

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.

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 include:

• introductions and greetings
• school life
• time, dates and numbers
• 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.

In their participation within the economy, students not only need to be financially literate but also confident enough to be resourceful, enterprising and entrepreneurial.

The focus of Year 10 Economics is for students to be Resourceful, Enterprising and Entrepreneurial.

Topics vary widely but ultimately create a course delivering a wide variety of skills to allow students to be actively involved and successful in the economy.

The topics that follow are chosen because they are all about student needs and interests at this level.  

Content:

• Financial Literacy – an introduction – Money, Saving, Spending and budgets.
• Consumer Protection - How to ensure that you are not ripped off, for example, 
Consumer Guarantees Act. 

• Demand - How economists make decisions. Basic demand analysis is included. 


• Enterprise Studies – Starting a business, 
creating a product, learning to plan for calculated risks, marketing skills,
• Market Day
• Accounting – An introduction to core business concepts: assets, liabilities, net worth, cost, revenue, profit, loss. 


Extension opportunities occur in the Enterprise Unit to meet the challenge of starting a business.

Students experience a wide range of activities that lead to the overall belief that “of course you can do it”. Students end this course with the skills to be active seekers, users, and creators of business knowledge. 
This course leads on to Y11 Commerce then Economics, Accounting and Agribusiness at L2.

Your 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 by  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, speaking in a variety of settings, and Shakespeare at every level.

In 2026, we are looking forward to embedding the new English Curriculum and delivering a programme that is both knowledge rich and grounded in literacy skills. At present, the draft Curriculum states the following aims for Year 10 learners in English: 

"students develop a deep understanding of themselves as confident communicators, audiences, and authors. This phase emphasises advancing their subject specific English knowledge, particularly in literature, while continuing to enhance and apply literacy skills. Students will progress in English by grasping the nuances of different text forms, recognising the impact of context, purpose, and audience on communication, and appreciating varied perspectives and experiences through literature. Throughout phase 4, students are developing their abilities to use English to express themselves, understand others, and engage with the world around them."

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. Content for this will be covered in class leading up to this assessment.

Students are encouraged to be involved in the co-curricular activities offered by the Department. We also encourage all students to be aware of and active participants in the rich literary and cultural life of Dunedin.

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 two extension events for the year. Students will have the opportunity to participate in the Otago Alliance Française Speaking Competition in August and 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.

Year 10 French is also a requirement, as is Year 11 French, if you want to participate in the school trip to Lyon and Paris. This will be our first time going in January 2026, and we are hoping it will continue every two years. So the next one will potentially happen in January 2028. 

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. 

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: 

- holidays

- winter sports and activities

- weather

- restaurants, including ordering in a cafe and sampling German food

- health and sickness

- shopping and clothing

- talking about events in the past

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

Learning at this level involves understanding the processes and procedures involved in making artworks through practical work. This process is an ongoing cycle of thinking (researching and planning), decision-making (drawing), producing (painting), and self-evaluating (thinking and re-planning).

A variety of artists’ approaches are studied, and used as a means of understanding and demonstrating ways of communicating meaning in artworks.

Students apply their knowledge of existing art-making practices to explore ideas and solve problems in both workbook and folio formats.

Big Ideas

• Art-making is an expression of an individual’s culture.
• Creativity comes from curiosity, risk-taking and critical thinking.
• Knowledge of established conventions is needed to create new artworks.
• Artworks communicate ideas and evoke responses.
• Art builds connections between different communities.
• Art is a medium for learning more about the Maori world view.

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. Think like an economist -how does the Putake of business determine its decisions.
2. How do we price? Marketing a new product.
3. Interdependence - the flow on of different events - world, New Zealand, Otago.
4. Different ways of doing business.

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.

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. We sit the Level 2 Unseen Sources paper in Level 1 as students excel in this area at Columba College.

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; Women’s Rights Campaigns, Whina Cooper and The Land March, Anti-Nuclear New Zealand and international anti-nuclear campaigns.. Choice depends on student interest.

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

(Hononga is the concept of identifying relationships, connections, and links to reach conclusions.)

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

(Tāiringa kōrero is a thought put forward, on the basis of observations, which is yet to be proved.)

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

Wānanga is a process that values time and discourse as integral factors to support learning. In mathematics and statistics, wānanga allows discussion, questions, answers, and critical thought to be transformed into knowledge and understanding.

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.

Course Overview: there are two Science courses offered at Level 1, General Science and Physical Chemistry. Year 11 students must select ONE of the courses.

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.

Through the nature of science, students learn what science is and how scientists work. They 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. These outcomes are pursued through the following major contexts in which scientific knowledge has developed and continues to develop.

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

Topics Covered

• Investigative approaches (pattern seeking, exploring and observing, modelling, classifying and identifying, fair testing)
• Collation and presentation of evidence
• Chemical reactions (neutralisation, Combustion, precipitation)
• Conservation of mass
• Patterns in types of chemical reactions
• Interpreting chemical equations
• Trends in the periodic table.
• DNA, genes and alleles, genotypes, phenotypes, inheritance
• Gene tracking methodology (phylogenetic or family trees, genome data, punnet squares)
• Uses and applications of genetics
• Mechanical energy (gravitational potential, kinetic, work done)
• Thermal Energy (heat capacity and latent heat) and
• Electrical energy (energy, power and resistance)
  

Course Overview: there are two Science courses offered at Level 1, General Science and Physical Chemistry. Year 11 students must select ONE of the courses.

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.

Through the nature of science, students learn what science is and how scientists work. They 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. These outcomes are pursued through the following major contexts in which scientific knowledge has developed and continues to develop.

Big Ideas

• Inquiry approaches can be applied to explain concepts of the physical world
• Physical phenomena can be explained through physics principles and communicated using physics conventions
• Properties of matter are determined by interactions of particles
• Chemistry and Biology use a variety of inquiry approaches to gain understandings

Topics Covered

• understanding of a physical phenomenon through investigation, within a mechanics context, for instance motion of falling objects, mechanical waves or buoyancy.
• Theory of mechanics such as motion – constant speed & constant acceleration, forces, Newton's laws of motion, and pressure
• Chemical reactions (neutralisation, combustion, decomposition, combination, and precipitation)
• Conservation of mass within chemical reactions
• Patterns in types of chemical reactions
• Interpreting chemical equations
• Trends in the periodic table
• DNA, genes and alleles, genotypes, phenotypes, inheritance
• Mitosis, Meiosis, mutations
• Gene tracking methodology (phylogenetic or family trees, genome data, punnet squares)
• Mechanical energy (gravitational potential, kinetic, work done)
• Thermal Energy (heat capacity and latent heat) and
• Electrical energy (energy, power and resistance)

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.

Learning Objectives

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.

Key Course Content

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):
  • Sharing your pepeha (tribal identity) and mihi (introductions) with confidence.
  • Discussing your whānau (family), friends, and significant people in your life.
• Te Ao Hurihuri (The Changing World):
  • Talking about your daily routine, school life, and future aspirations.
  • Expressing your opinions on current events and technology.
• Ngā Mahi me Ngā Hākinakina (Work & Hobbies):
  • Discussing your hobbies, interests, and sports.
  • Planning and describing a trip or an event.
• Ngā Taonga Tuku Iho (Cultural Treasures):
  • Exploring Māori myths and legends, such as the story of Maui.
  • Learning key karakia (incantations/prayers) and waiata (songs).
  • Engaging in basic pōwhiri (formal welcoming ceremony) protocols.

Assessment

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): Engaging in a conversation or a prepared presentation.
• Listening (Whakarongo): Showing comprehension of spoken texts, such as conversations or announcements.
• Reading (Pānui): Responding to written texts and demonstrating understanding.
• Writing (Tuhituhi): Creating and presenting a piece of writing on a chosen topic.

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, but there is likely to be a day trip. There will be speakers and some exciting outside opportunities over the course of the year.

Applied Mathematics and Statistics (12MAT):

Welcome to the Applied Mathematics and Statistics course. This course is designed for students who want to develop strong numeracy and statistical skills without focusing on algebra and calculus. We'll concentrate on a variety of concepts and applications of mathematics, using them to build and develop your problem solving skills, some of which you might encounter in various careers.

Throughout the year, you'll learn to make informed decisions by analysing data, following logical chains of reasoning, and understanding probability. This course is an excellent choice if you're interested in a career in trades, health, business, or any field where problem-solving and data interpretation are key. It also provides a pathway to meet the numeracy requirements for a range of tertiary pathways (check tertiary study requirements before choosing this course.)

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 in each course, the Mathematics Department may place students in specific courses relative to their academic performance in Level 1.

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 and equilibrium.

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

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.

This course of study extends students’ ability to research, generate, and clarify visual ideas through a series of related practical design projects.

Through research, students will learn how to identify and use design conventions from contemporary and historical practice. Students will be involved in gathering ideas for their own use from a range of design sources and will produce work that documents design processes and procedures. Students are encouraged to express and resolve design issues with an individual solution. Drawing is used as a means of researching, planning, and visualizing ideas.

Students will receive training in the use of the Adobe Illustrator  programme as a means to produce contemporary design solutions.

Students will have the opportunity to select their own subject matter to extend through a specific area of design. Students’ understanding of art-making methods and ideas in the field of design will be presented as a two-panel folio for external assessment.

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. 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 highly recommended that students have taken this course, however, students can pick it up at Level Two after consultation with Mr Scott. This course also complements Level Two Design and students often have great success taking both.

Digital Technology Areas Covered

• Advanced Digital Media Skills - Explore how to use 2D and 3D graphics in the creation of a digital media outcome.*
• Learn project management strategies and related applications to manage the creation  of a simple 2D game using Godot.
• Explore a computer science concept like computer security, artificial intelligence, encryption or error control

* NOTE: There is the possibility of switching the Digital Media standard for a programming standard in consultation with Mr Scott.

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 will include a selection from short stories, film, a Shakespearean play, poetry, and the novel, with particular attention to New Zealand literature. 

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 develop a richer 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 exams 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 3 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 $180 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, girls 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 its ties to what we are studying. A trip to Waitangi at the end of Term 1 will help students explore and understand our bicultural history in real depth, which is becoming increasingly important in the world of work in Aotearoa.

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

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'll 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. 

Students studying Level 2 Visual Art are actively engaged in developing an understanding of the Arts in context, developing practical knowledge, developing the ability to generate and manage ideas, and looking at how meanings are communicated through interpretation of images.

Emphasis at this level is on research and analysis of artistic practice, and the demonstration of understanding in making art appropriate to discrete Visual Art fields of study. In all fields of study, students will follow and learn from the methods and ideas of a diverse range of artist models, and engage with the Visual Art Curriculum in a fun and challenging way. Key Competencies are developed and learned through art-making activities.

Students may elect to study in one or more Visual Art fields of study from Design, Painting and Photography. Each field of study is a separate Level 2 subject.

In this course of study, students will use drawing in many forms as the central means to research and generate ideas. Students will learn about and then employ the techniques and processes of selected artist models as a means of informing, developing and clarifying the direction and progress of their own ideas.

Students will investigate contemporary and traditional approaches to image-making and will provide evidence of understanding of artistic practice of personal interest and relevance to their work.

Students are asked to demonstrate an understanding of art-making methods and ideas in the field of painting on a two-panel folio for the externally assessed Achievement Standard.

Students studying Level 2 Visual Art are actively engaged in developing an understanding of the Arts in context, developing practical knowledge, developing the ability to generate and manage ideas, and looking at how meanings are communicated through interpretation of images.

Emphasis at this level is on research and analysis of artistic practice, and the demonstration of understanding in making art appropriate to discrete Visual Art fields of study. In all fields of study, students will follow and learn from the methods and ideas of a diverse range of artist models, and engage with the Visual Art Curriculum in a fun and challenging way. Key Competencies are developed and learned through art-making activities.

Students may elect to study in one or more Visual Art fields of study from Design, Painting and Photography. Each field of study is a separate Level 2 subject.

This course of study introduces students to the processes and procedures of photography and image-making using photo-based media.

The course of study will involve research into existing photographic practice and documentation of processes used by photo artists.

Students will investigate and put into practice a variety of photographic processes and procedures, both with and without the camera using digital media. This research and practical exploration is intended to enable students to generate and develop ideas. Students will then have the opportunity to explore individual ideas within an established framework and complete a practical investigation that shows an understanding of art-making conventions and ideas within the field of photography.

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), Stars and Planetary Systems (life cycle of stars, planetary formation, Hertzsprung Russell diagrams), Electricity and Electromagnetism (electric fields, d.c. circuits, electromagnetism and electromagnetic induction).

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.

Learning Objectives

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 analyze 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):
  • Discussing historical events and their impact on contemporary Māori society.
  • Exploring social issues such as hauora (health), mātauranga (education), and the environment.
  • Comparing and contrasting Māori worldviews with other cultural perspectives.
• Ngā Toikupu, Ngā Kōrero Tuku Iho (Literature & Traditions):
  • In-depth study of Māori myths and legends, analyzing their meaning and symbolism.
  • Exploring traditional and contemporary waiata and their associated narratives.
  • Learning more advanced karakia for specific occasions.
• Ngā Mahi me Ngā Hākinakina (Work & Hobbies):
  • Conducting formal and informal interviews in te reo Māori.
  • Planning and describing community events, cultural festivals, or personal projects.
• Whaikōrero me te Reo Rātana (Oratory & Formal Language):
  • Developing skills in formal public speaking and debate.
  • Learning and practicing elements of a full mihi whakatau (formal speech of welcome) and pōwhiri.
  • Analyzing speeches and presentations by proficient speakers.

Assessment

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): Engaging in a sustained and complex conversation, or delivering a prepared formal presentation.
• Listening (Whakarongo): Analyzing and responding to extended spoken texts, such as interviews or radio broadcasts.
• Reading (Pānui): Interpreting a range of written materials, including news articles, excerpts from literature, and essays.
• Writing (Tuhituhi): Creating well-structured and detailed written pieces, such as formal reports or analytical essays.

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 very well for further university 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 is a course that aims to extend the understanding of fundamental chemical concepts and is designed 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.

Students will be offered a course with 19 or 21 credits.

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. It also complements other NCEA classes.

Course Outline

In NCEA Level 3 Digital Technology, we focus on two major internal projects that cover three key areas:

• Creating a digital media outcome using vector and raster graphics combined with animation techniques.
  •  - project - create an animated infographic using Adobe After Effects (4 Credits)*
    
    
• Plan, design and create a responsive website that can be viewed on a phone, iPad or laptop.
  • This involves:
    • Using different user methodologies to gauge user requirements to help with the design
    • Use different tools to help manage the development of the digital outcome
      
      
• We explore a key aspect of computer science around topics like:
  • Computer Graphics
  • Computer Vision
  • Big Data
    
    

* 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 has strong links with English, History, Music, Dance and Classics.

Drama is an excellent 'companion' course for industries that involve people e.g. law, education, politics, health, hospitality, sports, media, business, tourism, management. Careers such as;: stage manager, medicine,TV/Radio commentator/reporter/presenter, playwright, set/lighting/costume designer or technician, actor, director, editor, camerapersonman, critic/reviewer. 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 this level 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

Young Enterprise - this activity is extra-curricular and is optional but it does give students an opportunity to apply the knowledge being learnt in class. Columba has a tradition of excellence in Young Enterprise. Activities include the development, production, marketing and sales of a good or service.

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, but also includes 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 exams 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 & Gold Coast.
• 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. Contributions to the cost of this field trip will be added to students' accounts.

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
• Multiculturalism
• Young people in Germany
• Division and Reunification of Germany (film study)

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, I will not tell you what to think, but rather allow 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 format 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 skills crucial to further tertiary learning and many types of employment. In Term 3 we visit Wellington to explore our areas of research at the National Library and National Archives and get a taster of tertiary life with a tour and lecture at Victoria University. We also see Parliament in action in Question Time and meet our local Dunedin MP.

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.

The course content for the year takes the students through the colonialism of the British Empire and its impact on various places around the world, including NZ. 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.

This gives those wanting to attempt Scholarship a huge knowledge base to take into both the History Level 3 and Scholarship examinations.

The research report can be done on a wide range of topics. The type of research undertaken each year depends on the interests of that particular class and is often tied to the generic Scholarship theme to help prepare those interested in taking it too. 

Individual Pathways

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.

At 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.

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 drawing, developed sequences of work, small works and finished paintings which show how pictorial ideas are developed, clarified and extended.

Students will develop an individual course of study relating to established painting practice in consultation with their teacher. This will involve the selection of subject matter, appropriate artist models and pictorial issues to explore in their work. Students will be encouraged to explore materials and processes and to develop their work with reference to artist models and established modes of painting practice.

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

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 drawing, developed sequences of work, small works and finished series of prints which show how pictorial ideas are developed, clarified and resolved. Students are actively involved in learning about photography as ‘picture-making’ and the visual potential of the medium.

Students will apply this knowledge to an individual course of study relating to established Art photography practice which is developed in consultation with their teacher. This will involve investigating and putting into practice in their own work a variety of photographic processes and procedures, both with and without the camera, and using digital and analogue media as appropriate.

This course offers the opportunity to experience and participate in a wide range of physical activities, in a variety of contexts. Knowledge from Level 2 Physical Education will be built on 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
• Principles and Methods of Training
• Social Issues

Some of the practical classes may include duathlon, cross-country, and badminton. Alongside this students will be participating 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 and magnetism (Kirchhoff's Laws, capacitors & inductors in DC circuits, AC theory, LCR circuits).

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 courses, you'll develop skills in data analysis, probability, and critical thinking. You'll 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):
  • Analyzing the significance of whakapapa (genealogy) and mana whenua (tribal authority over land).
  • Discussing leadership roles and responsibilities within Māori society.
  • Debating contemporary issues such as treaty settlements, self-determination, and cultural revitalisation.
• Ngā Kōrero o Nehe rā (History & Heritage):
  • Undertaking an in-depth study of local tribal history, significant ancestors, and key events.
  • Critically analyzing historical texts and sources written in te reo Māori.
  • Researching and presenting on a chosen historical topic or figure.
• Whaikōrero me te Wānanga (Oratory & Formal Discourse):
  • Mastering the structure and content of whaikōrero (formal speeches).
  • Participating in formal debates and discussions with fluency and confidence.
  • Delivering an original speech to a live audience.
• Hanga Toikupu (Creative Composition):
  • Writing original waiata, mōteatea (laments), or haka.
  • Composing creative written pieces, such as short stories or poetry, in te reo Māori.

Assessment

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): Delivering a well-researched, fluent, and persuasive whaikōrero.
• Listening (Whakarongo): Critically analyzing and responding to a variety of complex spoken texts, including formal speeches and interviews.
• Reading (Pānui): Interpreting and responding to a wide range of written texts, including academic articles and historical documents.

Writing (Tuhituhi): Creating a complex and original written piece, such as an essay or a formal report.

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