Course Objectives:

The aim of the course is to introduce students to the disciplines of drawing, painting, mixed media/collage, printmaking and sculpture. Drawing tasks are compulsory in all activities to record, clarify ideas, and express them through the application of line and tone. This course will allow students to experiment and find their areas of strength and interest. 

Course Content:

The content for the class is based on a theme, in which students are encouraged to explore and find a personal connection to the common theme. This allows students to compare and discuss ideas, skills and creativity as a further learning tool.

 The students are required to: 

•Research the art techniques of selected artists.

•Draw using a variety of wet and dry materials 

•Complete tasks in a variety of media, e.g. paint, print, sculpture, mixed media/collage and design as they relate to the artists. 

Where does the course lead?

The course introduces and teaches specific skills that will be developed further in Year 10 and ultimately lead to NCEA Level 1 Visual Art in Year 11.

In Year 9 Design and Visual Communication (DVC), you will be developing drawing and design skills, focusing on both freehand drawing and rendering techniques. You'll also learn about different types of drawings, like orthographic projection, and explore digital tools like Photoshop. You will also use CAD applications to produce 3D models in response to a design brief. Overall, Year 9 DVC provides a great introduction to the world of design and visual communication, giving you the opportunity to explore your creativity and develop valuable skills that can be applied to a wide range of fields. The Year 9 DVC course lays the foundation for Year 10 DVC. An interest in design drawing and developing ideas, together with a strong work ethic, will ensure success. This course will give you the chance to develop your own solutions to realistic design problems through the application of the design process and also develop the skills to confidently communicate your design ideas.

What will you learn in Y9 DVC?

• You will learn to develop your own solutions to realistic design problems.
• You will learn how to use 3D software.
• You will learn how to use Photoshop to present your design ideas.
• You will learn how to produce a range of formal drawings.
• You will learn a range of sketching and rendering techniques.
• You will learn the basics of the colour wheel.
• You will learn the basic design principles relating to function and aesthetics.

Why choose Y9 DVC?

• If you have an interest in drawing and designing buildings and products.
• This course would be beneficial to students who are considering careers in architecture, spatial and product design, the trades and engineering.
• If you enjoy using visual modes and media to communicate with people.

For more information, talk to: Mr. Kozuls, TIC DVC [email protected]

Welcome to the exciting and ever-evolving world of Digital Technology! This course is designed to introduce you to a wide range of creative and practical skills in computing. Through fun, hands-on projects, you’ll explore how digital tools are used to design, build, and solve real-world problems—getting a taste of what it’s like to work in today’s digital industries. 

What will you learn in Year 9 Digital Technology?

You’ll learn how to design, plan, and develop a range of digital outcomes using industry tools and creative software. This includes:

• Web Design: Create your own websites using HTML and CSS. Learn how to format pages, add images, and personalise your work using professional tools like Visual Studio Code and Adobe Dreamweaver.
• Programming: Learn the basics of computer programming using Python and block-based coding tools like Scratch. Develop your problem-solving and logical thinking skills.
• Game Design: Try your hand at game development using beginner-friendly platforms like Scratch and Godot. Learn how games work and make your own playable projects.
• Photo & Video Editing: Use tools like Photoshop and video editors to create and enhance multimedia content.
• Digital Tools: Use spreadsheets, word processors, and online tools to support your projects and improve your digital literacy.

Each topic is introduced with beginner-friendly tutorials and project-based challenges, helping you grow your skills in a fun and supportive environment. 

Why choose Digital Technology?

• If you enjoy being creative on computers and want to make websites, games, or videos.
• If you want to learn coding and understand how technology works behind the scenes.
• If you're interested in how digital tools are used in the real world—from YouTube videos to apps and websites.
• If you’re thinking of taking Digital Technology in Year 10 and beyond, this is a great place to start!

For more information, talk to Mr. John, TiC Digital Technology: [email protected]

Course content
Drama provides students with the opportunity to share Drama through informal presentations and respond to ways in which Drama tells stories and conveys ideas in their own and others' work.

The main focus of Year 9 Drama includes:
•Exploring various vocal and physical games and exercises.
•Script work.
•Improvisation.
•Understanding a genre, using slapstick in performance.
•Introduction to drama techniques and the elements and conventions of Drama.

The specific areas of student development will be teamwork, concentration and spatial awareness, voice, performance skills, confidence building and public speaking.

Assessment
A performance-based task, each term, testing competence in performance skills, is included in the programme.

Where does the course lead?
The Year 9 course leads to Year 10 and NCEA Level 1 Drama in Year 11. It also provides students with valuable communication skills that they will apply confidently in their life outside of school. At senior levels, the students have an opportunity to participate in a production at The Pumphouse Theatre. 

Students will be placed in EAP/EAL depending on their English Language needs. This will be at the discretion of the HOD.

Why choose EAL?

Develop valuable skills: You'll develop your English language skills of: Speaking, Listening, Reading and Writing. 

Connect to the real world: You'll learn the English needed for further study, both at Rosmini College and at University. 

Discover your passions: This subject offers opportunities to explore topics relevant to you and your experiences, your culture and your language.

Build a strong foundation: You will build a strong foundation in English language, enabling you to communicate in English and access the academic English needed for further study. 

It's engaging and fun! You get to learn about other cultures, including New Zealand. You are able to pick topics that are interesting and relevant to you.

For more information, talk to:

Sian Waite, HoD EAL, [email protected].nz

Food Technology consists of four units of study. Each area focuses on the technological design, planning and production of a product, fit for a client or stakeholder. Students interview and work with a stakeholder to plan and produce a final range of products.

What will you learn in Food Technology?

• Unit One: Breaking Bread: students will learn the baking techniques and skills in making a variety of different types of breads. A school visit to a bakery will be organised to understand the techniques in bread making and to compare the many varieties of bread.
• Unit Two: Health and Nutrition: students will focus on healthy eating and nutrition ,and design energy foods to enhance sports performance. Students will get the opportunity to Skype with different students from around the world to discuss healthy eating habits.
• Unit Three: Food from around the world: Students will choose a country and plan, prepare and present a three-course traditional meal. In this unit, the assessment will be in the form of a restaurant, where samples of dishes from different countries will be tasted and evaluated.
• Unit Four: Celebration of Christmas: Christmas hampers: Students are involved in a community outreach programme, where they visit a retirement village and interview a stakeholder. The students plan, prepare and produce a range of goodies to be included in a Christmas Hamper.
• Assessment: formal assessment is in the form of projects, practical assessments and evaluation of products produced.

Why choose Food Technology?

• Food Technology isn't just about the kitchen; it's about applying a technological design process. Students learn about the properties of ingredients and how to innovate, connecting to scientific principles. This subject also has real-world relevance, introducing students to the vast food industry in New Zealand and fostering cultural appreciation for food. It empowers them to become informed consumers.
• Food Technology promotes personal growth and confidence. Successfully creating a dish boosts self-esteem and fosters independence, preparing students for life beyond school.
• This course also leads through to Year 10, where students’ knowledge and skills are expanded in preparation for Level 1 NCEA Food Technology.

For more information, talk to: Mrs Sue van der Spuy TiC  [email protected].nz

Do you enjoy?

• Connecting with new people and exploring different cultures?
• Learning how to "crack the code" of a new language?
• Discovering fascinating places like Paris and beyond?

What will you learn in Year 9 French?

In this introductory course, you will build the essential skills to begin your journey as a French speaker. The focus is on active communication and building confidence from your very first lesson. You will:

• Introduce Yourself: Master greetings and introductions to confidently meet people and talk about yourself, your family (whānau), and your pets. You will learn the fundamental building blocks of a simple conversation.
• Describe Your World: Learn to use descriptive language to talk about your daily life, your home, your town, and the people around you. This includes telling time, describing personalities, and talking about your school life.
• Explore French Culture: Dive into the vibrant world of French festivals, food, and geography. You will gain a foundational understanding of everyday life in France and other French-speaking regions, stimulating your interest in the wider Francophone world.  

Why choose Year 9 French?

• Develop valuable skills: You'll gain skills in communication, confidence, and cultural awareness. These are important not just for this subject, but for your future studies and career!
• Connect to the real world: Learning a language opens up the world. We'll explore how French is spoken in over 29 countries, from Canada to New Caledonia. The course content is designed to be practical and immediately usable.  
• Discover your passions: Through fun pair-work, group activities, and interactive games, you'll find the joy in communicating in a new way. The emphasis is on using the language, not just memorising it.  
• Build a strong foundation: This course is the first step on an exciting journey towards NCEA French. It also establishes the foundation that could lead to participation in a future school trip to France, a tangible and exciting goal to work towards over your years of study. Mentioning this long-term opportunity at the outset provides a powerful, concrete motivator that transforms classroom learning into a passport for a real-world adventure, encouraging subject retention into the senior school.  
• It's engaging and fun!: We focus on speaking and listening, so you'll be having simple conversations from day one. The course is designed to be a complete and rewarding introduction to the language in its own right.  

For more information, talk to: Mr. Elgoyhen ([email protected])

Course objectives
The aim is to stimulate interest in the Japanese language, Japanese everyday life and to build confidence in exchanging simple information in Japanese. The course will enable students to listen to short conversations and read short texts, to interact in simple conversations in Japanese, to write short sentences using the hiragana alphabet and some kanji and to demonstrate knowledge of Japanese schools.

Course content
The Japanese programme provides basic structures and vocabulary to communicate in Japanese on the following topics.
• Greetings
• Yourself
• Food
• Family and pets
• Hobbies

The emphasis is on using language to communicate, and extensive use is made of pair-work and group activities to practise speaking and listening skills. A dining experience at a local Japanese restaurant adds an authentic context for language use.

Assessment
Regular evaluations are in the target language, in listening, reading, writing and speaking skills as well as vocabulary acquisition. A topic-based examination assessing competence in the language skills and cultural knowledge is also included.

Where does the course lead to?
The Year 9 course is complete in itself as an introduction to the language, but it also leads to Year 10 and then to NCEA Level 1 Japanese.

A school trip to Japan will be organised every two or three years if there are sufficient numbers of interested students. This trip enables students to experience the wonders of Japan and use their language in an authentic context.

This year in Materials Technology, you will be engaged in various projects to make a product from a given drawing, using various hand tools, portable power tools, and fixed machines. The course focus is on building skills using various materials, mechanisms, processes, and electronics, to enable you to have confidence in a workshop environment.

What will you learn in Materials Technology?

• You will have the option to make various practical projects using a variety of materials in a workshop environment, such as but not limited to: a zen stool, a contemporary clock, a mechanised toy, and an electronic game. Please note, projects may change depending on the teacher, workshop and materials available.
• You will learn practical hands-on skills, using a variety of hand-tools, portable power-tools and limited fixed machines which are associated with materials technology workshops.
• You will learn best practices within a workshop environment.
• The course has been designed to offer a wide exposure to different materials and processes.

Why choose Material Technology?

• If you are looking to have a career in engineering, building construction or allied trade, such as but not limited to: carpentry, cabinet making, plumbing, electrical, machining, toolmaking, fitting, engineering maintenance, engineering fabrication, marine engineering, etc...
• If you are looking for a university pathway in such areas as, but not limited to, engineering, drafting, architecture, product design, etc...
• If you are interested in creativity and using your hands to create a beautiful, crafted product that will serve you long-term or just as an enjoyable, rewarding hobby for the man-shed.

For more information, talk to: Mr Mainwaring, HoD Technology [email protected]

The Year 9 Media Studies course is designed to give ākonga an introduction to the world of media.  Ākonga will analyse how we use, interact with and interpret various forms of media in our daily lives.  Ākonga will become critical thinkers, increasing their awareness of the role that we, as media users, play in our society and the world around us.  The course has a practical focus, encouraging students to experience different forms of media first-hand, making judgements and reflecting on their personal experiences. Part of the learning includes trips to media agencies and guest speakers from professionals in the media industry.

The media shapes our understanding of the world, reflecting and communicating aspects of our public and private lives and contributing to the creation of personal, social, cultural, and national identities. It is constantly changing. The progress of technology, mobility, connectivity, and digitisation is generating new channels and media formats. Ākonga are increasingly participating in this dynamic new environment. Through active engagement with the media, they will deepen their awareness of the nature and purpose of these changes. Media Studies challenges and empowers ākonga to analyse and interpret media content, become more informed and think critically about the media and its role in everyday life.

For further information, please contact either:

Mrs Tait (HOD English): [email protected]

Mrs Pierce (TIC): [email protected].nz

Course objectives
Students will develop their understanding of musical history (including current trends), write their own musical compositions, develop their knowledge of basic music theory and aural skills, and increase their performance skills on a range of instruments.

Course content
Performance (rehearsing and performing in bands/groups while furthering skills on guitar and keyboard)
Musical Knowledge (study of rock music, NZ music, world music)
Music Theory & Aural (learning the basics of music theory and furthering aural skills)
Composition (composing own pieces of music, including using digital audio workstations - DAW)

At the end of the course, the students will be able to:
- perform simple music in an individual capacity and in groups
- identify and implement basic musical notation
- demonstrate knowledge about a range of music topics
- show understanding of Music by describing features and elements

Assessment
Assessment will be in the form of assignments throughout the year, practical tests/performances and a written test at the end of the course. 

Course Objectives 

The main purpose of this course is for students to learn about Māori culture and language. The course will enable students to learn about Māori Culture through interactive activities and outside activities.

Course Content 

The ākonga/students learn:

• Te Reo Māori: Learn about the structure and vocabulary of the language

 • Kapa Haka: Learn how to perform a Haka with confidence and learn the history of the Haka 

• Taiaha: Learn how to use a Taiaha correctly and about the history of Māori Warfare 

• Whakapapa: Learn about the history of how Māori lived. 

The emphasis is to learn about Māori cultural procedures and how to communicate with others in Te reo.

 Assessment

 Regular evaluation of each subject, through communicating with others. Cultural knowledge is also tested from students’ out-of-class experiences.

 Where does this course lead to?

The Year 9 course is the first of a two-year introduction to the Māori language and culture, but it also leads to Year 10 Māori and then to NCEA level 1 Te Reo Māori and Te Ao Haka in Year 11. A school trip is organised every year for the students to experience a Marae trip in a different area of New Zealand. The trip gives the opportunity for students to practice what they have learned over the years. There are also other trips to the Auckland Museum, Pā sites and participating in Waka Ama. Ākonga/students will also learn about hangi, how to put a hangi down and enjoy eating hangi. 

Students will be placed in EAP/EAL depending on their English Language needs. This will be at the discretion of the HOD.

Why choose EAP?

Develop valuable skills: You'll further develop your English language skills: Speaking, Listening, Reading and Writing. 

Connect to the real world: You'll learn the English needed for further study, both at Rosmini College and at University. 

Discover your passions: This subject offers opportunities to explore topics relevant to you and your experiences, your culture and your language.

Build a strong foundation: You will build a strong foundation in English language, enabling you to communicate in English and access the academic English needed for further study. This will also help you prepare for Level 1 Literacy and the CAAs.

It's engaging and fun! You get to learn about other cultures, including New Zealand. You are able to pick topics that are interesting and relevant to you.

For more information, talk to:

Sian Waite, HoD EAL, [email protected].nz

Course Objectives
The Year 10 option course is an introduction and preparation for Level 1 NCEA. The aim is to introduce students to the disciplines of drawing, painting, mixed media/collage, printmaking and sculpture. Drawing tasks are compulsory in all activities to record, clarify ideas and express through line and tone.

Course Content
The students are required to:
• Research the work and techniques of selected artists.
• Draw using a variety of wet and dry materials.
• Complete tasks in a variety of media, e.g. Paint, print, sculpture and/or design as they relate to the artists.
Students will also explore Level One achievement standards in the second half of the year. At present, tasks requiring specific skills that students will need at Level 1 are practised in Year 10. These are a starting point for the body of work completed at Level 1 and will prepare students for the Year 11 Achievement Standards.

Assessment
This year’s work is to be submitted in a workbook and can result in finished artworks.

Where does the course lead?
It is important for students considering Year 11 Art to take it as an option in Year 10. This will give them a basic grounding in the skills and understandings required by the examiners of the Level 1 course. If students cannot choose Art in Year 10, they can still enter at Year 11 with HOD approval.

Course Content

There are four major topics in this course. Economics and Accounting, which are available as separate NCEA subjects in subsequent years, are studied during Term One and Term Two. Enterprise Studies (Market Day) and Financial Literacy are studied during Terms Three and Four.

Students are expected to think creatively and work collaboratively. A highlight of the course for many students is developing and selling products for Market Day.

Familiarity with information technology is an advantage, as it is widely used at school and at home.

Assessment 
Students are challenged by traditional examinations as well as term-long assignments designed to allow students to consider aspects of the course in-depth.

Where does the course lead?
While not a prerequisite, this course leads to NCEA Level 1 Commerce. It also provides general life skills for lifelong learners. Tertiary education and career opportunities abound in accounting, economics and business.

Year 10 Enterprise Studies- Market Day

The Year 10 DVC course builds on from Year 9 DVC and extends students to prepare them for Level 1 NCEA, Design & Visual Communication (DVC). Topics are mostly project-based. This means that students have to find a solution to a design problem within a set context. They will follow a design process to arrive at a potential solution and then present this solution using a variety of different modes and media. Students will develop skills to become divergent and explorative thinkers. At this level, they will consider the needs of the user in more depth and expand their use of design principles and design elements to design and evaluate ideas. Regular assessment of work will be carried out to enable feedback to students. Some student work is required to be submitted in the form of a portfolio. This work will primarily be submitted using Google Slides. There will be a focus on spatial design as this leads into L1 course requirements. Overall, Year 10 DVC aims to provide students with a solid foundation in design thinking, visual communication, and practical design skills, preparing them for further studies in related fields or careers. 

What will you learn in Year 10 DVC?

• You will learn various drawing techniques, including freehand sketching, rendering, instrumental drawing, and computer-aided design (CAD).
•  You will learn a range of skills to design and present a solution relating to a spatial design issue.
• You will learn cross-sectioning of 2D and 3D drawings.
• You will learn to conceptualise, develop and communicate design ideas and potential outcomes, including understanding the relationship between functionality and aesthetics in design.
  
  

Why choose Year 10 DVC?

• If you wish to take NCEA Level 1 DVC next year.
• If you wish to build on your Year 9 DVC skills.
• For design experiences that are creative, useful and enjoyable, that draw upon a student's interests and cultural backgrounds.
• Year 10 DVC aims to provide students with a solid foundation in design thinking, visual communication, and practical design skills, preparing them for further studies.
• If you are looking to have a career in engineering, industrial design, interior design, landscape design, architecture, urban planning, mechanical engineering, building, and construction.

For more information, talk to: Mr. Kozuls TIC  DVC [email protected]

Take your digital skills to the next level in this intermediate-level course that continues your journey through the world of computing and digital design. This course offers a mix of creativity, technical skills, and problem-solving, preparing you for NCEA Level 1 and beyond. 

What will you learn in Year 10 Digital Technology?

You will develop projects that integrate key digital technology concepts and tools, including:

• Web Development: Build multi-page websites with HTML and CSS, and learn to use JavaScript to add interactivity.
• Programming: Deepen your coding knowledge in Python through more complex tasks such as conditionals, loops, and basic data structures.
• Game Development: Develop 2D games using tools like Scratch and Godot. Learn game logic, user interface design, and basic scripting.
• Data Handling: Use spreadsheets and databases to organise and visualise data in real-world contexts.
• Digital Media: Improve your design skills through photo editing and video production using industry tools such as Photoshop and Adobe Premiere.

Each project encourages you to plan, design, create, and evaluate your digital outcomes.

Why choose Digital Technology?

• If you enjoyed Digital Tech in Year 9 and want to deepen your skills.
• If you're thinking about careers in software development, gaming, engineering, or design.
• If you're creative, enjoy challenges, or want a subject that is future-focused and practical.
• Where does Digital Technology lead? This course sets you up with foundational skills for NCEA Level 1 Digital Technology and related vocational and academic pathways.

For more information, talk to Mr. John, TiC Digital Technology: [email protected]

Course objectives
In Year 10 Drama students will be expected to build on the foundations laid in Year 9. Students will continue to expand their drama techniques and will develop further understanding of theatre forms and their conventions. The aim is to explore and extend the individual strengths of the students while furthering their confidence, understanding and enjoyment of Drama.

 Course content
The course focuses on specific theatre forms, script work and devising.  A greater understanding of exploring characters and specific texts is emphasised. A wide range of topics are covered including:

•Rehearsal process - Theatre/stage understanding.

• Theatre forms - Naturalism and Issue-Based Drama.

•Reflection - students evaluate their performance and that of others.

•Character studies - an in-depth look at how an actor develops a character.

Assessment
A performance task each term, testing competence in performance skills, is included in the programme.

Where does the course lead?
The Year 10 course leads to NCEA Level 1 Drama in Year 11. It also provides students with valuable communication skills they will be able to apply confidently in their lives outside of school.  At senior levels, the students have the opportunity to perform in a production at The Pumphouse Theatre. 

The aim of the course is to provide students with hands-on practical cookery skills, research skills into nutrition and healthy options of food choices, and prepare students for Level 1. In Food Technology, students will gain knowledge and experience in designing and producing a range of food products. Students will focus on learning new culinary skills and techniques, which will be showcased in dishes and products prepared and presented.

What will you learn in Food Technology?

• Unit One: Design a gourmet burger. Students will design and prepare burgers. An in-class competition will be run in conjunction with this course. A school trip to a local burger franchise will be organised.
• Unit Two: “Whose pies are best?” An investigation into the development of healthy, low-fat pies is undertaken.
• Unit Three: Prepare and present finger foods for a special occasion. Fundraising for SPCA Cupcake Day.
  Students learn how to plan for a special occasion. They work towards catering and presenting their finger foods for the Music evening. Students get an opportunity to fundraise for SPCA by producing and selling cupcakes.
• Unit Four: Fast Food vs Real Food. Students investigate ways in which fast foods can be revolutionised into healthy options. A take on the Food Truck. Students develop and manage a small business and work towards producing, packaging and selling their food products at Rosmini’s market day.
• Assessment: formal assessments on project work, with students either working in groups or independently on tasks. Practical observations and evaluations will also be undertaken.

Why choose Food Technology?

• Build lasting knowledge and culinary skills in food preparation and related technologies.
• Foster critical thinking, creativity, collaboration, and problem-solving through hands-on food projects.
• Provide an introduction to the broader food industry and potential career pathways in areas like hospitality, food science, and nutrition.
• Akonga have fun cooking and putting skills into action.
• Where does the course lead? The Year 10 course leads into NCEA Level 1-3 Food Technology.

For more information, talk to: Mrs Sue van der Spuy TiC  [email protected].nz

Do you enjoy?

• Building on your skills and taking on new challenges?
• Planning holidays and imagining yourself travelling the world?
• Expressing your opinions on things like food, fashion, and fun?

What will you learn in Year 10 French?

This course builds directly on the foundation you laid in Year 9, increasing your competence and confidence in using French for practical, real-world purposes. You will:

• Navigate Everyday Life: Learn the language needed to order a meal in a restaurant, follow a recipe, shop for food and clothes, and ask for directions in a French town. These activities are designed to make you a more capable and independent communicator.  
• Plan and Socialise: Expand your vocabulary to talk about your hobbies and leisure activities, make plans to go out with friends, and discuss holidays and celebrations like birthdays. You will learn to use French in social contexts with greater ease.  
• Master Language Structures: Strengthen your understanding of French grammar, including a wider range of verbs and more complex sentence structures. This focus on the building blocks of the language is essential for communicating with greater accuracy and sophistication.  

Why choose Year 10 French?

• Develop valuable skills: You'll gain skills in problem-solving (like navigating a menu or a map), critical thinking, and increasingly sophisticated communication.
• Connect to the real world: The topics in this course are directly applicable to travel. You'll learn the exact phrases you would need on a trip to Paris, Montreal, or Tahiti, making the language feel tangible and useful.  
• Discover your passions: You might discover a passion for French cuisine, fashion, or film as we explore these cultural topics in greater depth.
• Build a strong foundation: This course is the direct bridge to NCEA Level 1 French. The curriculum is specifically designed to prepare you for the demands of NCEA assessment, ensuring you are confident and ready to earn your first formal credits in French next year. This role as a preparatory year is crucial; it consolidates foundational skills while managing student expectations for the increased academic rigour of the NCEA system.  
• It's engaging and fun!: We use interactive tools like Education Perfect and dynamic, real-life scenarios to make learning practical and exciting, helping you to achieve a real sense of accomplishment in your language ability.  

For more information, talk to: Mr. Elgoyhen ([email protected])

Course objectives
This course builds on the foundation laid in Year 9. Students extend their understanding and use of basic vocabulary and structures, and increase their knowledge and awareness of aspects of Japanese culture. The aim is to increase students’ competence in listening, reading, writing and speaking in Japanese and to build their confidence and sense of achievement in using the language.

Course content
The course focuses on the katakana alphabet system, cultural understanding and language in use in everyday situations. However, a greater understanding of structures is developed and the learning of vocabulary. The use of the te-form grammar is an essential component. The communication topics are:
• Family members/pets
• Leisure
• House
• Describing people/ability
• Ordering food
• Shopping

Assessment
Regular evaluation targets will be on listening, reading, writing and speaking skills as well as vocabulary acquisition. A topic-based examination assessing competence in language skills and cultural knowledge is also included.

Where does the course lead?
The Year 10 course leads to NCEA Level 1 Japanese in Year 11.

A school trip to Japan will be organised every two or three years if there are sufficient numbers of interested students. This trip enables students to experience the wonders of Japan and use their language in an authentic context.

This year in Materials Technology, you will be engaged in various projects to produce a product from given drawings, using various hand tools, portable power tools, and fixed machines. The course is split into two semesters, with one semester focusing on wood-based products in the senior woodwork workshop and the other focusing on metal-based products in the senior metalwork workshop.

What will you learn in Materials Technology?

• You will have the option to make various practical projects using a variety of wood and metal-based materials in a workshop environment, such as but not limited to: wood-based (toolbox, beach chair, waka huia), metal-based (hacksaw, mechanical grabber, pop pop boat). Please note, projects may change depending on the teacher, workshop and materials available.
• You will learn practical hands-on skills, using a variety of hand-tools, portable power-tools and fixed machines which are associated with wood and metal workshops.
• You will learn best practices within a workshop environment.
• The course has been designed to offer a taster of three different pathways: "Building Construction & Allied Trades (BCATS) or Technology Achievement Standards (TAS), and/or Engineering".

Why choose Material Technology?

• If you are looking to have a career in engineering, building construction or allied trade, such as but not limited to: carpentry, cabinet making, plumbing, electrical, machining, toolmaking, fitting, engineering maintenance, engineering fabrication, marine engineering, etc...
• If you are looking for a university pathway in such areas as, but not limited to, engineering, drafting, architecture, product design, etc...
• If you are interested in creativity and using your hands to create a beautiful, crafted product that will serve you long term, or just as an enjoyable, rewarding hobby for the man-shed.

For more information, talk to: Mr Mainwaring, HoD Technology [email protected]

Year 10 Media Studies will build on the Year 9 Media Studies course by creating opportunities for ākonga to critique a range of media.  Students will analyse how we use, interact with, and interpret media.  They will develop a critical awareness of the role that we, as media users, play in our society and the world around us.  The course has a practical focus, encouraging students to experience different forms of media first-hand, making their judgements and reflecting on their own experiences.  Students who did not take Media Studies in Year 9 can enrol in this course.

For further information, please contact either:

Mrs Tait (HOD English): [email protected]

Mrs Pierce (TIC): [email protected].nz

Course objectives
This course is ideal for those students with skills and an interest in Music. It should be regarded as an opportunity to extend their musical ability and interest, as part of an all-round balanced education. Many of the students in the Year 10 Music class progress into NCEA Level 1.

Course content
This is a full-year course designed around the skills of performance, composition, aural, Music theory and materials of music.

•Musical Appreciation and Listening: Rock and Pop, Classical, Contemporary Music, New Zealand Music.
•Music Theory: Grade 2 Workbook and Aural skills - basic chords and rhythms.
•Composition: your music (songwriting or instrumental composition)
•Performance: solo (your main instrument)
•Group performances: bands, percussion ensembles, etc.

Assessment
These assessments are ongoing and include observation of work habits, attendance at lessons, practice techniques, and completion of tasks, group performances, assignments and assessments.
The final summative assessment is a combination of all that has been achieved throughout the year. 

Where does the course lead?
This course leads to NCEA Level 1 Music in Year 11. At Year 11/ NCEA Level 1, students should be having music tuition lessons as well.

Sport Studies is a course that examines the physical and theoretical understanding of sports and physical activity. 

The units of work are designed to give students a more critical awareness of physical activity, the importance it has in our lives, and societal factors which influence participation. Students will examine the history of sport, and the impact of sports in an NZ culture, as well as having the opportunity to participate in a variety of sports they may not have been exposed to.

There are both practical and written aspects to this course. 

Key areas of learning include Societal influences on Sport, Te Ao Māori and sport, Biomechanics, Functional Anatomy, Sports Psychology, Sociology, Skill Acquisition, Training Theory, and Coaching. 

It is hoped that 10SPS students use this as a platform to continue with NCEA Level 1 Academic P.E or NCEA Level 1 Outdoor Education.

Course Objectives

Te Reo Māori is an exciting subject that provides opportunities for ākonga/students to engage in Te Reo Māori - the Māori language - Aotearoa/New Zealands first Language. You will learn by actively experiencing and learning about Māori Culture through whakarongo/listening, tuhi/writing panui/reading and kōrero/conversing with the language as well as interactive activities and outside school activities. Māori history is an important part of this program. 

Course Content

The ākonga/students learn: 

- Te Reo Māori: Learn about the structure and vocabulary of the language 

- Kapa Haka: Learn how to perform a Haka with confidence and learn the history of the Haka 

- Taiaha: Learn how to use a Taiaha correctly and about the history of Māori warfare 

- Whakapapa: Learn about the history of how Māori lived. 

The emphasis is to learn about Māori culture procedures, and how to communicate the language with others.

Assessment:

Regular evaluation of each subject through communicating with others. Cultural knowledge test of what knowledge they have gained by their cultural experiences. 

Where does this course lead to?

The Year 10 Te Reo Māori course is the conclusion of the introduction to the language and culture but it also leads to NCEA level 1 Māori and Te Ao Haka in Year 11. A school trip is organised every year for the students to experience a Marae trip in a different area of New Zealand. The trip gives the opportunity for students to practice what they have learned over the years. There are also other trips to the Auckland Museum, Pā sites and participating in Waka Ama. Ākonga/students will also learn about hangi, how to put a hangi down and enjoy eating hangi.

Academic Physical Education is a course that examines both the physical and theoretical understanding of movement and is delivered under the new NCEA pathway.

 In 11APD, we recognise that physical activity is a valuable component of life and we endeavour to not only experience being physically active but to critically examine why and how it is important to us and society.

We do this by evaluating the concept of Hauora and Mason Drury's Te Whare Tapa Wha wellbeing model to build Kotahitanga and Whanaungatanga within our classes. 

In regard to assessment, we collect work in an ongoing manner as a portfolio of written and verbal submissions with a large focus on physical activity and the 'BIG IDEAS' within the new Physical Education curriculum, these are:

* 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

11APD will offer 15 Credits, through three assessments, two internally marked by the department, and one externally marked by NZQA. We are also able to offer a second externally marked assessment, which students will need to opt into and work towards throughout the year (A possible 20 credits overall if opt-in occurs). 

Please note, there with be optional trips/activities associated with this course, that whānau will be asked to pay for. These will be optional and are aimed at increasing the variety of experience within the course; however, they are not essential to be successful in 11APD. 

11APD will be 9 periods a cycle, achievement standards + optional unit standards (e.g., Scuba- 11 credits).

Email: [email protected]  for more details and the 2026 proposed course outline.

Course Objectives
• The aim is to introduce students to the disciplines of drawing, painting, mixed media/collage, printmaking through Toi Māori and studying a range of established artist models. 

Course Content
The students are required to:
• Research the work and techniques of selected artists.
• Draw using a variety of wet and dry materials.
• Complete tasks in a variety of media, e.g. Drawingm, Paint, Print, Desesign, Photography as they relate to the artists.

Assessment
This year’s work is to be submitted in a workbook and can result in a finished body of related artworks.

Where does the course lead?
Students in Year 11 Art will have the opportunity to move on to NCEA Level 2 Art in one of these exciting disciplines: Painting, Printmaking, Photography, or Design.

LEVEL 1 BIOLOGY - 11BIO

“Biology is the study of complicated things that give the appearance of having been designed for a purpose.” - Richard Dawkins 

Why study 11BIO?

Level 1 Biology is designed to introduce students to the nature of science and how it works through practical investigations and real-world applications. 

What will you learn?

- Genetics is where students learn how traits are inherited and how genetic variation contributes to diversity. 

- Microbiology focuses on the structure, function, and impact of microbes. 

- Features of Science using local context.

The course develops skills in observation, data analysis, and scientific reasoning, which are essential in fields such as health, biotechnology, agriculture, and environmental science. Biology at this level provides a foundation for understanding biological processes and their relevance to everyday life and future scientific study.

For further information, please contact Mrs. Elizabeth Jeong at [email protected], or Mrs. Yushani Perera - HoD Science at [email protected].

Why study 11CHEMISTRY?

The material world strand involves the study of matter and the changes it undergoes. Ākonga develop an understanding of the atomic composition of matter and use this to explain and predict the properties and behaviour of different everyday materials. The study of Chemistry allows to predict how substances may behave when surrounding conditions change, and how they react to form new substances.

Chemistry connects the details of how materials around us are constructed. Ākonga engaging in this subject will learn that details matter as much as the big picture.

What Skills will you learn?

The skills required to analyse and apply, think critically, and interpret the world around them are transferable to a wide range of pathways.

Through Chemistry, ākonga will learn skills in critical thinking, communication, collaboration, analysis, research, inquiry, peer review, and systems thinking. 

The course will develop an understanding of:

-  types of chemical reactions and conservation of mass 

- how the properties of chemicals inform their use in a specific context

- a science-informed response to a local issue (Lake Pupuke)

More information - please contact Mrs Yushani Perera (HoD Science) at [email protected]

Information can be found at https://ncea.education.govt.nz/science/chemistry-and-biology?view=learning

Commerce is the use and exploration of accounting, economic, and business concepts and models to make sense of society and solve problems. In this subject, ākonga will build the knowledge, skills, and values they need to navigate and participate in the economic world. They will learn how participants in the economic world make decisions and analyse how these decisions impact sustainability.

Ākonga will learn that decision-making is necessitated by scarcity and that decisions are informed by a variety of cultural perspectives and lenses. Learning and assessment will examine a variety of approaches to commerce and business models from different whānau and organisational contexts.

Students will learn to work in groups collaboratively and gain skills in problem-solving, communicating, time management, team building, leadership, and decision-making, which lead to lifelong experiences.

There are two internal achievement standards and one external standard. Each is worth 5 credits.

Spatial design DVC in Level 1 NCEA allows students to build up sketching, drawing, rendering and computer skills so that they can visually explain their ideas for spatial design. At the end of the year, students will submit a portfolio of selected work. By this time, they will have the ability to: Produce 2D and 3D freehand sketches that communicate design ideas. Produce instrumental drawings to communicate design ideas. Use rendering techniques to communicate the form of design ideas, and promote an organised body of design work using visual communication techniques. Students will complete the above while producing the work for a given design brief.
They will undertake the development of design ideas through graphics practice. To present their work, students will be introduced to CorelDRAW, Enscape, Photoshop and SketchUp. Students will learn skills that enable them to create their design ideas while considering functional and aesthetic principles and consideration of the user needs.

What will you learn in DVC?

• You will learn to generate product and spatial design ideas using visual communication techniques in response to design influences and design characteristics.
• You will learn visual communication techniques to generate your own design ideas.
• You will learn to develop spatial design ideas informed by the consideration of people.
• You will learn representation techniques to visually communicate your spatial design outcome.
• You will learn CAD and rendering applications to develop a spatial design (building).
• You will learn to use a design process to produce a spatial design (building).
• You will learn to engage in decision-making that is connected to people, places, cultures, and design knowledge in developing design outcomes.

Why choose DVC?

• If you are looking to have a career in engineering, interior design, landscape design, architecture, urban planning, mechanical engineering and building and construction.
• If you are looking for a university pathway in such areas as, but not limited to: Engineering, Draftsman, Architecture, Industrial design, etc...
• If you are interested in creativity and exploring solutions to real-life issues.
• If you enjoy coming up with design ideas to solve real-life situations.
• Students who enjoy this course are thinking about future career possibilities consisting of: becoming an Architect, Industrial Designer, Graphic Designer, Engineer, or some other creative pursuit.
• By completing Level 1 Design and Visual Communication, you will have the skills needed to continue to Level 2, or pursue a cadetship or apprenticeship. This subject can also serve as a stepping-stone for further study in a related field.

For more information, talk to: Mr Kozuls TIC (Teacher In Charge) DVC  [email protected]

This course is designed to ignite your passion for digital technology and help you discover the areas that best align with your strengths and interests. You’ll explore a wide range of computing and creative disciplines while developing practical skills through real-world digital projects. Whether you're a future programmer, designer, analyst, or innovator, this course lays a solid foundation for your journey. 

What will you learn in Level 1 Digital Technology?

You’ll explore three key strands of Digital Technologies, each offering project-based learning and assessment opportunities:

1. Programming (Computational Thinking Strand).

• Learn to code using Python.
• Create standard solutions using functions and arrays.
• Understand how logic, control structures, and algorithms work in practice.

2. Designing & Developing Digital Outcomes (DDDO Strand).

• Plan, design, and develop a digital product of your choice, such as:
  • A website
  • A video or audio project
  • A 2D or 3D game
  • A database or spreadsheet system
  • A 3D model or web application
  • An electronics-integrated digital project

• Apply visual, functional, and user-experience conventions to deliver a polished outcome.
• Learn to design for a real stakeholder.
• Use Agile development methods to prototype and refine your digital product.
• Manage project timelines, client feedback, and iterations.

3. External Assessment – Human-Computer Interaction (DDDO)

• Analyse how users interact with digital systems.
• Apply key Human-Computer Interaction (HCI) principles to evaluate and improve usability in your projects.

Why choose Level 1 Digital Technology?

• If you’re curious about computers, design, apps, or how digital systems work behind the scenes.
• If you enjoy solving problems creatively and want to build projects that matter.
• If you're considering a career in software engineering, game development, UX/UI design, cybersecurity, or data science.
• If you want to explore a wide range of technology fields before specialising in Level 2 or beyond.
• Where does Level 1 lead? This course prepares you for NCEA Level 2 Digital Technology, where you'll dive deeper into programming, media, user-centred design, and real-world digital outcomes. It opens pathways to both academic and vocational routes in New Zealand’s high-growth tech industry.

For more information, talk to Mr. John, TIC Digital Technology: [email protected]

At Level 1, students will develop their understanding of drama as a process and a final product. Students will learn how to interpret a script, develop a character, and bring a text to life on stage. Students will develop their own, original performances, and will have the opportunity to perform live, in front of an audience.  Students will develop their knowledge of Theatre Aotearoa and specific plays associated with the genre.

Drama develops collaborative working, social skills, problem-solving, listening, articulating ideas, understanding others, seeing the world through someone else's eyes, empathy, spatial awareness, control of voice and body, thinking on the spot, confidence, reading body language, concentration, language and communication skills, emotional intelligence, creative thinking, understand yourself, time management, independent thinking, using initiative, adaptability, flexibility, ability to work under pressure and leadership.

There is a selection of standards offered, some of which are optional extras. 

What will you learn in Food Technology?

• Food Technology is a hands-on, creative subject that encourages ākonga to explore the three strands of the technology curriculum through the design, development, and creation of fit-for-purpose outcomes. 
• The practice of technology is grounded in intervention by design, and ākonga will have multiple opportunities to demonstrate this.
• Ākonga will cultivate life-long practical skills and learn to incorporate collaboration into their technological practice. They will also develop an understanding of sustainable practices through research and application.  
• This course is designed to address a context, develop a brief and design and produce a specific product to meet the specifications of the brief. 
• Students learn the processes and techniques to produce a specific product. for example - cheese, baking, pastries or bread.
• Portfolio work and practical sessions are utilised where students trial and test product design.

Why choose Food Technology?

• Food Technology isn't just a subject about cooking; it's a dynamic blend of science, creativity, problem-solving, and practical application that equips them with valuable life skills and opens doors to exciting, high-demand careers in a thriving national industry. It's a smart choice for any student interested in a future where innovation and impact meet delicious outcomes.

For more information, talk to Mrs. Sue van der Spuy, TIC. [email protected]

Do you enjoy?

• Sharing your ideas and opinions on things that matter to you?
• Connecting with your own identity and culture, and learning about others?
• Earning a nationally recognised qualification that opens doors for the future?

What will you learn in NCEA Level 1 French?

This course marks your first year of NCEA and is aligned with the new, modernised Level 1 standards. The curriculum is designed to be relevant to your life and experiences, empowering you to use French to communicate about your world. You will:

• Share Your Story: Explore engaging themes like 'Me and my people', 'My habits and routines', and 'My social life' to express personal information, ideas, and opinions about your world in a range of predictable situations.  
• Engage with Texts: Develop the skills to understand a variety of spoken and written French texts, from conversations to short articles. This prepares you directly for the external assessments in listening (AS 91967) and reading (AS 91966), which focus on everyday contexts.  
• Communicate with Purpose: Build your confidence to interact in real-time conversations (AS 91964) and create your own content, such as presentations or written pieces, for a chosen purpose (AS 91965). These internal assessments allow you to showcase your communicative skills in practical ways.  

Why choose NCEA Level 1 French?

• Develop valuable skills: You'll gain skills in analysis, self-expression, and intercultural competence. These skills are crucial for NCEA success across many subjects and are highly valued in our interconnected world.
• Connect to the real world: This new NCEA course connects French to our lives here in Aotearoa. As mandated by the national curriculum, we will explore topics through unique lenses like Hauora (holistic wellbeing) and Whakanui (celebrations), and examine how French culture connects with te ao Māori and the Pacific. This approach moves beyond a purely European focus, reframing French as a tool for cross-cultural understanding that begins in our own community.  
• Discover your passions: You'll have the chance to choose topics and create work that reflects your own interests for your internal assessments, giving you ownership of your learning and allowing you to explore what you are passionate about.  
• Build a strong foundation: Earn up to 20 NCEA Level 1 credits that form the foundation for senior French and open doors to future study in languages, international relations, business, law, and more.  
• It's engaging and fun!: Use digital tools like Education Perfect and engage with authentic materials like videos, songs, and social media to prepare for your assessments in a modern, interactive way.  

For more information, talk to: Mr. Elgoyhen ([email protected])

Geography

• Do you enjoy learning about the world around you? 
• Do you enjoy understanding global current affairs?
• Do you enjoy thinking of ways to solve real world problems?

What will you learn in Geography?

• Understand spatial distribution of phenomena - why are certain things found in certain places?  This is a core skill of being a geographer and links to other global and urban patterns taught in L2 and L3 Geography.  In Level 1 Geography you will learn about population density in Canada - why do most of Canada’s population live in such a small area of the country and what are the impacts of this?
• Explore an Environment using data - another core component of Geography is collecting data out in the field and using it to understand an environment.  We collect data along the Wairau Creek and once back at school, present the data in maps and graphs and use this to inform our understanding of water pollution in this environment.
• Understand how natural processes shape an environment - we study the Tongariro Volcanic Centre as our environment and learn how volcanic, glacial and fluvial (river) processes have shaped it over time and how they have impacted the environment and also people.  Tongariro National Park is a Dual UNESCO World Heritage Site due to its unique Maori culture and natural geography.
• Understand decision-making in response to a geographic challenge in the wider Pacific region - in preparation for this external examination, we will look at a range of relevant and topical problems occurring in the Pacific region (including NZ).  These could be political, social, economic, cultural or environmental problems.

Why choose Geography?

• Develop valuable skills:  You’ll gain skills in presenting and analysing information and problem solving.  These are important not just for this subject but for your future studies and career!
• Connect to the real world:  By its very nature, Geography is the study of the real world.  For example, studying a geographic challenge will enable you to understand problems exist due to people having different viewpoints and effective solutions need to satisfy a range of people.  
• Discover your passions:  The subject offers opportunities to study local and global contexts and issues.  You may have even visited these locations and be able to apply your understanding to prior experiences.    
• Build a strong foundation: The learning from this course will provide the core understanding for topics taught at Level 2 and Level 3 NCEA such as explaining spatial patterns, evaluating impacts on people, collecting, presenting and explaining research data and understanding geographic issues and justifying possible solutions.  
• It’s engaging and fun!  There is a field trip and you also have the opportunity to study many different topics

For more information, talk to:

• Henry Whipp (TIC Geography) [email protected]
• Kailtin Johnny (Geography Teacher) [email protected]

History is an exciting Social Science that explores people, places and events from the past in order to understand how the past informs our world today. At Level 1, we first study New Zealand's involvement in WW1, focusing on either the Gallipoli or Passchendaele campaigns. We then explore the USA Civil Rights Movement, tracing the evolution of slavery, Abolition and the Civil War, segregation, and the fight for racial equality in America. Finally, we examine the policy of apartheid in South Africa, rugby, and the protests surrounding the 1981 Springbok Tour of Aotearoa, New Zealand. We consider these events in relation to three main ideas: power relationships often drive history, place shapes the historical narratives of peoples, and identity is interwoven with history and is shaped by tūrangawaewae, whakapapa, and whanaungatanga.

History students develop advanced research and writing skills. You will learn to recognise that histories are constructed from primary and secondary sources, recognise the strengths and limitations of sources, and create structured arguments using selected historical evidence. You will explore storytelling and debate in history and the relationships between cause and effect, continuity and change, and past and present. You will confront a variety of perspectives on the past and consider the significance of historical places, people, events and the exercise of power in society.  

NCEA Level One standards 

History 1.1 - 92024 Internal 5 Credits: Engage with a variety of primary sources in a historical context 

History 1.2 - 92025 Internal 5 Credits: Demonstrate an understanding of the significance of a historical context 

History 1.3 - 92026 External 5 Credits: Demonstrate understanding of historical concepts in contexts of significance to Aotearoa, New Zealand 

History 1.4 - 92027 External 5 Credits: Demonstrate understanding of perspectives on a historical context

Japanese language and culture play a key role in developing students’ personal, group, national, and human identities.

Ko tōu reo, ko tōku reo, te tuakiri tangata. Tīhei uriuri, tīhei nakonako. Your language and my language are expressions of identity. May our descendants live on and our hopes be fulfilled. 

By engaging with this subject, students develop the ability to communicate in Japanese and connect meaningfully with people in different communities around the world.  Students are encouraged to use their cultural kete to enrich their learning of Japanese.

Skills and knowledge gained in Japanese include:

• increased cultural competence and global awareness
• communicative capabilities and interactive strategies
• understanding structure in thinking and communication
• enhanced creativity and problem-solving skills
• increased understanding of successful learning methods
• an appreciation of diverse backgrounds, experiences, and perspectives
• an additional context to embed and enhance literacy and numeracy competencies.

THIS COURSE OFFERS ACHIEVEMENT STANDARDS & BCAT STANDARDS.

This year in Materials Technology, you will be engaged in designing a product or choosing a product from given drawings, using various hand tools, portable power tools, and fixed machines within a woodworking shop to create a unique product. You will experience working practices with your peers in a collaborative, enjoyable team team-driven environment.

What will you learn in Materials Technology (BCATS)?

• You will have the option to design or use a given drawing to make a practical project using wood-based material in a workshop environment, such as but not limited to: bedside cabinet, entertainment unit, seating, BBQ table, etc...
• You will learn practical hands-on skills, using a variety of hand tools, portable power tools and fixed machines which are associated with a woodworking shop.
• You will learn best practices within the building industries and other allied trades.
• The course has been designed to offer two different pathways, dependent on standards chosen by you; Technology Achievement Standards (TAS) are a university-recognised recognised accredited pathway, or Building Construction and Allied Trades (BCATS) are a trades-accredited pathway.
• Note, the course offers a mixture of standards, TAS 10 credits and BCATS 15 credits. Students will choose a minimum of 14 credits to suit their needs.

Why choose Material Technology (BCATS)?

• If you are looking to have a career in building construction or allied trade, such as but not limited to: carpentry, cabinet making, plumbing, electrical, engineering, etc...
• If you are looking for a university pathway in such areas as, but not limited to: Engineering, Draftsman, Architect, Product Design, etc...
• If you are interested in creativity and using your hands to create a beautiful, crafted product that will serve you long term, for when you purchase your first home, or just as that enjoyable, rewarding hobby for the man-shed.
• If you have a heavy academic workload and want a practical subject that offers a fulfilling, enjoyable timeout, which allows you to recharge your academic batteries.

For more information, talk to: Mr Mainwaring, HoD Technology [email protected]

THIS COURSE OFFERS UNIT STANDARDS (CREDITS GAINED WILL BE ACHIEVE ONLY).

This year in Engineering, you will be engaged in making a product from given drawings, using various hand tools, portable power tools, and fixed machines within a metalworking shop to create a unique product. You will experience best working practices with your peers in a collaborative, enjoyable team team-driven environment.

What will you learn in Engineering?

• You will have the option to make a product from given drawings in a metal-based workshop environment.
• You will learn practical hands-on skills, using a variety of hand tools, portable power tools and fixed machines which are associated with a metalworking shop.
• You will learn best practices within the engineering industries and other allied trades.
• The course offers 16 unit standards credits.
• Note: this course uses industry-based standards. You will gain ‘Achieved’ or Not Achieved’ grades (industry-based standards do not offer Merit or Excellence).

Why choose Engineering?

• If you are looking to have a career in engineering or allied trade, such as but not limited to: engineering, machining, toolmaking, fitting, engineering maintenance, engineering fabrication, marine engineering, etc..
• If you are interested in creativity and using your hands to create a beautiful, crafted product that will serve you long term throughout your life, or just as an enjoyable, rewarding hobby for the man-shed.
• If you have a heavy academic workload and want a practical subject that offers a fulfilling, enjoyable timeout, which allows you to recharge your academic batteries.

TiC Mr. Britts, for more information, talk to: Mr. Mainwaring, HoD of Technology [email protected]

Level 1 NCEA Music

What will you learn in Music? 

• Performance Skills: This involves demonstrating practical skills on an instrument (voice, electronic instruments
  and indigenous instruments are included as performance instruments). Students develop skills in planning, preparing,
  and refining performances, both as soloists and within groups. Key aspects include technical proficiency, musicality
  (e.g., dynamics, articulation, stylistic awareness), and presentation skills. Students only need a couple of years of learning
  to be able to achieve in performance.
  
  
• Creating (Composing) Music: This area focuses on developing original musical ideas. Students learn to shape, develop,
  and refine compositions, applying various music concepts (such as melody, rhythm, harmony, tonality, form, and texture).
  Students can compose using Digital Audio Workstations (DAWs like GarageBand, , BandLab, etc) as well as computer notation
  programs such as Sibelius and MuseScore.
  
  
• Understanding Music in Relation to Contexts (Studying Music / Aural and Theory): This strand involves analysing
  and understanding music from various cultural and historical contexts. A significant part of this involves developing aural
  skills (listening and identifying musical elements) and music theory knowledge (e.g., keys, chords, intervals, common
  musical conventions). It also includes exploring the context in which music is created, such as social and cultural factors,
  and the role of music in different communities, including a strong emphasis on Māori music (waiata, taonga puoro) and
  tikanga (cultural protocols).

Why choose Music? 

• Develop valuable skills: You'll gain skills such as analytical thought, problem-solving, literacy and language development,
  mathematical and logical reasoning, teamwork, communication, plus many more. These are important not just for this subject,
  but for your future studies and career!
• Connect to the real world: Through career and professional pathways (e.g. performer, composer, educator, music therapist,
  arts administration, event coordinator, etc), cognitive and academic transfer (problem solving, mathematical reasoning,
  language and literacy etc, life skills, and social and collaborative skills.
• Discover your passions: This subject offers opportunities to perform music, create music, be part of music groups, and study at
  universities or conservatories around the world, plus a myriad of other opportunities in the arts community.
• Build a strong foundation: Learning music provides a remarkably strong foundation for further study, not just in music itself,
  but across a wide range of academic disciplines and professional fields. This is due to the unique combination of cognitive,
  emotional, and social skills it cultivates.
• It's engaging and fun! You'll find Music to be both engaging and fun! From composing your own work to performing solo
  or with peers, it's always a rewarding experience. What's more, the skills acquired through Music truly help you grow into
  a well-rounded student.
  
  

For more information, talk to: 

• Vanessa Kay (HOD Music)

Please note, there with be trips/activities associated with this course that whānau will be asked to pay for.  Due to the nature of the course, there is a cost of $650 per student to cover the hiring of qualified instructors, travel costs, equipment, etc. This can be paid all at once, per term, or in instalments. This fee covers the year's activities, which are then used for our course content for students to gain credits. There must be a commitment to pay the course costs before acceptance into the class. 

Outdoor Education (OED) is an exciting opportunity for students to gain life skills and be exposed to new activities throughout NZ. The course is designed alongside the NCEA Level 1 Academic P.E course. Students participate in the same internal assessments as 11APD, but these have been rewritten to focus on different aspects such as rock climbing, kayaking, tramping, and safety in the outdoors.

Students can not choose to take both OED and APD, because they run the same courses (just with a different focus as stated above), but upon completion of 11OED, students can either advance to Level 2 OED or Level 2 APD.

11 Outdoor Education is a course that examines both the physical and theoretical understanding of movement and is delivered under the new NCEA pathway.  In 11OED, we recognise that physical activity in Aoteroa contexts is a valuable component of all life, and we endeavour to not only experience being physically active but to examine why and how it is important to us. 

In regard to assessment, we collect work in an ongoing manner as a portfolio of written and verbal submissions with a large focus on physical activity and the 'BIG IDEAS' within the new Physical Education curriculum, these are:

* 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

11OED will offer 15 Credits, through three assessments, two internally marked by the department, and one externally marked by NZQA. We are also able to offer a second externally marked assessment, which students will need to opt into and work towards throughout the year (A possible 20 credits overall if opt-in occurs). 

Planned activities include (but are not limited to): rock climbing, kio-rahi, possibly white water rafting, waka ama, hiking and the Tough Guy/girl mud-run.

11OED will be 9 periods a cycle, and students will only miss a total of 3 full days of school and a few half days.

Email: [email protected]  for more details or the proposed course outline.

 Level 1 NCEA PES (Physics and Earth & Space Science)

This subject weaves together learning from the physical world and planet Earth and beyond, strands of The New Zealand Curriculum. Through both of these strands, ākonga will develop ways of thinking and working in science. Ākonga will be encouraged to be curious by asking questions and finding answers about the physical and natural worlds.

Why study PES?

Physics aims to explore how the universe works through the nature and properties of matter and energy. Ākonga will investigate the physical world by using models, laws, and theories of physics to explain and predict physical phenomena. They will learn how to use concepts such as motion, force, and energy to understand the universe. They can figure out how technologies work, and even start to come up with new ones.

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

This subject focuses on Aotearoa New Zealand and Pacific contexts, including different knowledge systems that contribute to responsible decision-making. Ākonga will be able to use these knowledge systems alongside physics, Earth and space science skills and knowledge to make decisions in their own communities and environments. (NZQA website.)

The concepts covered in this course will develop an understanding of:

- Human-induced change within the Earth system.

- A physical phenomenon through investigation. 

- The effect on the Earth of interactions between the Sun and the Earth-Moon system. 

- Energy in a physical system.

What skills will you learn?

Engaging in Physics and Earth & Space Science will help ākonga explore different career options and pathways, as well as further study opportunities.

Technical skills in learning around inquiry approaches, including interpreting evidence and creating models and representations of physical phenomena, will support students in a range of pathways related to engineering, environmental management, scientific development, technology, or data analysis.

The four standards are intertwined and will be taught throughout the year as needed.

Please contact Mr. John Smith (TiC - Physics and PES) at [email protected] or Mr. Pranav Mistry at [email protected] for more information.

Why study 11SCI?

This course offers ākonga a platform for gaining and applying skills across all three sciences: Biology, Chemistry, and Physics. This course paves the path for ākonga to take any of the Level 2 Science courses in Year 12.

What will you learn?

Science thinking is logical and creative, subject-specific, and transferable. Through Science, ākonga will learn skills in critical thinking, communication, collaboration, analysis, research, inquiry, peer review, and systems thinking.

In this course, students will develop:

- an understanding of a physical system using energy concepts - Through exploration, measurement, and calculation, ākonga will discover that energy, much like an accounting tool, can be calculated before and after a change, and obeys the law of conservation of energy. Ākonga understand that energy is not a substance and does not directly cause change in a physical system. 

- an understanding of genetic variation in relation to an identified characteristic - The intention is for ākonga to explore the nature of the genetic code. Ākonga will learn how differences between the genetic information in the code of individuals relate to genetic variation, and how this variation arises. This could include sexual reproduction as a recombination of existing alleles, and mutation as a means of new genetic information arising within a population. Ākonga should understand how these sources of inheritable variations lead to advantages and disadvantages of sexual reproduction for a population, in terms of genetic variation. 

- an understanding of chemical reactions in context - Ākonga will link the chemical equations for these reactions to the conservation of mass. Understanding the predictable patterns of reactions will allow ākonga to recognise these reactions in the wider world. They will have an understanding of how these reactions can affect the environment they occur in. Ākonga will learn that changes to the environment can in turn have an effect on the chemical reactions. 

- an understanding of a science-informed response to a local issue - This is for ākonga to show their understanding of the role of science ideas in decision-making. Real-world applications of science ideas can be complex and variable. Decision makers use science-informed ideas and ideas from other perspectives to make decisions. Perspectives are shaped by values and informed by a body of knowledge such as mātauranga Māori, Pacific knowledges, science, economics, history, or politics. For this Achievement Standard, ākonga will identify two different perspectives that relate to a local issue: a science perspective and another perspective held by a group.

More information - please contact Mrs Yushani Perera (HoD Science) at [email protected]..

Course Objectives

Te Reo Māori is an exciting subject that provides opportunities for ākonga/students to engage in Te Reo Māori - the Māori language - Aotearoa/New Zealand's first Language. You will learn by actively experiencing and learning about Māori Culture through whakarongo/listening, tuhi/writing panui/reading and kōrero/conversing with the language.

Te Ao Haka is a new performance-based subject. It provides opportunities for ākonga to engage in Māori culture, language, and traditional practice. Ākonga learn their whakapapa, history and language through the medium of haka. The subject combines traditional and contemporary culture.

Ākonga/students will be able to select achievement standards from across both Te Reo Māori and Te Ao Haka depending on their strengths and desire. Customising their academic selection will be student-centred.

Course Content

The ākonga/students learn: 

- Te Reo Māori: Learn about the Structure and vocabulary of the language 

- Kapa Haka: Learn how to perform a Haka with confidence and learn the history of the Haka 

- Whakapapa: Learn about the history of how Māori lived. 

The emphasis is to learn either Te Reo Māori, Te Ao Haka, Te Reo Māori and Te Ao Haka and/or a combination of this so that ākonga can choose from a strengths-based approach to their learning.

Assessment:

There will be two internal assessment achievement standards and one external assessment achievement standard.

Where does this course lead to?

The Year 11 Level 1 NCEA  Te Reo Māori course is the first year of NCEA and leads to NCEA Level 2 Māori and Te Ao Haka in Year 12. A school trip is organized for the ākonga/students to experience a Marae trip in a different area of New Zealand. The trip allows students to practice what they have learned over the year. There are also other trips to the Auckland Museum, and Pā sites and participating in different kemu/games. Ākonga/students will also learn about hangi, how to put a hangi down and enjoy eating hangi.

Students will be placed in EAP/EAL depending on their English Language needs. This will be at the discretion of the HOD.

Why choose EAL?

Develop valuable skills: You'll learn how the English language works, focusing on the 4 areas of English language learning: Speaking, Listening, Reading and Writing. 

Connect to the real world: You'll learn the English needed for further study, both at Rosmini College and at University. 

Discover your passions: This subject offers opportunities to explore topics relevant to you and your experiences, your culture and your language.

Build a strong foundation: You will build a strong foundation in English language, enabling you to communicate in English and access the academic English needed for further study. 

It's engaging and fun! You get to learn about other cultures, including New Zealand. You are able to pick topics that are interesting and relevant to you.

For more information, talk to:

Sian Waite, HoD EAL, [email protected].nz

Level 2 Academic Physical Education is a course where students will learn about and apply key concepts associated with Biophysical Principles and Socio-cultural Ideas. Biomechanics, training theory, functional anatomy, sociology, skill acquisition, and sports psychology are all examined through social, political, economic, environmental, ethical, cultural, and historical lenses. These concepts are applied across various physical activity contexts, but students should be clear that this is a mostly theory-based course.

It is expected that students participating in this subject will be able to evaluate the positive and negative impacts of physical activity on society whilst also developing an awareness of how to apply key ideas to physical development. 

Akonga will also develop an ability to be critical of how physical activity opportunities are administered, and how different experiences can lead to varied outcomes for individuals and groups in NZ and around the world.

Although having some physical/practical aspects, students entering into this course must be aware that there is a significant theory component to 12APD. Teachers will create manageable checkpoints and provide ongoing feedback to ensure students are working towards success in all assessments. 

12APD is 100% internally assessed.

Please email [email protected] for a detailed course outline or if you have any questions.

Accounting the Language of Business - a life skill.

Financial literacy within the workplace is a huge asset whether you own and run your own business, or manage a company on behalf of others. Understanding the financial reports and management accounts is hugely valuable for decision-making. Accounting is not only about processing but about interpreting the numbers and knowing what to do going forward to grow a business.

In the workplace today, it is often assumed that the person entering a position within commerce understands budgets, sales figures, prevailing interest rates and their impact on decision-making. We also look at non-financial measures and their impact on the overall performance of the business. The focus is on sustainability in its various forms, including economic, environmental, social, and cultural. Studying accounting can only benefit anyone thinking of going into the world of commerce.

Topics in Level 2 include: Inventory Management, Accounts Receivable Management, Preparing Financial Statements, use of an online processing software package  (Xero), Interpreting and analysing Financial Statements to make the right management decisions, as well as studying and understanding the ever increasing focus on understanding contemporary accounting issues for decision-making that may include an ethical dilemma, a capital investment project, managing sustainability, interest rate management, managing foreign exchange, the use of cloud computing, student loans, stakeholder interests such as environment, community, employees and customers. This has become especially relevant at a time when global business and industry have been significantly affected by the impact of compound external environmental factors that the business manager must take into account when operating in a diverse and challenging global business arena. The implications on accounting and reporting of both financial and non-financial issues, business practices, and the issue of sustainability in the future are researched and presented. Business, industry leaders, and accountants of the future face the challenge of creating strategic visions that incorporate management control systems, leading their companies and clients towards ethical and sustainable accounting and reporting practices that enhance corporate governance globally. The industry needs visionaries and strategic thinkers more than ever today and in the future, who are willing to make tough decisions for the benefit of all.

Skills acquired include logical thinking and a comprehensive understanding of the Accounting process, as well as developing the ability to make strategic management decisions.. 

Course Objectives
• Students investigate the work of established artists to learn and understand the ideas and skills required to produce resolved artworks. 

Course Content
The students are required to:
• Research the work and techniques of established artist models.
• Drawing in both digital and hand-drawn, and related established design artist models.

Assessment
This year’s work is to be submitted in a workbook and can result in a finished body of related artworks (The External Portfolio).

Where does the course lead?
Students in Year 12 Art-Design will have the opportunity to move on to NCEA Level 3 Art-Design.

Course Objectives
• Students investigate the work of established artists to learn and understand the ideas and skills required to produce resolved artworks. 

Course Content
The students are required to:
• Research the work and techniques of established artist models.
• Draw using a variety of wet and dry materials related to painting and established artist models.

Assessment
This year’s work is to be submitted in a workbook and can result in a finished body of related artworks (The External Portfolio).

Where does the course lead?
Students in Year 12 Art-Painting will have the opportunity to move on to NCEA Level 3 Art-Painting.

Course Objectives
• Students investigate the work of established artists to learn and understand the ideas and skills required to produce resolved artworks. 

Course Content
The students are required to:
• Research the work and techniques of established artist models.
• Drawing in both digital and hand-drawn and related to established photography artist models.

Assessment
This year’s work is to be submitted in a workbook and can result in a finished body of related artworks (The External Portfolio).

Where does the course lead?
Students in Year 12 Art-Photography will have the opportunity to move on to NCEA Level 3 Art-Photography.

Course Objectives
• Students investigate the work of established artists to learn and understand the ideas and skills required to produce resolved artworks. 

Course Content
The students are required to:
• Research the work and techniques of established artist models.
• Drawing in both digital and hand-drawn and related to established photography artist models.

Assessment
This year’s work is to be submitted in a workbook and can result in a finished body of related artworks (The External Portfolio).

Where does the course lead?
Students in Year 12 Art-Printmaking will have the opportunity to move on to NCEA Level 3 Art-Printmaking

Why study 12BIO?

Level 2 Biology is designed to provide a solid foundation of understanding of the living world for students intending to undertake Level 3 Biology or pursue a career pathway requiring biological science. 

What will you learn in 12 BIO?

Investigating a pattern in an ecological community - This is a 4-credit internally assessed Achievement Standard where students explore patterns of species distributions at Long Bay Beach. Students enjoy developing practical fieldwork skills on a day trip to the rocky shore. They also develop their research and reporting skills, as well as build an understanding of how intertidal organisms are adapted to their environment.

Animal adaptations for gas exchange - In this 3-credit internally assessed Achievement Standard, students will look at how different taxonomic groups are evolved to carry out the life process of gas exchange in their unique ecological niches. Students enjoy hands-on dissections and using microscopes during this topic.

Carrying out a practical investigation -  Students advance their laboratory skills in this topic and develop their understanding of enzymes.  This topic provides 4 externally assessed credits.

Cell structure and function - In this 4-credit externally assessed Achievement Standard, students learn about how cells are equipped to carry out life processes. They will develop skills in explaining Science concepts and learn to form connections between different biological ideas. Students are supported in developing their skill in writing written responses to NCEA-style questions.

Gene variation - This topic provides an essential platform for Year 13 and Scholarship Biology.  Students will study how populations change over time due to natural selection and other driving forces.  They will build on their understanding of inheritance gained in Year 11 Biology. A strong emphasis is placed on developing their skills for answering NCEA questions.  This Achievement Standard provides 4 externally assessed credits.

Skills and pathways:

The Year 12 Biology course develops skills in observation, data analysis, and research, as well as building a breadth of content knowledge. This is essential in fields such as health, biotechnology, agriculture, and environmental science.

It is preferred that students undertaking Year 12 Biology at Rosmini College have taken Year 11 Biology.  Entrance into Year 12 Biology for students who have not completed Year 11 Biology is at the discretion of the HoD.

Year 12 Biology demands that students have a high level of literacy and are committed to spending time to ensure a sound recall of the content taught.

For more information, please contact Mrs Renee MacKay at [email protected]..

Why study Level 2 Chemistry

Studying Level 2 NCEA Chemistry is beneficial for several reasons. It provides a strong foundation for further studies in science, particularly for careers in health sciences, engineering, and other science-related fields. Additionally, it develops valuable skills in critical thinking, problem-solving, and practical laboratory work, which are transferable to various career paths.

What will you learn?

You will develop your skills of observation in a chemical context, learning to link observations to chemical species. You will learn to work with accuracy and precision when analyzing chemical substances. Practical work will be supported by chemical equations and calculations.

Students will be exposed to Chemistry concepts from the strands related to:

●Organic compounds - Students will be studying the structure, functional groups, and chemical properties of selected organic compounds.

●Chemical reactivity - assesses students' understanding of chemical reactivity, including concepts like pH, conductivity, and the factors affecting reaction rates. Students need to be able to explain these concepts using chemical equations and connect them to observable phenomena. 

●Bonding, structure, properties, and energy changes - focuses on demonstrating an understanding of bonding, structure, properties, and energy changes. This includes understanding the different types of bonding (ionic, covalent, metallic), how these bonds form structures, the properties that arise from these structures, and how energy is involved in chemical reactions and changes of state. 

●Practical investigation and research (Titration) - focuses on determining the amount of a substance in a sample, often through techniques like titration. Students will learn to plan investigations, collect and process data, and draw conclusions based on stoichiometric principles. This involves understanding and applying concepts like molar mass (n=m/M) and concentration (c=n/V). 

●Redox - Redox reactions are fundamental to many areas of chemistry, including organic chemistry, biochemistry, and electrochemistry. A strong understanding of redox will be beneficial in future chemistry courses. 

For further information, please contact Mrs. Yushani Perera (HoD - Science) at [email protected].

Classical Studies at Level 2 covers the following topics:

Athenian Democracy and its development in classical Greece.  Here we examine the important events, figures and institutions that helped Athens to grow into a powerhouse on the Greek mainland, shaping democracy into what would become the core of our civilisation.

The epic poetry of Homer in The Odyssey.  Here we examine the adventures of the Greek hero Odysseus as he battles monsters, witches, armies and the gods in his journey to return to his homeland of Ithaca.  Social customs, expectations, the status of the hero, leadership and literary conventions all help to give us a picture of the ancient world.

Year 12 Design and Visual Communication (DVC) is an NCEA  AS (Achievement Standard) Level 2 portfolio subject at Rosmini College. It focuses on developing visual communication skills through design projects, often involving product or spatial design. Students learn to solve design issues, explore design principles, and present their ideas effectively. The course emphasises the ability to communicate design ideas visually through various modes and media, including sketching, drawing, rendering, and potentially digital design software. Y12 DVC aims to equip students with a strong foundation in design thinking and visual communication skills, preparing them for L3 and various creative and technical design career paths. 

What will you learn in Level 2  DVC?

• You'll develop your creativity and explore design interrogation techniques.  
• You will enhance your ability to visually communicate design ideas.
• You will extend your design knowledge to influence design decisions
• You will learn how to produce a body of work that promotes your design thinking relating to a spatial (building) issue.

Why choose Level 2 DVC?

• It provides a strong foundation for future studies in architecture, product design, and related fields. 
• The course builds upon Level 1 DVC skills and allows students to specialise in either architectural or spatial design. It also focuses on developing creative thinking, design skills, and the ability to communicate design ideas.
• To enable critical thinking and develop innovative solutions to design problems and present them effectively.

For more information, talk to: Mr. Kozuls, TIC DVC [email protected]

Step into the future with this dynamic and creative course designed to extend your skills in programming, digital media, animation, and software development. You’ll work on real-world projects that blend logic and creativity, while gaining the confidence and capability to plan, design, and build advanced digital outcomes.

This course is ideal for students who are comfortable using computers and ready to take on more complex challenges in the ever-evolving field of Information Technology.

What will you learn in Level 2 Digital Technology?

You’ll research, design, and develop several high-level digital outcomes that align with both the Computational Thinking (CT) and Designing and Developing Digital Outcomes (DDDO) strands of the New Zealand Curriculum.

1. Designing and Developing for a Stakeholder (DDDO).

• Plan and create a digital product that meets the needs of a real or simulated client.
• Use design thinking and industry-standard practices to develop a solution.
• Apply Agile software development methods such as iteration, collaboration, and user feedback cycles.

1a. Advanced Animation and Modelling (DDDO).

• Create high-quality 2D or 3D animations using tools such as:
  • Adobe Animate
  • Blender
  • Unity
  • Autodesk Maya

• Learn storyboarding, rigging, rendering, and motion principles as part of your project.

2. GUI Programming with Python (CT)

• Build graphical user interfaces (GUIs) using the Tkinter library in Python.
• Enhance your programming skills by incorporating user interaction, control structures, and modular code.

3. Data Management with SQL (CT/Computer Science)

• Design and implement a SQL-based database system.
• Store, query, and manipulate data efficiently as part of your Computer Science project.

Why choose Level 2 Digital Technology?

• If you want to explore animation, app interfaces, game development, or data systems in a practical and creative way.
• If you enjoy combining logic with creativity and want to build real solutions for real users.
• If you're preparing for a career in software engineering, animation/VFX, UX design, data science, or IT project management.
• Where does Level 2 lead? This course is the ideal preparation for Level 3 Digital Technology, where you’ll work at a near-professional level to build advanced digital systems. It also supports university study and vocational pathways in the expanding tech sector, one of New Zealand’s fastest-growing and highest-paying industries.

For more information, talk to Mr. John, TIC Digital Technology: [email protected]

At Level 2, students will continue to develop their knowledge of theatre genres and study Physical Theatre as a theatre form. They will analyse and perform an extract of a play, which will enhance their script interpretation and analysis for the class production.   The production will allow students the opportunity to perform as an ensemble, creating a character and acting in a full-length play for an outside audience.

Drama develops the following skills; collaborative working, social skills, problem-solving, listening, articulating ideas, understanding others, seeing the world through someone else's eyes, empathy, spatial awareness, control of voice and body, thinking on the spot, confidence, reading body language, concentration, language and communication skills, emotional intelligence, creative thinking, understand yourself, time management, independent thinking, using initiative, adaptability, flexibility, ability to work under pressure and leadership.

There are a selection of standards offered some of which are optional extras.

Why study NCEA Level Earth and Space Science?

NCEA Level 2 Earth and Space Science (ESS) focuses on developing students' understanding of Earth's systems and their interactions, as well as space science concepts. There is at least one field trip and a practical activity. This course allows you to take the ESS Scholarship examination.

Specific skills and knowledge developed in NCEA Level 2 ESS:

• Practical investigations: Students learn to design, carry out, and analyse practical investigations related to Earth and Space Science topics. 
• Geological processes: Students investigate geological processes within a New Zealand context, such as the impact of earthquakes, volcanoes, or erosion. 
• Extreme environments: Students explore how organisms survive in extreme environments, including biological adaptations and the impact of environmental factors. 
• Socio-scientific issues: Students examine how Earth and Space Science concepts relate to societal issues and evaluate the validity of information presented to the public. 
• Astronomy: Students may investigate aspects of astronomy, such as the Earth's position in space and its effects on climate. 
• Data analysis and interpretation: Students learn to analyse and interpret data from investigations and research, drawing conclusions and making connections to scientific principles. 
• Communication: Students develop their ability to communicate scientific findings and ideas effectively, both verbally and in writing. 

Course content:

• Carry out a practical Earth and Space Science investigation explaining in detail the Earth and Space Science related to the investigation by linking the results, interpretation and conclusion to the relevant science
• Investigate geological processes in a New Zealand locality focuses on investigating geological processes in a New Zealand locality. It requires students to demonstrate understanding of plate tectonics, the rock cycle, and erosional forces in relation to the formation and shaping of landforms in a chosen New Zealand location.
• Extreme Environment Internal focuses on investigating how organisms survive in extreme environments. Students will be researching and describing an extreme environment, explaining why it is considered extreme, and detailing how organisms (or humans with technology) adapt to survive there.
• Causes of extreme Earth events in New Zealand - involves explaining the causes of extreme Earth events in terms of the inter-connecting processes that occur in the geosphere, hydrosphere, biosphere and/or atmosphere.
• Physical principles related to the Earth System - involves linking physical principles to the Earth System. The Earth System contains the hydrosphere, atmosphere, geosphere, and/or biosphere

For further information, please contact Mr. John Smith (TiC - Physics and ESS) at [email protected].

Economics in Year 12 provides a topical study of the New Zealand economy. The course covers the topics of inflation, economic growth and unemployment, and looks at the role of the Government in the New Zealand economy. The emphasis at this level is more of a national-orientated approach so students gain a more real worldview of economics and its impact on society.

                                                    Inflation

                                     Economic Growth

                                      Government Policies

                                          Unemployment

Students will be placed in EAP/EAL depending on their English Language needs. This will be at the discretion of the HOD.

Why choose EAL?

Develop valuable skills: You'll learn how more sophisticated English language works, focusing on the 4 areas of English language learning: Speaking, Listening, Reading and Writing. 

Connect to the real world: You'll learn the English needed for further study, both at Rosmini College and at University. 

Discover your passions: This subject offers opportunities to explore topics relevant to you and your experiences, your culture and your language.

Build a strong foundation: You will build a strong foundation in English language, enabling you to communicate in English and access the academic English needed for further study. 

It's engaging and fun! You get to learn about other cultures, including New Zealand. You are able to pick topics that are interesting and relevant to you.

For more information, talk to:

Sian Waite, HoD EAL, [email protected].nz

What will you learn in Food Technology?

• Students are required to develop a conceptual design for a food product that addresses a specific need or opportunity.
• Focus: This standard requires students to translate their conceptual design into a functional prototype of their food product. Key aspects include: Planning and execution, practical skills, testing and trialling, refinement, and documentation: Keeping clear records of the development process, including challenges and solutions.
• Implement advanced procedures to process a specified product. The focus: This standard is highly practical, focusing on the skilful and accurate application of food processing techniques.
• Food and Beverages (coffee course). This course is the introduction course towards becoming a Barista. Students focus on coffee and techniques in preparing espresso for a café situation.
  

Why choose Food Technology?

• Food Technology isn't just a subject about cooking; it's a dynamic blend of science, creativity, problem-solving, and practical application that equips them with valuable life skills and opens doors to exciting, high-demand careers in a thriving national industry. It's a smart choice for any student interested in a future where innovation and impact meet delicious outcomes.

For more information, talk to Mrs. Sue van der Spuy, TIC. [email protected]

Do you enjoy?

• Debating important issues and forming your own well-reasoned opinions?
• Understanding complex global topics like travel, immigration, and employment?
• Thinking critically about your future and potential career possibilities?

What will you learn in NCEA Level 2 French?

This course represents a significant step up in intellectual demand, moving beyond personal description to reasoned argumentation. You will learn to use French to explore, explain, and justify your ideas on a range of contemporary issues. You will:

• Argue and Persuade: Learn to give and respond to advice, warnings, and suggestions. You will practise expressing approval and disapproval, agreement and disagreement, and justifying your opinions with clear reasons.  
• Analyse Complex Issues: Explore challenging and relevant topics such as youth issues, the ethics of travel, immigration, employment, and the diversity of the French-speaking world. This will broaden your global perspective and analytical skills.  
• Communicate with Confidence: Develop your speaking, listening, reading, and writing skills to understand and produce more detailed and sophisticated French. This will prepare you thoroughly for the five NCEA Level 2 achievement standards, including external exams on spoken (AS 91118) and written (AS 91121) texts.  

Why choose NCEA Level 2 French?

• Develop valuable skills: You'll gain highly sought-after skills in critical thinking, argumentation, and detailed analysis. These are essential for success in NCEA Level 3, university study, and the modern workplace.
• Connect to the real world: Engage with current events and global issues, understanding how different cultures approach complex social questions. This course will challenge your thinking and make you a more informed and engaged global citizen.  
• Discover your passions: Through research for your spoken presentation (AS 91120) or your portfolio of writing (AS 91122), you can deep-dive into an area of French culture or society that truly interests you, from politics to cinema to sport.  
• Build a strong foundation: This course provides a robust and proven pathway to NCEA Level 3 and beyond. The stability of the existing Level 2 framework means the course is well-resourced, with a clear history of student success. Many universities have language recommendations or requirements for degrees in arts, law, commerce, and science.  
• It's engaging and fun!: We use authentic resources like news articles, podcasts, and films to debate real-world issues, supported by powerful learning platforms like Education Perfect to hone your skills.  

For more information, talk to: Mr. Elgoyhen ([email protected])

Geography

• Do you enjoy learning about the world around you? 
• Do you enjoy understanding global current affairs?
• Do you enjoy thinking of ways to solve real-world problems?

What will you learn in Geography?

• A contemporary geographic issue in New Zealand - learning about overfishing in our very own Hauraki Gulf.  What is the issue?  Which groups are involved and why?  What are the possible solutions to fix the issue?  Many of us want to be able to catch and eat fish, but we need to make sure we do it sustainably.
• A global topic - learning about alpine glaciers like the magnificent Fox and Franz Josef glaciers on the South Island.  Globally, where are they located?  Why are they located in these mountain ranges?  What are their impacts on people?
• An urban pattern - Murder in Chicago - during the few weeks teaching the topic this year, 42 mostly young, black men were shot and killed on the South and West sides of Chicago.  Why is it happening in these locations and to these people, and why has this changed over time?  We look at criminal theories, segregation, gentrification and other factors.  
• Geographic Research - we look at factors affecting residential property values in and around Devonport.  We collect data on a field trip and then present and explain this data.  What factor do you think is most important?  Sea views, beach access, proximity to city ferries?  
• Differences in Development - the rule of thumb is that urban areas (towns and cities) are more developed than rural areas.  The quality of people’s lives is better - that is why we all live in Auckland!  For this topic, we compare urban Australia and the Outback - watch Crocodile Dundee and Outback Truckers and you’ll understand!

Why choose Geography?

• Develop valuable skills:  You’ll gain skills in presenting and analysing information and problem solving.  These are important not just for this subject but for your future studies and career!
• Connect to the real world:  By its very nature, Geography is the study of the real world.  For example, studying a geographic challenge will enable you to understand problems exist due to people having different viewpoints and effective solutions need to satisfy a range of people.  
• Discover your passions:  The subject offers opportunities to study local and global contexts and issues.  You may have even visited these locations and be able to apply your understanding to prior experiences.    
• Build a strong foundation: The learning from this course will provide understanding for topics taught at Level 3 NCEA such as explaining spatial patterns, evaluating impacts on people, collecting, presenting and explaining research data and understanding geographic issues and justifying possible solutions.  
• It’s engaging and fun!  There is a field trip, and I challenge you to find a more diverse L2 NCEA course taught at this school.   

For more information, talk to:

• Henry Whipp (TIC Geography) [email protected]

Why choose L2 History?

History is an exciting Social Science that engages with the historical narratives of people, places, and events from the past. We consider how these narratives are shaped, and how they influence our understanding of both ourselves and the world around us. By recognising how the past has shaped the present, you will develop as a confident, questioning, and empathetic individual, with an understanding of your own place in, and connection to, the world around you. 

What will you learn?

In History, you engage in consideration and debate about the significance of historical events. You will consider concepts such as power, change and continuity, past and present and cause and effect. You will also develop your understanding of the nature of historical inquiry and how it is based on evidence. When engaging with sources, you will be able to critically analyse sources, assess their strengths and weaknesses, and identify the various perspectives within and around them. Your study will be evenly balanced between New Zealand and Global Histories. 

 At Level 2, we begin with a focus on Aotearoa, exploring various kotahitanga-based resistance movements in the nineteenth and early twentieth centuries. We examine the Kingitanga, Te Kotahitanga parliaments and Ratana movements, considering the motivations and objectives of Māori in embracing collective identity, action and unity. We then shift our focus to World War Two and the Pacific War, exploring the rise of Japanese Imperialism, the bombing of Pearl Harbour and the Allied campaign across the islands of the Pacific. We explore historical debates regarding the Manhattan Project and the decision to drop atomic bombs, considering different perspectives both at the time and since. 

History develops advanced research and writing skills. Students learn to recognise that histories are constructed from primary and secondary sources, develop critical thinking skills, and practise constructing an argument using selected evidence. They explore storytelling, ethics, and debate in history and engage with a variety of perspectives to consider the significance of historical places, people, events and the exercise of power in the past.  A three-day field trip to Northland may be offered in 2026. 

For more information see HOD Mr. D Crawley or Mrs. S Chapman

Japanese students can use language variably and effectively to express and justify their ideas and opinions and support or challenge those of others. The students can use and identify the linguistic and cultural forms that guide interpretation and enable them to respond critically to texts.

Students have the opportunity to communicate information, ideas and opinions through different text types; communicate information, ideas and opinions through increasingly complex and varied texts; explore the views of others, developing and sharing personal perspectives; engage in sustained interaction and produce extended text; analyse ways in which Japanese is organised in different texts and for different purposes; explore how meanings are conveyed through the Japanese language; analyse ways in which Japanese culture is organised for different purposes and different audiences; analyse how the use of Japanese expresses cultural meanings.

THIS COURSE OFFERS ACHIEVEMENT STANDARDS & BCAT STANDARDS.

This year in Materials Technology, you will be engaged in designing a product or choosing a product from given drawings, using various hand tools, portable power tools, and fixed machines within a woodworking shop to create a unique product. You will experience best working practices with your peers in a collaborative, enjoyable team team-driven environment.

What will you learn in Materials Technology (BCATS)?

• You will have the option to design or use a given drawing to make a practical project using wood-based material in a workshop environment, such as but not limited to: bedside cabinet, entertainment unit, seating, BBQ table.
• You will learn practical hands-on skills, using a variety of hand tools, portable power tools and fixed machines which are associated with a woodworking shop.
• You will learn best practices within the building industries and other allied trades.
• The course has been designed to offer two different pathways, dependent on standards chosen by you; Technology Achievement Standards (TAS) are a university-recognised recognised accredited pathway, or Building Construction and Allied Trades (BCATS) are a trades accredited pathway.
• Note, the course offers two pathways: TAS 18 credits, or BCATS 15 credits; students can mix credits to suit their needs.
• 
  

Why choose Material Technology (BCATS)?

• If you are looking to have a career in building construction or allied trade, such as but not limited to: carpentry, cabinet making, plumbing, electrical, engineering, etc...
• If you are looking for a university pathway in such areas as, but not limited to: Engineering, Draftsman, Architect, Product Design, etc...
• If you are interested in creativity and using your hands to create a beautiful, crafted product that will serve you long term, for when you purchase your first home, or just as that enjoyable, rewarding hobby for the man-shed.
• If you have a heavy academic workload and want a practical subject that offers a fulfilling, enjoyable timeout, which allows you to recharge your academic batteries.

For more information, talk to: Mr Mainwaring, HoD Technology [email protected]

12MAT – Mathematics

What will you learn in 12MAT? 

• Trigonometry: Learn new trigonometric rules eg Sine Rule, Cosine Rule to determine lengths, angles and areas of any triangle.
• Graphs: Explore more complex graphs like parabolas, exponential, hyperbolas, cubics and see how these graphs can model real-life applications.
• Simultaneous Equations: Learn how to solve real life problems using algebra.
• Writing a Statistical Report (Statistical Inference): Learn how to make an inference of a population based on a sample and write a report on your findings.
• Probability (Concepts): Learn the key skills of probability to solve complex real-life problems.
• Networks: Learn the basics of a network and how to solve real-life problems eg shortest distance between two cities, most economical fibre network.

 Why choose 12MAT? 

• Develop valuable skills: Become proficient in problem-solving using trigonometry, algebra, and statistical inference.
• Connect to the real world: Apply trigonometric rules, graphs, and network theory to solve practical, real-life problems.
• Discover your passions: Explore the exciting worlds of statistics and networks to find what truly interests you.
• Build a strong foundation: Master core concepts in algebra, trigonometry, and statistics for a successful future.
• It's engaging and fun! Dive into hands-on projects, from writing statistical reports to planning efficient networks.

 For more information, talk to: 

• Mr Amrein (Head of Department)

For students that are not keen to specialise in Calculus or Statistics, this course will offer a mixture of all the strands of Mathematics:

Algebra, Measurement, Geometry, Statistics and Probability.

12MAC – Mathematics with Calculus

What will you learn in 12MAC? 

• Trigonometry: Learn new trigonometric rules eg Sine Rule, Cosine Rule to determine lengths, angles and areas of any triangle.
• Graphs: Explore more complex graphs like parabolas, exponential, hyperbolas, cubics and see how these graphs can model real-life applications.
• Algebra: Learn higher algebra skills that are needed to solve both complex mathematical problems and real-life problems.
• Simultaneous Equations: Learn how to solve real life problems using algebra.
• Calculus: Explore the world of rates and related rates and see how this amazing, yet crazy world of Calculus has advanced our world to where we are today.

 Why choose 12MAC? 

• Develop valuable skills: Become proficient in higher-level algebra, trigonometry, and calculus.
• Connect to the real world: Apply trigonometric rules and graphs to model real-life applications and solve practical problems.
• Discover your passions: Explore the amazing world of calculus and see how it has advanced society.
• Build a strong foundation: Master advanced algebra, trigonometry, and calculus for a successful future in any STEM field.
• It's engaging and fun! Dive into complex graphs and equations to solve a variety of real-world puzzles.

For more information, talk to: 

• Mr Amrein (Head of Department) or Mr Payne or Mr Lee or Dr Costa.

Students will be exposed to mathematical concepts from the strands related to:

• Algebra, Calculus, Graphs, Trigonometry

This course does not cover Statistics or Probability. For students interested in those strands of Mathematics see the 12MAS or 12MAT courses.

12MAS – Mathematics with Statistics

What will you learn in 12MAS? 

• Writing a Statistical Report (Time Series Data): Learn how to run a statistical experiment to determine if a ‘treatment’ affects a group and write a report on your findings.
• Writing a Statistical Report (Statistical Inference): Learn how to make an inference of a population based on a sample and write a report on your findings.
• Probability (Concepts): Learn the key skills of probability to solve complex real-life problems.
• Networks: Learn the basics of a network and how to solve real-life problems eg shortest distance between two cities, most economical fibre network.
• Sequences: Learn the key skills of number patterns and solve real-life problems using these skills.

Why choose 12MAS? 

• Develop valuable skills: Become proficient in experimental design, data analysis, and network problem-solving.
• Connect to the real world: Apply mathematics to solve practical problems like finding the shortest distance between cities or analyzing experimental data.
• Discover your passions: Explore the exciting worlds of network theory and probability to find what truly interests you.
• Build a strong foundation: Master core statistical concepts and number sequences for a successful future in any data-driven field.
• It's engaging and fun! Dive into hands-on projects, from designing statistical experiments to planning efficient networks.

 For more information, talk to: 

• Mr Amrein (Head of Department)

Students will be exposed to mathematical concepts from the strands related to:

• Statistics, Probability, Trigonometry, Networks, Sequences

This course does not cover a lot of Algebra, Geometry or Graphs. For students interested in those strands of Mathematics see the 12MAC course or the 12MAT course.

THIS COURSE OFFERS UNIT STANDARDS (CREDITS GAINED WILL BE ACHIEVE ONLY).

This year in Engineering, you will be engaged in making a product from given drawings, using various hand tools, portable power tools, and fixed machines within a metalworking shop to create a unique product. You will experience best working practices with your peers in a collaborative, enjoyable team team-driven environment.

What will you learn in Engineering?

• You will have the option to make a product from given drawings in a metal-based workshop environment.
• You will learn practical hands-on skills, using a variety of hand tools, portable power tools and fixed machines which are associated with a metalworking shop.
• You will have the opportunity to use TIG welding, oxygen and acetylene welding, spot welding and manual metal arc welding.
• You will learn best practices within the engineering industries and other allied trades.
• The course offers 18 unit standards credits.
• Note: this course uses industry-based standards. You will gain ‘Achieved’ or ‘Not Achieved’ grades (industry-based standards do not offer merit or excellence).

Why choose Engineering?

• If you are looking to have a career in engineering or allied trade, such as but not limited to: engineering, machining, toolmaking, fitting, engineering maintenance, engineering fabrication, marine engineering, etc..
• If you are interested in creativity and using your hands to create a beautiful, crafted product that will serve you long term throughout your life, or just as an enjoyable, rewarding hobby for the man-shed.
• If you have a heavy academic workload and want a practical subject that offers a fulfilling, enjoyable timeout, which allows you to recharge your academic batteries.

TiC Mr. Britts, for more information, talk to: Mr. Mainwaring, HoD of Technology [email protected]

Why choose L2 Media Studies?

Media Studies examines the media, its impact, and how it reflects and shapes society. It is a cross-curricular subject, drawing on students’ previous learning in Junior Media Studies, English and Junior Social Sciences. You will explore media concepts, create your own media products, and develop a deeper understanding of the media landscape in our society. Media Studies encourages students to explore, analyse, create and enjoy the media and its products as active and informed citizens.

What will you learn?

Media Studies offers many career pathways and develops a wide range of cognitive, visual, oral and aural skills. It also enhances students’ ICT, technology, collaborative, and independent research capabilities. As a Social Science, it enables students to critically explore the interaction between media and society and the key role played by diverse media platforms in modern society.  In producing a short film or podcast, you will organise information and ideas to create a meaningful text. You will also gain an understanding of the role played by media in social debate, social change, propaganda, and advertising, for example, through engagement with your audience.

The Level Two course will be centred around the question of how perspectives on gender, human rights, identity and/or culture are represented and shaped by media in society today. The curriculum focus will be on television, film, podcasts and print media. 

For further information, please contact either:

Mrs Tait (HOD English): [email protected]

Mrs Chapman (HOD Social Sciences): schapman@rosmini.school.nz

Level 2 NCEA Music

What will you learn in Music? 

• Performance Skills: This involves demonstrating practical skills on an instrument (voice, electronic instruments
  and indigenous instruments are included as performance instruments). Students develop skills in planning, preparing,
  and refining performances, both as soloists and within groups. Key aspects include technical proficiency, musicality
  (e.g., dynamics, articulation, stylistic awareness), and presentation skills. Students only need a few years of learning
  to be able to achieve in performance.
  
  
• Creating (Composing) Music: This area focuses on developing original musical ideas. Students learn to shape, develop,
  and refine compositions, applying various music concepts (such as melody, rhythm, harmony, tonality, form, and texture).
  Students can compose using Digital Audio Workstations (DAWs like GarageBand, BandLab, etc) as well as computer notation
  programs such as Sibelius and MuseScore.
  
  
• Understanding Music in Relation to Contexts (Studying Music / Aural and Theory): This strand involves analysing
  and understanding music from various cultural and historical contexts. A significant part of this involves developing aural
  skills (listening and identifying musical elements) and music theory knowledge (e.g., keys, chords, intervals, common
  musical conventions). It also includes exploring the context in which music is created, such as social and cultural factors,
  and the role of music in different communities, including a strong emphasis on Māori music (waiata, taonga puoro) and
  tikanga (cultural protocols).

Why choose Music? 

• Develop valuable skills: You'll gain skills such as analytical thought, problem-solving, literacy and language development,
  mathematical and logical reasoning, teamwork, communication, plus many more. These are important not just for this subject,
  but for your future studies and career!
• Connect to the real world: Through career and professional pathways (e.g. performer, composer, educator, music therapist,
  arts administration, event coordinato,r etc), cognitive and academic transfer (problem solving, mathematical reasoning,
  language and literacy etc, life skills, and social and collaborative skills.
• Discover your passions: This subject offers opportunities to perform music, create music, be part of music groups, and study at
  universities or conservatories around the world, plus a myriad of other opportunities in the arts community.
• Build a strong foundation: Learning music provides a remarkably strong foundation for further study, not just in music itself,
  but across a wide range of academic disciplines and professional fields. This is due to the unique combination of cognitive,
  emotional, and social skills it cultivates.
• It's engaging and fun! You'll find Music to be both engaging and fun! From composing your own work to performing solo
  or with peers, it's always a rewarding experience. What's more, the skills acquired through Music truly help you grow into
  a well-rounded student.
  
  

For more information, talk to: 

• Vanessa Kay (HOD Music)

Please note, due to the nature of the course, there is a financial commitment that whānau must be willing to take on, before entry into the course is secured. 12OED costs approximately $1000, and there will need to be a commitment to pay for these course costs before acceptance into the class.

Outdoor Education grows students into leaders within the community, while still providing the academic pathway of internal achievement standards. Life skills and interpersonal skills are the focal points, balancing theory with practical opportunities. Previous Rosmini OED students have become sports captains, prefects, young vinnies leaders, and peer support leaders. They can communicate, work as a team, and some have also taken roles/jobs in the industry as instructors.

Overall, 12OED prepares students with key life skills that are essential in any modern-day environment, whether that is here at school, in tertiary education, or in the workforce.

 Some of the planned activities include (but are not limited to): surfing, rock-climbing, scuba diving (optional), snow sports (optional), high-ropes, white water rafting, tough guy/girl mud-run, overnight tramps/camps and more.

12OED would be 9 periods a cycle, with a total course equalling 20 achievement standards + Unit standards (optional, e.g., Scuba- 11 credits).

Email: [email protected] for more detailed info/proposed course outline.

This course builds upon Physics studied in Level 1 Science or Level 1 Physics.

It extends the fundamental knowledge further, looking at two-dimensional applications, modern physics (non-newtonian), and waves.

It's an exciting course as the students start to realise the knowledge and skills gained have direct applications to their current lives and gain an insight as to the possibilities available worldwide based upon this foundation course.

The course is essential for a variety of vocational pathways, especially for those seeking to continue with a variety of courses at University or entering the more technical trades.

Why study Physics?

Physics lies at the heart of the natural sciences

Almost any scientific problem can be approached using the ideas and methods of physics.

Physics explains how the world works

Physics helps us understand why things in the natural world happen the way they do. It enables us to explain, for example, how buildings move in an earthquake, why a car takes as long as it does to come to a stop when the brakes are applied, why the sky is blue and grass green, and why the supports of a bridge have to be of certain dimensions.

Physicists – and students studying physics – can use their understanding to predict how an object will behave under particular conditions, improve the functioning of everyday objects, and envisage new developments.

Physics is useful and exciting

The knowledge and processes used by physics have produced new and exciting technologies that are in everyday use. Almost any example of modern technology has its origins in mechanics, optics, electronics, thermodynamics, nuclear physics, or some other branch of physics. Physicists are challenged to discover how nature works; along the way, they get to know the excitement of explaining, seeing, or doing something that no one has understood or done before.

Learning in physics opens up career opportunities

Learning in physics will come in useful no matter what you go on to do. Employers value the kinds of skills that studying physics develops: the ability to grasp things quickly, focused solution finding, problem-solving, analytical, mathematical, and IT skills.

People with a background in physics are found in all these areas and more: telecommunications, space, medicine, finance, law, music, television, environment, architecture, civil engineering, sports, gaming, energy, and education.

Course Objectives

Te Reo Māori is an exciting subject that provides opportunities for ākonga/students to engage in Te Reo Māori - the Māori language - Aotearoa/New Zealand's first Language. You will learn by actively experiencing and learning about Māori Culture through whakarongo/listening, tuhi/writing panui/reading and kōrero/conversing with the language.

Te Ao Haka is a new performance-based subject. It provides opportunities for ākonga to engage in Māori culture, language, and traditional practice. Ākonga learn their whakapapa, history and language through the medium of haka. The subject combines traditional and contemporary culture.

Ākonga/students will be able to select achievement standards from across both Te Reo Māori and Te Ao Haka depending on their strengths and desire. Customising their academic selection will be student-centred.

Course Content

The ākonga/students learn: 

- Te Reo Māori: Learn about the Tikanga and Kaupapa - Structure and vocabulary of the language 

- Te Ao Haka - Kapa Haka: Learn how to perform a Haka with confidence within a Te Ao Haka context and learn the Tikanga, Kaupapa and Whakapapa - history of Te Ao Māori and Te Ao Haka,

- Whakapapa: Learn about the history of Te Ao Māori.

The emphasis is to learn either Te Reo Māori, Te Ao Haka, Te Reo Māori and Te Ao Haka and/or a combination of this so that ākonga can choose from a strengths-based approach to their learning.

Assessment:

There will be three internal assessment achievement standards and one external assessment achievement standard.

Where does this course lead to?

The Year 12 Level 2 NCEA  Te Reo Māori course is the second year of NCEA and leads to NCEA Level 3 Te Ao Māori - Te Reo Māori and Te Ao Haka in Year 13. A school trip is organized for the ākonga/students to experience a Marae trip in a different area of New Zealand. The trip allows students to practice what they have learned over the year. There are also other trips to the Auckland Museum, and Pā sites and participating in different kemu/games. Ākonga/students will also learn about hangi, how to put a hangi down and enjoy eating hangi.

Students must request an exemption to take this course. Acceptance into this course is limited. An interview may be required along with parental support throughout the programme.

Gateway is designed for students who wish to explore career options while they are still at school.

This course is available to students in Years 12 and 13. 

Should students choose this course in Year 12, they will not be able to complete it again in Year 13, unless given prior permission by Mr Latch. This course works best when a student completes the year and then leaves school to pursue other options.

The expectation is that every student will complete between 10 and 20 days of work in an occupation(s) they are interested in during the year.

In Term One, students who choose Gateway will spend time in class exploring career paths they are interested in. Students will make CVs and discuss employment-related issues. Students will also complete the required Health and Safety and First Aid courses that will allow them to legally go onto work sites.

In Terms Two and Three, students will work for one day a week in a workplace they are interested in. When in class, students will work on unit standards that match this work placement. 

For example, a student keen on working in radio/broadcasting will complete standards specifically related to this work. 

Some students within this class may also have the opportunity to attend Unitec one day a week for 30 weeks. At Unitec, students study either Automotive or building options, while still being enrolled at Rosmini College. These courses are 70% practical and 30 % theory. Applications for these positions close in Term 4 this year.

Students must request an exemption to take this course. Acceptance into this course is limited. An interview may be required along with parental support throughout the programme.

Gateway is designed for students who wish to explore career options while they are still at school.

This course is available to students in Years 12 and 13. 

Should students choose this course in Year 12, they will not be able to complete it again in Year 13, unless given prior permission by Mr Latch. This course works best when a student completes the year and then leaves school to pursue other options.

The expectation is that every student will complete between 10 and 20 days of work in an occupation(s) they are interested in during the year.

In Term One, students who choose Gateway will spend time in class exploring career paths they are interested in. Students will make CVs and discuss employment-related issues. Students will also complete the required Health and Safety and First Aid courses that will allow them to legally go onto work sites.

In Terms Two and Three, students will work for one day a week in a workplace they are interested in. When in class, students will work on unit standards that match this work placement. 

For example, a student keen on working in radio/broadcasting will complete standards specifically related to this work. 

Some students within this class may also have the opportunity to attend Unitec one day a week for 30 weeks. At Unitec, students study either Automotive or building options, while still being enrolled at Rosmini College. These courses are 70% practical and 30 % theory. Applications for these positions close in Term 4 this year.

Level 3 Academic Physical Education is a challenging course with a high level of theoretical content. 

Being mostly project-based work, self-motivation and self-management are essential if you are to be successful in this subject. Students who participate will develop a deeper understanding of Biophysical Principles and Socio-cultural ideas surrounding sport, physical activity and how these impact us here in NZ.

As a result of this knowledge, it is hoped students will be able to comprehensively analyse historical ideas and hegemonies associated with physical activity, to suggest solutions to common societal issues concerning physical activity outcomes in the world and here in NZ. 

A critical approach to physical activity in various settings will be the key focus.

Previous experience in Academic P.E. or Outdoor Education is an advantage.

Please see Mr McIntyre if you are not experienced in APD and would like to join for the first time at Level 3, or email 

jmcintyre@rosmini.school.nz  for more detailed info/proposed course outline.

Accounting the language of business

Accounting Level 3 is a consolidation year. It is useful for any student hoping to start their own business, go into or join a partnership, work for a company, or go on to further study.

We look at the global business environment, but with a special focus on New Zealand and the framework that we operate in from a reporting perspective, as well as an operational viewpoint. We begin by studying the New Zealand reporting framework, its purpose and scope. 

Thereafter, we look at the advantages and disadvantages of operating in a legal partnership in New Zealand. We study the importance of a partnership agreement and how the Partnership Act 1908 will come into effect in the event that there is no partnership agreement in place. We then learn how to account for the formation of a partnership, including the agreed values for assets, liabilities and capital contributions that arise on formation, the distribution of partner salaries, bonuses, interest on their capital contributions and profit share apportionment at the end of a financial year.

Financial analysis and Interpretation are a big component of level 3. This is critical for students thinking of investing in shares and stocks in the future, as well as learning to be able to read and interpret their financial statements and those of their own business.  We learn how to analyse and interpret the financial ratios of a New Zealand-registered company with a view to whether it is a viable investment option, in comparison to other investment options. Students prepare a report for an external user after considering profitability, liquidity, cash management and market analysis from a financial and non-financial perspective.

Following the above, our focus is on decision-making within a business. If we are a manufacturing business, we need to determine the optimum level of production in our business and how to cost our products and services. The achievement standard we study is understanding a job costing subsystem of an entity.

A job cost sub-system is a method to determine how much it costs a business to manufacture a product or provide a service. We look at how we allocate our manufacturing costs to arrive at accurate cost-of-goods-sold figures when we sell our manufactured goods.

Finally, we examine the concept of understanding management accounting to inform decision-making. This involves analysing Cost/Volume/Profit and Break-even analysis, which is crucial in any business, especially a manufacturing concern.  

This course provides the fundamental preparation for students considering starting a business in the future.

Skills acquired include logical thinking and a comprehensive technical understanding of the accounting process, as well as becoming empowered to make informed management decisions in business.

Course Objectives
• Students investigate the work of established artists to learn and understand the ideas and skills required to produce resolved artworks. 

Course Content
The students are required to:
• Research the work and techniques of established artist models.
• Drawing in both digital and hand-drawn, and related to established design artist models.

Assessment
This year’s work is to be submitted in a workbook and can result in a finished body of related artworks (The External Portfolio).

Course Objectives
• Students investigate the work of established artists to learn and understand the ideas and skills required to produce resolved artworks. 

Course Content
The students are required to:
• Research the work and techniques of established artist models.
• Drawing in both digital and hand-drawn, and related to established painting artist models.

Assessment
This year’s work is to be submitted in a workbook and can result in a finished body of related artworks (The External Portfolio).

Course Objectives
• Students investigate the work of established artists to learn and understand the ideas and skills required to produce resolved artworks. 

Course Content
The students are required to:
• Research the work and techniques of established artist models.
• Drawing in both digital and hand-drawn, and related to established photography artist models.

Assessment
This year’s work is to be submitted in a workbook and can result in a finished body of related artworks (The External Portfolio).

Course Objectives
• Students investigate the work of established artists to learn and understand the ideas and skills required to produce resolved artworks. 

Course Content
The students are required to:
• Research the work and techniques of established artist models.
• Drawing in both digital and hand-drawn and related to established photography artist models.

Assessment
This year’s work is to be submitted in a workbook and can result in a finished body of related artworks (The External Portfolio).

Why choose NCEA Level 3 Biology?

Year 13 NCEA Biology is a comprehensive and dynamic course that explores life's most fundamental processes, from the diversity of species to the inner workings of an organism. Students will investigate the dramatic link between New Zealand's unique geographical changes and the speciation of its native wildlife, while also delving into the intricate mechanisms of homeostasis that maintain a stable internal environment in mammals. 

The course extends beyond human biology to examine the behaviour and responses of plants and animals, exploring how organisms interact with and adapt to their environments. Furthermore, students will engage with the evidence for human evolution, tracing the journey of our own species. 

What will you learn?

Throughout the year, there is a strong emphasis on biological experimentation, with students developing critical skills in scientific inquiry, experimental design, and data analysis. Developing good literacy skills are essential.

Students taking this course will be learning biological concepts related to: 

Animal and plant responses - how their behaviour or responses are affected by the environment and their interactions with each other. This will lead to a practical investigation into an aspect of the ecological niche of an organism.

Evolution - looking at the evidence for evolution, the processes that cause evolutionary change in organisms, and evolutionary patterns.

Homeostasis - this is an aspect of animal physiology, and you will be studying how an animal maintains a constant internal environment.
Contemporary socio-scientific issue - this is an open topic, but will most likely be based on environmental science or biotechnology, important to New Zealand.

Students will also be given the option of doing Human Evolution - looking at our biological and cultural evolution.

Scholarship Biology will be available for students who, in Level 2 Biology, get Excellence in their External Standards, although we encourage all students who are interested in Scholarship to consider trying for Scholarship.

For further information please email Mrs Yushani Perera (HoD Science) at [email protected].

This Level 3 course teaches students about the practical and theoretical aspects of business. Organising and running a team business following the requirements of the highly regarded international Young Enterprise experiential programme is the essence of this course. 

Want to know what YES is all about? YES is your opportunity to unleash your inner entrepreneur and experience the start-up world firsthand.

You will form a company with other students, create a product or service, and take it to market with support from your school, your community, and the Young Enterprise network.

This online course helps you navigate your way through the YES year. The course is split into 16 modules, and each module is jam-packed with information, resources, examples, and activities to help you through your YES journey.

Level 3 Business Studies, therefore, consists of both the YES programme and 19 NCEA credits. 15 credits are internally assessed over three terms, while 4 credits are externally assessed.

The Young Enterprise Scheme is a business studies programme run in collaboration with the Lion Foundation of New Zealand. 

Why study NCEA Level 3 Chemistry?

Studying NCEA Level 3 Chemistry is beneficial for students interested in science-related fields, particularly those aiming for careers in medicine, engineering, or research. It provides a strong foundation in chemical principles, analytical skills, and problem-solving, preparing students for tertiary studies and various scientific careers. The course builds upon Level 2 Chemistry concepts. 

What skills will you learn?

NCEA Level 3 Chemistry equips students with a range of valuable skills, including practical lab skills, analytical and problem-solving abilities, and a deeper understanding of chemical principles. Students learn to investigate chemical and physical properties of substances, relate these properties to structure and bonding, and apply their knowledge to real-world scenarios. The course also fosters critical thinking, systems thinking, and research skills, preparing students for further studies or careers in science-related fields.

 Pathways

 Level 3 Chemistry provides a strong foundation for future science studies, especially in fields like medicine, pharmacy, and environmental science.

Chemistry concepts from the strands related to:
●Spectroscopic analysis - emphasizes the ability to analyze complex data, identify patterns, and draw conclusions, which are essential for scientific research and many professions. 

●Oxidation-reduction process - understanding reactivity patterns allows students to predict how substances will behave in different situations and explain the mechanisms behind these reactions.

●Thermochemical principles - learn to calculate enthalpy changes, predict reaction spontaneity, and understand how energy is transferred during reactions and phase changes. 

●Organic chemistry - offers insights into the structure, properties, and reactions of carbon-containing compounds, which are fundamental to understanding living systems and many industrial processes.

●Aqueous systems - helps students understand how the behavior of individual particles (microscopic level) influences the observable properties of solutions (macroscopic level). 

For further information, please contact Mrs. Yushani Perera (HoD - Science) at [email protected].

Classical Studies at Level 3 covers the following topics:

The campaigns of Alexander the Great.  In this topic, we chart the great campaign of the Macedonian King as he took on the Greeks and the great power of the Persian Empire. A multi-faceted individual, Alexander would achieve things no leader had accomplished before, but several conflicts and tensions arose during his campaign, that would swing Alexander from magnanimous to ruthless from one day to the next.  A short and eventful life that helped the spread of what we would now label Western Civilisation.

The Old Attic Comedy of Aristophanes. In this topic we read two plays of comedic playwright Aristophanes, Wasps and Frogs, examining the production of drama and the comedic techniques used by the poet to entertain and educate his audience. Aristophanes also gives us some insight into the world of ancient Athens, and some of the most important events in its history that have affected its citizens, while also highlighting the similarities between them and us.

At Level 3, DVC students are encouraged to be more independent in their design thinking and decision-making. The course is geared to students hoping for a career in one of the fields of design; however, the knowledge and experience gained at this level is transferable into other pathways such as building and associated trades. There is a strong focus on spatial (building) design and creative inspiration to drive design thinking. 

Students develop their unique voices as designers while being responsive to the needs of others and considering ethical, environmental, and cultural impacts. Through developing their skills and techniques, students gain the ability to bring their ideas to life, fostering confidence, resilience, resourcefulness, and a sense of ethical responsibility towards the people and places they design for.

What will you learn in Level 3 DVC?

• You'll develop your creativity and explore design interrogation techniques.  
• You will enhance your ability to visually communicate design ideas.
• You will extend your design knowledge to influence design decisions
• You will learn how to produce a body of work that promotes your design thinking relating to a spatial (building) issue.
• You will learn spatial design, where the influences of the environment and people are looked at and considered during the design process. 
• You will learn how to identify constraints and opportunities and address them.
• You will learn now to use a theme and a backstory for design inspiration.

Why choose Level 3 DVC?

• Provides a pathway to University studies.
• It provides a strong foundation for future studies in architecture, product design, and related fields. 
• The course builds upon Level 2 DVC skills and allows students to specialise in either architectural or spatial design. It also focuses on developing creative thinking, design skills, and the ability to communicate design ideas.
• To enable critical thinking and develop innovative solutions to design problems and present them effectively.
• This course is useful if you are planning a career in Architecture, Building Industry, Engineering, Urban Design or Industrial Design.

For more information, talk to: Mr. Kozuls, TIC, DVC [email protected]

This advanced course offers students the opportunity to master key areas of digital innovation—spanning game development, 3D modelling, interface programming, and data systems. It is designed for students who are confident using computers, think logically, and enjoy solving complex problems creatively.

You will take on real-world projects where you will manage your time, meet client expectations, and produce professional-standard digital outcomes.

What will you learn in Level 3 Digital Technology?

You’ll research, design, and develop several high-level digital outcomes that align with both the Computational Thinking (CT) and Designing and Developing Digital Outcomes (DDDO) strands of the New Zealand Curriculum.

1. Designing and Developing for a Stakeholder (DDDO)

• Plan and create a digital product that meets the needs of a real or simulated client.
• Use design thinking and industry-standard practices to develop a solution.
• Apply Agile software development methods such as iteration, collaboration, and user feedback cycles.

1a. Advanced Animation and Modelling (DDDO)

• Create high-quality 2D or 3D animations using tools such as:
  • Adobe Animate
  • Blender
  • Unity
  • Autodesk Maya

• Learn storyboarding, rigging, rendering, and motion principles as part of your project.

2. GUI Programming with Python (CT).

• Build graphical user interfaces (GUIs) using the Tkinter library in Python.
• Enhance your programming skills by incorporating user interaction, control structures, and modular code.

3. Data Management with SQL (CT/Computer Science).

• Design and implement a SQL-based database system.
• Store, query, and manipulate data efficiently as part of your Computer Science project.

Why choose Level 3 Digital Technology?

• If you want to explore animation, app interfaces, game development, or data systems practically and creatively.
• If you enjoy combining logic with creativity and want to build real solutions for real users.
• If you're preparing for a career in software engineering, animation/VFX, UX design, data science, or IT project management.
• Where does Level 2 lead? This course is the ideal preparation for Level 3 Digital Technology, where you’ll work at a near-professional level to build advanced digital systems. It also supports university study and vocational pathways in the expanding tech sector, one of New Zealand’s fastest-growing and highest-paying industries.

For more information, talk to Mr. John, TIC Digital Technology: [email protected]

In Level 3 Drama, students will cement what they have learnt in previous years by applying their advanced skills to script interpretation, for both an extract and then later in the year, as part of their production at The Pumphouse Theatre. Students will gain further knowledge of a theatre genre by exploring the key ideas of the theatre practitioner, Bertolt Brecht and Epic Theatre. Students will also hone their devising skills to create an original performance as a group. 

Some students may be allowed to develop their skills in production roles such as directing and stage management. 

There are a selection of standards offered some of which are optional extras.

Introduction - Why study NCEA Level 3 Earth and Space Science

Studying NCEA Level 3 Earth and Space Science (ESS) can be beneficial for several reasons, particularly if you're interested in science-related fields or careers. It provides a foundation for further study in areas like environmental science, geology, astronomy, and related disciplines. 

Earth and Space Science at Year 13 is for students wishing to pick up the subject or continue their Level 2 Earth Science qualification. The subject matter is not mathematically based but is very rigorous in assessment. This course will aid those wishing to study a science-based tertiary course such as Geology, Geo-mechanics, Geophysics, Astronomy, Meteorology, or Marine Sciences.

Essential Skills:

• Scientific Inquiry: ESS emphasises scientific inquiry, encouraging students to explore the natural world through investigations, analysis, and interpretation of data.
• Critical Thinking: The course helps develop critical thinking skills, allowing students to evaluate information, form reasoned arguments, and solve problems.
• Data Analysis: Students learn to work with scientific data, interpret graphs and trends, and make predictions, which are transferable skills for many careers.
• Communication Skills: ESS encourages students to communicate their findings effectively, both orally and in writing, using scientific language and concepts. 

Course content: 

• Investigation - justifying how the investigation method supports the collection of valid and reliable data. Evaluating the investigation with respect to the relevant Earth and Space Science
• Dating a Geological Event - – radiometric dating, stratigraphy, unconformities, fossils and fossil succession, stable isotopes, ice cores, sediment cores, tree ring data, magnetism in rocks, rock composition, relative dating methods, and other processes, eg weathering and erosion
• Ocean system - discussing the complexity of the ocean system
• Atmosphere - discussing the complexity of the atmosphere system 
• Aspect of astronomy - explaining the key links between the astronomy aspect and the key science

For further information, please contact Mr. John Smith (TiC - Physics and ESS) at [email protected].

The aim of Year 13 Economics is to enable students to attain a level of economic literacy and understanding that will allow them to develop a continuing and critical interest in contemporary economic issues.

Year 13 Economics provides a stepping stone to many careers, in commerce, humanities, engineering and law. It provides the basis for Stage One Economics at University, giving you a head start in your University career.

                                       Economics Graduates

               https://www.youtube.com/watch?v=8GGc8DEIXbc

                                       Why study Economics?

              https://www.youtube.com/watch?v=KwQbnNzxUHo

Economics trip to Wellington—Reserve Bank of New Zealand, The Treasury, Parliament House, The High Court of New Zealand, Statistics New Zealand, Te Papa, Victoria University (Economics and Law Departments)

Ko te reo te tuakiri                Language is my identity 

Ko te reo tōku ahurei            Language is my uniqueness

Ko te reo te ora                     Language is my life

Our Level 3 English course provides opportunities for ākonga to use literature and language to explore self, society and the wider world.  Whanaungatanga, kaitiakitanga, manaakitanga are at the heart of our subject.

Ākonga will be challenged to think philosophically and explore literature and issues that interest them.  In this course, students will have the opportunity to explore a range of written and visual texts, with plenty of opportunity for students to pursue their own literary and film interests.  Students will enjoy the independence and variety. Skills taught in this course will include skills that will help ākonga for further study at tertiary level. Our English courses are popular, with 80-85% of the year level selecting either Level 3 ENG or ENV each year.

Ākonga will learn that:

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

NOTE: Students who do not gain at least 12 credits in Level 2 English, are not eligible for this course. Their options are to choose another subject or repeat the Level 2 English course to ensure their academic success in their final year at school.  Students who did English Foundation in Level 2 (12ENF) are not eligible for this course. 

For further information, please contact the Head of English, Mrs Tait: [email protected]

13EAP is only for students who took 12EAP the previous year. 

Students will be placed in EAP/EAL depending on their English Language needs. This will be at the discretion of the HOD.

Why choose EAP?

Develop valuable skills: You'll gain skills in the 4 areas of English language learning: Speaking, Listening, Reading and Writing. 

Connect to the real world: You'll learn the academic English needed for further study.

Discover your passions: This subject offers opportunities to explore topics relevant to you and your experiences, your culture and your language.

Build a strong foundation: You will build a strong foundation in academic English language.

It's engaging and fun! You get to use your own language and English, and relate to your own culture. You get the opportunity to learn about other cultures, including New Zealand.

For more information, talk to:

Sian Waite, HoD EAL, [email protected].nz

This course is not selectable. Students will be placed in this course by the HOD based on their needs.

Ko te reo te tuakiri                Language is my identity 

Ko te reo tōku ahurei            Language is my uniqueness

Ko te reo te ora                     Language is my life

Our 13 English Visual course provides opportunities for ākonga to use literature and language to explore self, society and the wider world.  Whanaungatanga, kaitiakitanga, manaakitanga are at the heart of our subject. This course is tailored to suit the needs of students who find English challenging yet want or need a Level 3 English course for further education.  It is taught using film and television as the anchor texts and follows on from the 12 Foundation English course. Our English courses are popular, with 80-85% of the year level selecting either Level 3 ENG or ENV each year. 

Ākonga will learn that:

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

NOTE: Students who do not gain at least 12 credits in Level 2 English (12ENG or 12ENF) are not eligible for this course. Their options are to choose another subject or repeat the Level 2 English course. 

This course involves focusing on the technological processes in the development of food products to meet the requirements of the context, and solutions for issues within that context. The course requires understanding the design process, showing independent research and planning, along with communicating with stakeholders. 

Students will also develop skills and knowledge of food product development and sensory evaluation techniques. Students will present their research and development as a portfolio alongside their products.

What will you learn in Food Technology?

• Food Technology: How to use the design process to develop a product for an authentic context for a specific stakeholder/end-user.
• It requires students to develop a detailed conceptual design for a technological outcome (in this case, a food product). "Fitness for purpose in the broadest sense" means considering a wide range of factors. Students will typically engage in extensive research, stakeholder consultation, and ideation to refine their design.
• Develop a prototype considering fitness for purpose in the broadest sense. This focuses on: This standard builds on the conceptual design from AS 91610. Students are required to develop a prototype of their food product. The standard involves: Practical application, trail and testing, making modifications and improvements to the prototype based on testing and feedback.
• Processing Technologies: Students will implement complex procedures to process a specific product.
• This standard is very hands-on and focuses on the technical skills involved in food processing. Students will apply advanced techniques. Show an understanding of how to control different variables (temperature, time, ingredient ratios) to achieve a desired outcome. Adhere to food safety and hygiene: Implement stringent practices to ensure the safety and quality of the processed product. Problem-solve during processing: Identify and address issues that arise during the practical implementation.
• Food and Beverages:  This course is the introduction course towards becoming a Barista. Students focus on the origins of coffee and preparing 10 different espresso drinks for a café situation which becomes a realistic environment. (Must have completed Level 2 Food & Beverages course).

Why choose Food Technology?

• New Zealand has a significant and growing food and beverage industry, which is a major contributor to the economy and a key exporter. This means there's a constant demand for skilled professionals in various roles within the sector.
• Development of soft skills: Food Technology cultivates a diverse set of transferable skills that are highly sought after in many fields:
• University Entrance Approved Subject: Level 3 Food Technology is often a University Entrance (UE) approved subject, meaning it can contribute to a student's eligibility for tertiary education, particularly in Food Science, Human Nutrition, or Food Technology degrees.
• Hands-on and Engaging Learning: For students who enjoy hands-on learning and seeing the tangible results of their work, Food Technology offers an engaging curriculum. It often involves practical cooking sessions, product development projects, and sensory evaluation.
• Addresses Real-World Issues: The subject often tackles real-world challenges related to food, such as sustainable food production, addressing special dietary needs, and food waste. This can be appealing to students who want to make a positive impact.
• Passion and interest in food and nutrition.
• It's a practical, life learning skills and fun - you get to learn, cook and eat.

For more information, talk to: Mrs Sue van der Spuy TiC  [email protected].nz

Do you enjoy?

• Engaging in high-level, intellectual discussions and debates?
• Critically analysing literature, film, and media to uncover deeper meanings?
• Challenging yourself to achieve a level of excellence that sets you apart?

What will you learn in NCEA Level 3 French?

This is the pinnacle of your secondary school French studies, a demanding and rewarding course designed to bring your language skills to a level of genuine proficiency and prepare you for tertiary study. You will:

• Debate with Nuance: Master the art of expressing degrees of certainty and doubt, discussing probability and possibility, and repairing communication breakdowns. You will learn to navigate complex social and formal interactions with confidence and subtlety.  
• Respond Critically: Analyse a wide range of authentic and extended French materials, including poetry and articles on complex topics like the environment, global health, technology, and the world of work. You will learn to form and communicate a sophisticated critical response.  
• Communicate with Fluency: Refine your language skills across all areas to a high level of proficiency. This course will enable you to understand extended spoken and written texts and to express complex ideas fluently and spontaneously, preparing you for the five rigorous NCEA Level 3 achievement standards.  

Why choose NCEA Level 3 French?

• Develop valuable skills: You'll gain skills in high-level critical analysis, sophisticated communication, and intellectual independence. This course provides outstanding preparation for the demands of university-level study in any field, from engineering to medicine to the humanities.
• Connect to the real world: This course prepares you for using French in professional and academic environments. It opens doors to careers in diplomacy, international business, translation, journalism, scientific research, and more.  
• Discover your passions: The internal assessments for this course, such as the critical response presentation (AS 91544) and the extensive writing portfolio (AS 91547), allow for significant academic freedom, letting you pursue your specific interests in depth.  
• Build a strong foundation: Success in Level 3 French is highly regarded by universities and can provide a significant advantage in competitive degree programs. The course places a strong emphasis on real-world communication, with the spoken interaction standard (AS 91545) carrying the highest credit value (6 credits), rewarding your ability to actually use the language effectively. This focus demonstrates that the course values dynamic, practical skills essential for future success.  
• It's engaging and fun!: Challenge yourself by engaging with authentic, thought-provoking content that will expand your worldview and give you a genuine sense of mastery and achievement.

For more information, talk to: Mr. Elgoyhen ([email protected])

Geography

• Do you enjoy learning about the world around you? 
• Do you enjoy understanding global current affairs?
• Do you enjoy thinking of ways to solve real world problems?

What will you learn about in Geography?

• A global topic - we use Coral Reefs as our context.  If you are lucky enough you may have snorkelled or dived on these in some tropical paradise you have visited.  Coral Reefs are only found in certain locations - why is this?  They should be found in some locations but are not - how come?  What is their significance to people? Tourism, food, fisheries, coastal protection, medicine…we need them!
• A contemporary geographic issue - Mexican Drug Wars.  Why is there such an issue in Mexico?  Who is involved - from El Chapo to the Catholic Church?  What are the possible solutions….Trump tariffs?!
• A Cultural Process - we use Tourism Development in Rotorua - how has it changed Rotorua over time?  Why are attractions and facilities located in certain places?  What are the impacts on people and place?  Did I forget to say 2 day overnight field trip?  
• Interacting Natural Processes - we use the majestic Muriwai Coastal Environment as our context.  How have the wind and waves shaped the environment and created the cave, arch, stack and sand dunes?  How and why do these processes operate differently in different places and at different times of year.  There will also be a field trip but you’ll have to leave the surfboard and golf clubs at home.  
• Geographic Research - on the field trip we collect data on the wind, waves and features.  On our return to school you will present and analyse your findings, then evaluate the research process.

Why choose Geography?

• Develop valuable skills:  You’ll gain skills in presenting and analysing information and problem solving.  These are important not just for this subject but for your future studies and career!
• Connect to the real world:  By its very nature, Geography is the study of the real world.  For example, studying a geographic challenge will enable you to understand problems exist due to people having different viewpoints and effective solutions need to satisfy a range of people.  
• Discover your passions:  The subject offers opportunities to study local and global contexts and issues.  You may have even visited these locations and be able to apply your understanding to prior experiences    
• It’s engaging and fun!  There is a field trip and I challenge you to find a more diverse L3 NCEA course taught at this school.   

For more information, talk to:

• Henry Whipp (TIC Geography) [email protected]

Why choose L3 History?

History is an exciting Social Science that allows you to engage with the historical narratives of people, places, and events from the past. You will consider how these narratives are shaped, and how they influence our understanding of both ourselves and the world around us. By recognising how the past has shaped the present, you will further develop as a confident, questioning, and empathetic individual, with an understanding of your own place in, and connection to, the world around you. 

What will you learn?

In History class, you engage in consideration and debate about the significance of historical events. You will consider concepts such as power, change and continuity, past and present, and cause and effect. You will also develop your understanding of the nature of historical inquiry and how it is based on evidence. When engaging with sources, you will be able to critically analyse their strengths and weaknesses, and identify the various perspectives within and around them. Your study at Level 3 will be focused on American Foreign Policy during the post-WW2 period, the Cold War, and how this impacted New Zealanders. 

 At Level 3, we begin with a study of American foreign policy in relation to the formation of the United Nations, the Truman Doctrine and the Marshall Plan, the formation of NATO and the establishment of the People's Republic of China. We then explore significant historical events such as the Korean War, the "Space Race", CIA-backed coups, the Cuban Missile Crisis and the Vietnam War, considering the global impact and the significance of these events for New Zealanders. You will focus on your own personal choices from these topics to complete your internal and external assessments.

History develops advanced research and writing skills. Students learn to recognise that histories are constructed from primary and secondary sources, develop critical-thinking and debate skills, and practise constructing an argument using selected evidence. They explore storytelling, ethics, and perspectives in history and engage with a variety of perspectives to consider the significance of historical places, people, events and the exercise of power in the past.  A three-day EOTC trip to Northland may be offered in 2026. 

For more information see HOD Mr. Crawley or Mrs S Chapman

Japanese students can use language variably and effectively to express and justify their ideas and opinions, and support or challenge those of others. Students have the opportunity to communicate information; ideas and opinions through increasingly complex and varied texts; explore the views of others, developing and sharing personal perspectives; engage in sustained interaction and produce extended texts; analyse ways in which Japanese culture is organised for different purposes and different audiences; analyse ways in which Japanese is organised in different texts and for different purposes; analyse how the use of Japanese expresses cultural meanings; explore how linguistic meaning is conveyed across languages.

THIS COURSE OFFERS ACHIEVEMENT STANDARDS & BCAT STANDARDS.

This year in Materials Technology you will be engaged in designing a product or choosing a product from given drawings, using various hand-tools, portable power-tools, and fixed machines within a woodworking shop to create a unique product, you will experience best working practices with your peers in a collaborative enjoyable team driven environment.

What will you learn in Materials Technology BCATS?

• You will have the option to design or use a given drawing to make a practical project using wood-based material in a workshop environment, such as but not limited to; bedside cabinet, entertainment unit, seating, BBQ table.
• You will learn practical hands-on skills, using a variety of hand-tools, portable power-tools and fixed machines which are associated with a woodworking shop.
• You will learn best practice within the building industries and other allied trades.
• The course has been designed to offer two different pathways dependent on standards chosen by you; Technology Achievement Standards (TAS) are a university recognised accredited pathway, or Building Construction and Allied Trades (BCATS) are a trades accredited pathway.
• Note, the course offers two pathways TAS 18 credits, or BCATS 18 credits, students can mix credits to suit their needs.
• 
  

Why choose Material Technology BCATS?

• If you are looking to have a career in building construction or allied trade such as but not limited to; carpentry, cabinet making, plumbing, electrical, engineering, etc...
• If you are looking for a university pathway in such areas as but not limited to; Engineering, Draftsman, Architect, Product Design, etc...
• If you are interested in creativity and using your hands to create a beautiful crafted product that will serve you long term for when you purchase your first home, or just as that enjoyable rewarding hobby for the man-shed.
• If you have a heavy academic workload and want a practical subject that offers a full-filling enjoyable timeout, which allows you to recharge your academic batteries.

For more information, talk to: Mr Mainwaring, HoD Technology [email protected]

13MAT – Mathematics

What will you learn in 13MAT? 

• Trigonometry: Learn about trigonometric functions (waves), and how they can be used to solve real world problems.
• Simultaneous Equations: Learn how to solve real life problems using algebra.
• Linear Programming: Learn how to solve real life problems using algebra, with given constraints.
• Complex Numbers: Explore a crazy world of algebra and imaginary numbers and how they have helped us solve problems we never knew existed before they were invented.

 Why choose 13MAT? 

• Develop valuable skills: Become proficient in problem-solving and critical thinking using advanced algebra and trigonometry.
• Connect to the real world: Apply trigonometric functions to real-world phenomena like waves and solve practical problems with algebra.
• Discover your passions: Explore the fascinating world of complex numbers and discover new ways to solve challenging problems.
• Build a strong foundation: Master core algebraic and trigonometric concepts for future academic success.
• It's engaging and fun! Dive into the crazy world of imaginary numbers and see how they can be used to solve puzzles.

 For more information, talk to: 

• Mr Amrein (Head of Department)

This course is designed for students who wish to continue their discovery of pure Mathematics of Algebra and Graphs, but not specialise in Calculus or Statistics. Students will be exposed to mathematical concepts across the two of the main core strands of mathematics: Number and Algebra & Measurement and Geometry.

13MAG – General Mathematics

What will you learn in 13MAG? 

• Writing a Statistical Report (Time Series Data & Bivariate): Learn how to interpret and analyse both time series and bivariate data and write a report on your findings.
• Financial Mathematics: Complete 2 Unit Standard Assessments that teach you skills of financial literacy.
• Critical Path: Learn the skills to introduce the idea of project management.
• Simultaneous Equations: Learn how to solve real life problems using algebra.
• Linear Programming: Learn how to solve real life problems using algebra, with given constraints.

Why choose 13MAG? 

• Develop valuable skills: Become proficient in financial literacy, project management, and data analysis.
• Connect to the real world: Apply mathematics to solve practical problems in business, finance, and many other real life applications.
• Discover your passions: Explore engaging topics like financial mathematics and data analysis to find what you enjoy.
• Build a strong foundation: Master core concepts in algebra and statistics for a successful future.
• It's engaging and fun! Enjoy practical Mathematics, from writing statistical reports to managing your own projects

This course is designed for students who are not certain about their career pathway yet, but still wish to pursue Mathematics. It covers a variety of topics, not specialising in Calculus or Statistics. Students will be exposed to both Achievement Standards from the three Mathematics and Statistics strands and Unit Standards from Financial Capability.

This is a University Entrance (UE) approved course and students can gain UE, but please be aware that students must achieve all Achievement Standards for this course to be used for UE. The Unit Standard credits do count towards gaining NCEA Level 3, but for a course to be UE approved, 14 credits from Achievement Standards must be gained.

13MAC – Mathematics with Calculus

What will you learn in 13MAC? 

• Trigonometry: Learn about trigonometric functions (waves), and how they can be used to solve real world problems.
• Simultaneous Equations: Learn how to solve real life problems using algebra.
• Complex Numbers: Explore a crazy world of algebra and imaginary numbers and how they have helped us solve problems we never knew existed before they were invented.
• Differentiation: Explore the world of rates and related rates and how this amazing, yet crazy world of Calculus (Differentiation) has advanced our world to where we are today.
• Integration: Explore the world of rates and related rates and how this amazing, yet crazy world of Calculus (Integration) has advanced our world to where we are today.

 Why choose 13MAC? 

• Develop valuable skills: Become proficient in problem-solving and critical thinking using advanced algebra, trigonometry, and calculus.
• Connect to the real world: Apply powerful mathematical concepts like calculus and trigonometry to solve real-world problems involving rates, waves, and more.
• Discover your passions: Explore the amazing, yet crazy, worlds of complex numbers and calculus and see how they've shaped our modern world.
• Build a strong foundation: Master core concepts in algebra and calculus for a successful future in any STEM field.
• It's engaging and fun! Dive into the fascinating worlds of trigonometry and calculus to understand how they've advanced society.

For more information, talk to: 

• Mr Amrein (Head of Department) or Mr Anwar or Mr Kassid

Students will study simultaneous equations in 3D, trig functions and identities, and algebra of complex numbers to further deepen their understanding of calculus including both differentiation and integration. 

This course has a large external component so students should be comfortable under high-stakes examination conditions.

13MAS – Mathematics with Statistics

What will you learn in 13MAS? 

• Writing a Statistical Report (Time Series Data): Learn how to interpret and analyse time series and write a report on your findings.
• Writing a Statistical Report (Bivariate): Learn how to interpret and analyse bivariate data and write a report on your findings.
• Writing a Statistical Report (Statistical Inference): Learn how to make an inference of a population based on a sample and write a report on your findings.
• Probability (Concepts): Learn the key skills of probability to solve complex real-life problems eg probability of winning lotto.
• Probability (Distributions): Learn the key skills of probability distributions (normal, binomial & passion) to solve complex real-life problems.

Why choose 13MAS? 

• Develop valuable skills: Become proficient in data analysis, statistical inference, and probability.
• Connect to the real world: Learn to interpret real-life data, make informed predictions, and solve complex probability problems.
• Discover your passions: Explore the world of statistics and probability and find what excites you about data and chance.
• Build a strong foundation: Master core statistical concepts for a successful future in any data-driven field.
• It's engaging and fun! Dive into hands-on projects, from writing statistical reports to calculating your chances of winning the lottery.

 For more information, talk to: 

• Mr Amrein (Head of Department)

This course focuses on the strands of Statistics and Probability. Students will be required to complete 3 Statistical Reports for their internal work based on Time Series, Bi-variate Data and Statistical Inference. This course focuses on critical analysis of statistics and probable events. It requires a good level of thought and comprehensive literacy skills. 

THIS COURSE OFFERS UNIT STANDARDS (CREDITS GAINED WILL BE ACHIEVE ONLY).

This year in Engineering you will be engaged in making a product using various hand-tools, portable power-tools, and fixed machines within a metalworking shop to create a unique product. You will experience best working practices with your peers in a collaborative enjoyable team driven environment.

What will you learn in Engineering?

• You will have the option to make a product from given drawings in a metal-based workshop environment.
• You will learn practical hands-on skills, using a variety of hand-tools, portable power-tools and fixed machines which are associated with a metalworking shop.
• You will have the opportunity to use TIG welding, oxygen and acetylene welding, spot welding and manual metal arc welding.
• You will learn best practice within the engineering industries and other allied trades.
• The course offers 18 unit standards credits.
• Note; this course uses industry based standards, you will gain ,Achieved’ or ‘Not Achieved’ grades (industry based standards do not offer merit or excellence).

Why choose Engineering?

• If you are looking to have a career in engineering or allied trade such as but not limited to; engineering, machining, toolmaking, fitting, engineering maintenance, engineering fabrication, marine engineering, etc..
• If you are interested in creativity and using your hands to create a beautiful crafted product that will serve you long term throughout your life, or just as that enjoyable rewarding hobby for the man-shed.
• If you have a heavy academic workload and want a practical subject that offers a full-filling enjoyable timeout, which allows you to recharge your academic batteries.

TiC Mr. Britts, for more information, talk to: Mr. Mainwaring, HoD of Technology [email protected]

Level 3 NCEA Music

What will you learn in Music? 

• Performance Skills: This involves demonstrating practical skills on an instrument (voice, electronic instruments
  and indigenous instruments are included as performance instruments). Students develop skills in planning, preparing,
  and refining performances, both as soloists and within groups. Key aspects include technical proficiency, musicality
  (e.g., dynamics, articulation, stylistic awareness), and presentation skills. Students only need a few years of learning
  to be able to achieve in performance.
  
  
• Creating (Composing) Music: This area focuses on developing original musical ideas. Students learn to shape, develop,
  and refine compositions, applying various music concepts (such as melody, rhythm, harmony, tonality, form, and texture).
  Students can compose using Digital Audio Workstations (DAWs like GarageBand, BandLab, etc) as well as computer notation
  programs such as Sibelius and MuseScore.
  
  
• Understanding Music in Relation to Contexts (Studying Music / Aural and Theory): This strand involves analysing
  and understanding music from various cultural and historical contexts. A significant part of this involves developing aural
  skills (listening and identifying musical elements) and music theory knowledge (e.g., keys, chords, intervals, common
  musical conventions). It also includes exploring the context in which music is created, such as social and cultural factors,
  and the role of music in different communities, including a strong emphasis on Māori music (waiata, taonga puoro) and
  tikanga (cultural protocols).

Why choose Music? 

• Develop valuable skills: You'll gain skills such as analytical thought, problem-solving, literacy and language development,
  mathematical and logical reasoning, teamwork, communication, plus many more. These are important not just for this subject,
  but for your future studies and career!
• Connect to the real world: Through career and professional pathways (e.g. performer, composer, educator, music therapist,
  arts administration, event coordinator, etc), cognitive and academic transfer (problem solving, mathematical reasoning,
  language and literacy etc, life skills, and social and collaborative skills.
• Discover your passions: This subject offers opportunities to perform music, create music, be part of music groups, and study at
  universities or conservatories around the world, plus a myriad of other opportunities in the arts community.
• Build a strong foundation: Learning music provides a remarkably strong foundation for further study, not just in music itself,
  but across a wide range of academic disciplines and professional fields. This is due to the unique combination of cognitive,
  emotional, and social skills it cultivates.
• It's engaging and fun! You'll find Music to be both engaging and fun! From composing your own work to performing solo
  or with peers, it's always a rewarding experience. What's more, the skills acquired through Music truly help you grow into
  a well-rounded student.
  
  

For more information, talk to: 

• Vanessa Kay (HOD Music)

This course builds upon the L2 Physics course and introduces challenging concepts and principles in modern physics, mechanics, electricity and waves. 

This course will help prepare students for University Entrance or skilled trades entry. The course is application-based and tailored to suit the education of young men.

If you require any further information, please ask Mr J Smith or Mrs Perera.

Why study Physics?

Physics lies at the heart of the natural sciences

Almost any scientific problem can be approached using the ideas and methods of physics.

Physics explains how the world works

Physics helps us understand why things in the natural world happen the way they do. It enables us to explain, for example, how buildings move in an earthquake, why a car takes as long as it does to come to a stop when the brakes are applied, why the sky is blue and grass green, and why the supports of a bridge have to be of certain dimensions.

Physicists – and students studying physics – can use their understanding to predict how an object will behave under particular conditions, improve the functioning of everyday objects, and envisage new developments.

Physics is useful and exciting

The knowledge and processes used by physics have produced new and exciting technologies that are in everyday use. Almost any example of modern technology has its origins in mechanics, optics, electronics, thermodynamics, nuclear physics, or some other branch of physics. Physicists are challenged to discover how nature works; along the way, they get to know the excitement of explaining, seeing, or doing something that no one has understood or done before.

For further information see Mr. J Smith (TIC) or Mrs. Y Perera (HOD Science)

Course Objectives

Te Reo Māori is an exciting subject that provides opportunities for ākonga/students to engage in Te Reo Māori - the Māori language - Aotearoa/New Zealand's first Language. You will learn by actively experiencing and learning about Māori Culture through whakarongo/listening, tuhi/writing panui/reading and kōrero/conversing with the language.

The Level 3 NCEA Te Reo Māori course builds on the Level 2 NCEA Te Reo Māori course.

Course Content

The ākonga/students learn: 

- Te Reo Māori: Learn about the Structure and vocabulary of the language 

- Kapa Haka: Learn how to perform a Haka with confidence and learn the history of the Haka 

- Whakapapa: Learn about the history of how Māori lived. 

Assessment:

There will be two internal assessment achievement standards and one external assessment achievement standard.

Where does this course lead to?

The Year 13 Level 2 NCEA  Te Reo Māori course is the third and final year of NCEA and leads to Scholarship Te Reo Māori and into Tertiary Qualifications and the workforce. A school trip is organized for the ākonga/students to experience a Marae trip in a different area of New Zealand. The trip allows students to practice what they have learned over the year. There are also other trips to the Auckland Museum, Pā sites and participating in kemu/games. Ākonga/students will also learn about hangi, how to put a hangi down and enjoy eating hangi.