Massey High School

Students will develop their knowledge of current trends and innovations in the Agriculture and Horticulture Sectors through analysis of a primary production environmental issue. Students will investigate primary production process and factors affecting profitability of a primary product.

There will be experiments as part of the investigation. Students will be expected to complete independent self-directed research on a primary product of their choice. 

This course is for ESOL students and supports language acquisition across all subject areas through developing basic skills. Literacy skills are a focus as we prepare students for the NCEA Level 1 Literacy assessments. Students will be using language acquisition programs such as Quizlet and other reading programmes to maximise growth in their English. Students who achieve at level 2B or below in year 9 English or at ELLP Stage 2 (English Language Learning Progressions) or below will be directed to take this course to give them extra support in English and their other subjects.

Students will develop their knowledge of current trends and innovations in the Agriculture and Horticulture Sectors through analysis of a primary production environmental issue. Students will investigate primary production process and factors affecting profitability of a primary product.

There will be experiments as part of the investigation. Students will be expected to complete independent self-directed research on a primary product of their choice. 

Y10 Advanced art exemplars

This course develops the Visual Art skill areas of drawing, painting, printmaking, 3-D construction and design at a higher Levels 5-6 of the NZ Curriculum. Students are identified as having higher ability from their progress in the Y9 course. They learn to use the artist model through research and preparation studies as a basis for finished art works. The course serves as a foundation for Art Level 1 NCEA, in the following year. Students will be given the opportunity to submit a set task for Achievement Standard AS 90917, worth 4 credits in L1 Visual Arts.

METHODS OF ASSESSMENT:
Practical work will be assessed throughout the course using the achievement standards assessment language.

This course develops two areas which are Korero (Oral) and Tuhituhi (Written). This is a bilingual course and is great for those who wish to grow their understanding of Te Reo Māori at an advanced level.

Language extension includes: whānau and Kainga (Family and home), Kura (School), Rohe (Community), Mahi ngahau/takaro (Leisure and Sport), Hui (An event), Tikanga (Customs), Marae Kawa - Karakia - Waiata.

Students who select this course need to be comfortable with presenting in front of the class for some of the assessments.

Y10 Art

Year 10 Art further develops the Visual Art skills throuhg a variety of different forms. Students learn to advance their skills to Level 4 and 5 of the NZ Curriculum. They will develop their own work in response to studying the work of other artists and approaches. The course also serves as a foundation for Art Level 1 NCEA, in the following year. (Students may be given the opportunity to submit work for Achievement Standard AS 90917 at the discretion of the teacher).

METHODS OF ASSESSMENT:
Practical work will be assessed throughout the course using the achievement standards assessment language.

This is a foundation course which covers the basic Visual Art skills needed for success at senior levels in Art Design and Photography. These Visual Art skill areas include introduction to graphic design processes, photo-manipulation using Photoshop and digital photography. Students learn to use artist research and preparation studies as a basis for finished art works.

METHODS OF ASSESSMENT: Assignment work

"We were not taught financial literacy in school. It takes a lot of work and time to change your thinking and to become financially literate." Robert Kiyosaki

What is Year 10 Commerce?

Year 10 Commerce is your real-world starter pack. It is the answer to everyone that says "school's don't teach you about real life". It combines Accounting, Economics, and Business (including financial literacy) into one course, giving you a taste of each field so you can understand how the world works — and how to make smart decisions in it.

Whether you're thinking about buying your first big thing (e.g. car), starting a business, or just want to understand money, Year 10 Commerce sets you up with practical knowledge that will pay off for life.

What you'll learn

1) Accounting

• The Accounting Equation (Assets = Liabilities + Equity)
• How to record Debits and Credits accurately
• Building and understanding an Income Statement
• Creating a Trial Balance to check accuracy

These are the exact skills used by business owners, accountants, and anyone who wants to track where money is coming from and where it's going.

2) Economics

• The Four Factors of Production (land, labour, capital, enterprise)
• Understanding Demand and Supply
• How businesses decide on a price that most people are willing to pay (equilibrium)
• Shifts in Demand and Supply — what happens when things change (e.g. trends, tastes, technology)

You’ll understand how prices are set, why shortages happen, and how businesses and governments respond.

3) Business & Financial Literacy

• How to budget, save, and invest wisely
• Smart strategies for your first big purchase (e.g. car) — including why leasing/finance is a trap
• Your legal rights as a consumer under the Consumer Guarantees Act (CGA) and Fair Trading Act (FTA)
• How to market a product so people actually want to buy it

From managing your money to spotting a scam, this unit is about setting you up to make confident, informed decisions in your personal life.

Why take this subject?

Commerce helps you:

• Understand money, business, and the economy in a way that actually makes sense
• Develop skills that apply to every career path — from trades to tech to medicine
• Decide whether you want to dive deeper into Year 11 and beyond

Where does this lead to?

Year 10 Commerce is a good foundation for NCEA Level 1 Commerce in Year 11. From there, you can go into Year 12 and specialise in:

• Accounting – tracking money and making business decisions
• Economics – understanding how decisions shape the economy
• Business Studies – building, managing, and improving businesses

Dance is a physical form of communication. You will develop a range of skills through study of dance as an art form.

1. Performance skills - Focusing on confidence, concentration, clarity, expression, dynamics, strength, flexibility and safe dance practices through a range of dance styles.

2. Choreography - Students will study compositional components via a range of inspirational influences in various styles. You will explore and use the elements of dance to create, communicate, reflect and discuss in dance.

3. Perspectives - You will explore the features and background of selected dance styles. You will learn to describe dance and begin explaining how ideas are suggested. 

This course can help develop your literacy through fun practical activities.

METHODS OF ASSESSMENT:
Practical work, group skills, choreography, performance and research presentation.

Learn about and practice the core ideas of architecture, product design and landscape design. Develop visual communication skills in drawing, rendering, model making and graphic design.

•Excel (US 18743, 2 credits, 6 weeks)
•Web Design (US 18734, 2 credits, 6 weeks)
•InDesign / Photoshop poster project (10 weeks)
•Programming and Computer Science (12 weeks)

This course involves a broad mix of Digital literacy, Digital Media and Programming / Computer Science. We will learn how to create websites using HTML and CSS, write programs in Python and create sophisticated posters using InDesign and Photoshop. We also teach students how data can be represented and compressed.

METHODS OF ASSESSMENT:
Internal assessments.
There will be an opportunity to gain 4 Level 1
NCEA credits across two Unit Standards.

The Year 10 Drama course gives students the opportunity to explore a range of texts, genre/styles and ideas pertaining to drama and the theatre. Students will learn practical performance skills, including working with scripts, devising drama, improvisation, movement and voice. Drama develops personal skills such as confidence, teamwork, collaboration and self-management. The Year 10 course is an introduction to the Dramatic elements, conventions and techniques studied at NCEA Level 1. 

METHODS OF ASSESSMENT:
Practical work - rehearsal and performance, both individual and group. Supportive written work.

Year 10 English is a foundation course that prepares students for success in NCEA Level 1. It builds essential literacy, critical thinking, and communication skills through a wide variety of engaging texts and activities.

What students will do:

• Study a diverse range of texts including short films, feature films, poetry, novels, short stories, and non-fiction. Students learn how to identify and analyse key aspects such as ideas, techniques, language features, and structure. These are core skills for senior English.
• Read and understand texts independently and collaboratively, using strategies to explore meaning, purpose, and audience.
• Write and craft texts across a range of forms including essays, creative writing, and responses to literature. Students will refine their planning, editing, and proofreading processes.
• Learn key terminology and language, tailored to the text type (for example, film techniques, poetic devices, narrative structure) to ensure students are equipped for Level 1 assessments.
• Develop grammar and core literacy skills, including spelling, punctuation, sentence structure, and paragraphing. These are essential for clear and effective communication.
• Complete a range of assessments such as film technique tests, literature essays, and written responses.

Students will also be supported to prepare for the Literacy CAA (Common Assessment Activities) in both reading and writing, with targeted teaching designed to build their confidence and success in these nationally recognised assessments.

Dive into the dynamic world of Fabric Technology, where you'll unleash your creativity through the full technological design process. In Unit 1, explore Cultural Design as you develop and construct a unique sweatshirt, applying diverse techniques to showcase influences from a chosen culture on knitted fabric. Building on these skills in Unit 2, you'll then master Street Style by selecting a commercial pattern and creating a complementary garment to complete your contemporary outfit.

This course is a precursor for NCEA technology 

This course will follow the New Zealand Curriculum for Technology and the main focus will be on processed outcomes. Most students work at Level 5 of the National Curriculum for Technology in the areas of Technological practice and Technological knowledge. The course will include four independent units of work, each one focussing on a different area of the Level 1 NCEA curriculum.

Pre-Unit 1- Food safety and food hygiene: A study of the micro-organisms that cause food poisoning and the procedures used in food manufacturing to prevent food poisoning from occurring.

Pre-Unit 1 - Sensory analysis: This unit explores the science of the senses we use when we consume food and drink. Students will learn about the different types of tests that can be used with stakeholders to gain feedback on thier design ideas.

Unit 1 - Cook-Chill meals: This unit explores the authentic context of the governments school lunch programme. Students are tasked with making a suitable school lunch within a given budget using the cook-chill process.

Unit 2 – Technological Knowledge, Materials and Techniques: Cereal Products - Ever wondered why cakes sometimes sink in the middle or become like volcanoes? Ever wanted to make your own pastry or bread? In this unit you will learn how to make a range of cakes, pastries, and biscuits and understand why things sometimes go wrong. 

Unit 3 - Get wise 2 health: Health and well being is the focus of this unit of work helping students to understand how to make wise choices when it come to food and designing new food products.

Unit 4 - Technological Practice, Development and Manufacturing: Chilled Desserts - This is an opportunity for students to put into practice what they have learned in previous units throughout the year. They will be challenged to make a chilled dessert using seasonal summer fruits.

Students will build language and cultural knowledge through communication and interaction in French language. Activities will focus on the key aspects of language: listening, speaking, writing and reading. By the end of this course the students will be prepared to interact in basic French language in a range of different situations. 

This option also prepares the student for NCEA Level 1 in French language. Language skills: Listening, Speaking, Reading and Writing.
Topics: Where We Live, Free-time Activities, Weather, Clothing, School, Food.

METHODS OF ASSESSMENT: End-of-Course Assessments in Speaking, Listening, Reading and Writing, Coursework, Cultural Project

EXTRA CURRICULAR:
Cooking Experiences, Cinema trip, Restaurant trip – cost TBC

Health Education

Health Education focuses on promoting the well-being of students, their communities, and society as a whole through learning in diverse health-related contexts. Students develop key competencies in areas such as mental wellness, reproductive health and positive sexuality, safety management, informed decision-making, and nutritional awareness. The program supports the development of resilience by strengthening personal identity and self-worth, fostering empathy, and enhancing interpersonal skills that contribute to healthy relationships. Health Education is offered as a comprehensive academic pathway through NCEA Levels 1, 2, and 3.

Physical Education

In Year 10 Physical Education, students engage in a broad range of physical activities aligned with the New Zealand Health and Physical Education Curriculum. The program emphasizes physical growth and development, motor skill acquisition, and personal and social development, providing a holistic approach to fostering physical literacy and well-being.

Key Focus Areas

• Social Responsibility
• Massey Moves / Net & Wall Games
• Drug Education
• Physical Education Student Options
• Sexuality and Relationships Education
• Puberty, Healthy Relationships, Conception, Contraception, STI Awareness, LGBTQI+ Inclusion
• Summer Games Participation
• Health Examination (Term 4)

This curriculum ensures students receive a balanced and inclusive education that equips them with the knowledge, skills, and attitudes necessary for lifelong health and well-being.

Students will build language and cultural knowledge through communication and interaction in Japanese language. Activities will focus on the key aspects of language: listening, speaking, writing and reading. Students will read and write Hiragana comfortably in class and will start learning Katakana scripts. By the end of this course the students will be prepared to interact in basic Japanese language in a range of different situations.

This option also prepares the student for NCEA Level 1 in Japanese language. 

Language skills: Listening, Speaking, Reading and Writing Topics: Food & Drinks, Family & Friends, School Life, Sports & Leisure Activities, Home, Daily Routine, Transportation 

METHODS OF ASSESSMENT: Course Assessments in Speaking, Listening, Reading, Writing and Cultural Studies. 

EXTRA CURRICULAR: Cooking Experiences, Calligraphy, Origami, Restaurant trip (cost TBC)

HOW TO APPLY

Choosing this option subject on SchoolBridge DOES NOT guarantee a place in the class. To apply for the 10LEA option class, students MUST:

• Choose 10LEA as an 'option' subject on SchoolBridge
• Complete 10LEA Google Form application online by Friday 22nd August 2025. 

10LEA Online Application Form (click here)

DEVELOPING FUTURE LEADERS

Are you a Year 9 student looking to develop your leadership potential? Do you want to gain the skills and confidence to lead effectively? The Massey High School Leadership Development Programme offers a unique opportunity to grow your leadership skills through dynamic group discussions and hands-on learning. 

The Year 10 Leadership (10LEA) option class is a year-long course for aspiring young leaders. If you want to make a positive impact on your community and learn how to run major events, this option class is perfect for you!

COURSE CONTENT:

• Topic 1: Building Relationships
• Topic 2: Service Leadership
• Topic 3: Event Planning
• Topic 4: My Leadership Identity

UNIQUE OPPORTUNITIES:

In addition to the amazing experiences within the course, there are even more opportunities for students in 10LEA:

• Field Trip to attend the GRIP Leadership Conference
• Help out on Year 8 Day (Term 2)
• Help out on Open Evening (Term 2)
• Opportunities to run activities for special days like Pink Shirt Day, Academic Week etc. 

Are you ready to unleash your leadership potential and make a difference in your community? Join 10LEA, and let's embark on an exciting journey of growth, impact, and fun!

Students will work at Level 5 of the National Curriculum in the areas of Number and Algebra, Geometry and Measurement, and Statistics. All ranges of ability levels are catered for. All students have the opportunity to gain 10 Level 1 NCEA credits through the Numeracy corequisite Unit Standard 32406.

For those students who are in the Maths SUMMIT class, they are working at Level 6 of the National Curriculum in the areas of Number and Algebra, Geometry and Measurement, and Statistics and will have the opportunity to complete an NCEA Level 1 Mathematics course.

This course introduces students to basic media concepts such as close reading, narrative study and media production. 

You will learn how to plan, write, film and edit your own advert alongside a study of the advertising industry in New Zealand.

You will also study social media and influencers and they impact the have on our society as well as make your own vidoes

You will study a known director and learn how to identify their techniques

You will look at gender representation in films 

This course is a good introduction to the media, leading towards a study of Media in Years 11, 12 and 13.

METHODS OF ASSESSMENT:
Practical Assessment, written tests and visual portfolio.

Performance: Keyboard and guitar and/or a specialist instrument study in the form of one group performance and one solo performance.
Composition: Composing your own music.
Music in Context: Surveying the history of Western Art Music from the Middle Ages to the present day.
Aural: Recognising styles and genres from the whole history of Western art music.
Developing skills with chords, melody and rhythm.
Theory: Music reading skills and studies of music in context.

Music Technology: Exploring the use of Sibelius (music notation software) and MixCraft (digital audio workstation)

Performance: You will specialise in one instrument and will perform as a soloist. You will also perform as a member of a group.
Composition: You will learn to create melodies and counterpoint in two parts, with full printed score on computer software.
Music in Context: Surveying the history of Western Art Music from the Middle Ages to the present day.
Exploring the elements of Film music.
Aural: Recognising styles and genres from the whole history of Western art music.
Developing skills with chords, melody and rhythm.
Theory: Develop theory skills in notation and in understanding music in context.

Music Technology: Exploring the use of Sibelius (music notation software) and MixCraft (digital audio workstation)

INDIVIDUAL TUITION:
The Music Department provides private and small group tuition through the Itinerant Music Teachers Scheme in flute, clarinet, saxophone, guitar, bass, drums, piano/keyboard, voice, trumpet and trombone. Priority is given to students with a music subject option when there is an oversubscription for any of the above instruments.

This course offers students the opportunity to work with a range of resistant materials such as wood, wood products, acrylic and metal, developing the skills to manufacture quality outcomes.

Students do benefit from their Yr9  experience in the Technology rotations, where the idea of Design Decision making and sketching has been introduced.

Students will also have the opportunity to design the products they subsequently make, employing a variety of resources including traditional wood and metal workshop tools, laser cutter and 3D printers. 

Our philosophy is to make quality items of value - both functional and aesthetic objects that students take home where they are valued .

We start with simple projects to gain familiarity with hand tools, machinery and materials, then Projects may include the making of tools which are then employed in a subsequent project, making a storage solution for home being one example. 

Year 10 Science teaches students about the world around them. Emphasis is placed on making learning relevant to students and encourages them to have a sound knowledge on which to base their opinions and ideas. Practical work is included whenever possible. It also comprehensively prepares them for NCEA Year 11 Science.

The five areas of study are:

Biology: Micro-organisms and Human biology.

Physics: Forces & Motion and Electricity.

Chemistry: Atoms and Acids & Bases.

Earth and Space Science: Tātai Arorangi and Ranginui

The Nature of Science: Taught all through the year as part of the other topics.

Most students should be working on gaining knowledge at Level 5 of the National Curriculum, gaining the foundation needed to work at Level 6 in Year 11 Sciences.

The students’ end of year examination, test and assessments are used to determine which Science course they can take in Year 11.

METHODS OF ASSESSMENT: A mixture of projects, practical's and tests.

Year 10 Social Studies consists of four topics. Our People examines Te Tiriti o Waitangi and how we honour it today. Our World looks at how resources are used locally and internationally, while Our Conflicts looks at New Zealand's involvement and contribution to conflicts and resolutions around the world. Finally, Our Future will look at way to live a more sustainable life.

Students will build language and cultural knowledge through communication and interaction in Spanish language. Activities will focus on the key aspects of language: listening, speaking, writing and reading. By the end of this course the students will be prepared to interact in basic Spanish language in a range of different situations. Topics: Where We Live, Free-time Activities, Weather, Clothing, School.

This option also prepares the student for NCEA Level 1 in Spanish language.
Language skills: Listening, Speaking, Reading and Writing

METHODS OF ASSESSMENT: End-of-Course Assessments in Speaking Listening, Reading, Writing, Coursework, Cultural Project.

EXTRA CURRICULAR: Cooking, Cultural Experiences

Year 10 Sports Development – Course Overview

Year 10 Sports Development offers a comprehensive and detailed exploration of sports conditioning and athlete development. The course provides an integrated approach combining both theoretical and practical learning experiences.

Students will study key areas including the skeletal and muscular systems, diet and nutrition, training program design, and biomechanics. This balanced curriculum is designed to deepen students’ understanding of how the body functions during physical activity and how to optimize athletic performance.

This is a full-time program with daily classes, ensuring consistent engagement and progression throughout the year.

Key Areas of Study

• Anatomy and Functional Movement
• Biomechanics
• Center of Force (CoF), Moment of Torque (MoT), and Point of Torque (PoT)
• Principles of a Healthy Athlete
• Sexuality and Relationships Education
• Drug Education and Awareness
• Strength and Conditioning

This course is ideal for students seeking a focused and in-depth understanding of athletic development, preparing them for further study and participation in high-performance sports environments.

This course devolps two areas which are Korero (Oral) and Tuhituhi (Written). NCEA standards maybe used to aquire credits in this course and are reveiwed each year.

Language extension includes: whānau and Kainga (Family and home), Kura (School), Rohe (Community), Mahi ngahau/takaro (Leisure and Sport), Hui (An event), Tikanga (Customs), Marae Kawa - Karakia - Waiata.

This course requires you to be comfortable to speak in front of people as there are assessments that require you to present in front of the class.

This course is for all females who are interested in the Trades, particularly in building. It will be an all-female small group, learning renovation building skills and safe practices. It does not require any prior knowledge.

It is open to students from Yrs 11, 12 or 13.

The course will be overlaid on the weekly timetable for one day. This means that for the one day a week, students will come out of their school day and spend all day on the building site under the guidance of our female building tutor. They will need to arrive at school for that one day a week in their safety uniform. (Details for this, hi vis top, safety boots or shoes etc, will be given out later. Students will need to buy these items).

Please note that students already in an Academy at MHS will most likely not be able to be in another Academy. This is due to Ministry funding rules. However, if this is the case please still apply as funding situations can change.

Note: There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular Academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Students are guided to develop an imaginative and creative visual theme using various art mediums with a concentration on drawing, painting and some printmaking. The exercises develop their observation, recording, research and personal technique. Internally assessed exercises are used as a basis to produce finished work for the external folio submission.

Students will learn how to use digital SLR cameras and Photoshop. They will explore various conventions of establish practice in Design and Photography and develop visual ideas through practical assignments. The course introduces students to approaches used in senior Art Photography and Art Design courses at Y12 & Y13.

This course covers skills in communication, maths, quality standards, workshop procedures, job specifications, health and safety, materials knowledge, hand tools, power tools, and operating fixed machinery. This will lead students to the Carpentry Academy (Yr 12), and the Building Academy, (Yr 13). 

The course will consist of projects, for example making a set of steps and a coffee table. This course runs one period a day each day for five of the six day timetable. This class can be combined with the Multi Skills academy. Female Yr 11 students might also like to select the Girls in Carpentry course, which is open to Yr 11 female students.

This course is on offer by Te Kura (Correspondence) for NZ residents only. Please see the HOD of Languages or Mr. Bidois for more details.

Year 11 Commerce (NCEA Level 1)

Understand how money, businesses, and the economy work — and how smart decisions can change everything.

In this course, you’ll learn how organisations make financial decisions, how they set prices, and how one event (like a natural disaster or government decision) can affect many different people and businesses.
It brings together Accounting, Business Studies, and Economics into one subject that’s practical and useful for real life.

1.1 – Financial Decision-Making

AS92028 | 5 Credits | Internal

This part of the course is about how businesses or organisations make important money decisions.

You’ll look at:

• What choices a business has when they face a problem or opportunity (e.g. whether to hire more staff, buy a new machine, or expand)
• How they compare the options using tools like a budget or a list of pros and cons
• Who might be affected by the decision (like staff, customers, or the wider community)
• Why the final choice is made and how the business can deal with the good and bad effects

You’ll learn how to think like a manager — weighing up costs, benefits, and people’s views before making a decision.

1.2 – Price Determination

AS92029 | 5 Credits | Internal

This part of the course is about how a business decides what price to charge for something.

You’ll learn:

• How a price is set based on costs, demand, and what customers are willing to pay
• What happens if things change — like if the business gets more competition or costs go up
• What the business could do: change the price, add more value, or keep the price the same
• What the impact would be for customers, workers, and the business itself

You’ll understand why some things are cheap and others expensive — and how pricing is a smart business decision, not just a guess.

1.3 – Financial Connections Between Businesses

AS92030 | 5 Credits | External

This part of the course is about how one event can affect many businesses and people — because we’re all financially connected.

You’ll learn:

• How businesses, households, and the government are all linked through spending, earning, and trading
• What happens to one business when something big changes — like a cyclone, inflation, or a big rise in fuel prices
• How that change flows on to others — like workers, suppliers, or customers
• What decisions a business could make to deal with the change — and what effect that would have on others

You’ll learn to see the bigger picture — how one decision or event can set off a chain reaction that affects a whole town, city, or country.

Where This Leads

Level 1 Commerce prepares you for Level 2 Accounting, Business, and Economics.
From there, you can work towards careers in:

• Running a business or side hustle
• Finance, marketing, and accounting
• Trades + business ownership
• Government, logistics, or international trade
• Or just being a smarter consumer, saver, and decision-maker

If you want to work for yourself or someone else, Commerce gives you the skills to make better financial decisions and understand how the world of business really works.

In this course you will learn how to write programs in Python.  We will also learn how to create a website that is powered by a database.  You will learn about ‘Usability’ (ie: how to ensure that everything you make is easy to use).

You can take TCDTI1 (as well as TCCOM1).  Doing so will allow you to earn a total of 25 credits over both courses (this includes two unit standards). If you take both courses, you will only be able to earn subject endorsement for one of the courses due to the overlap in Achievement Standards.

This course lays down the foundation skills required in the Hospitality industry and students will work towards entering the Level 2 Hospitality Academy Programme. Students will experience working in a realistic kitchen environment and have opportunities to assist in the school café. Students are also encouraged to assist with catering events and culinary competitions. The course is based on unit standards. 

Dance is physical communication. In this course you will move, create, perform, watch, talk and write about dance. You will develop your performance skills of confidence, strength, agility, co-ordination, safe dance practice and performance expression in a range of dance styles including Hip Hop, Contemporary and breakdance. You will communicate ideas by applying dance elements and devices to choreograph dance sequences. We learn to describe dance, explain how ideas are seen in dance and explain how a dance style reflects its background.

Performing in the annual dance show is compulsory.

This course prepares you for Level 2 and Scholarship Dance.

Level 1 DVC challenges your creative thinking skills, gives you an understanding of a broader range of designers and architects, takes your spatial design thinking to the next level, and has more of a focus on the influence design has on improving our lives as people and communities.

In this course you will learn how to design and create webpages which connect to a database.  You will learn about ‘Usability’ (i.e. how to ensure that everything you make is easy to use).  

You can take TCCOM1 (as well as TCDTI1).  Doing so will allow you to earn a total of 25 credits over both courses (this includes two unit standards).

Unleash Your Creative Potential!

Embark on an exhilarating journey of self-expression and creativity with the New NCEA Drama curriculum. In this course, students will work through three assessments, each designed to ignite their passion for performance.

In AS91949 (1.2) students will dive deep into the realm of creativity, exploring dramatic components to craft and devise a performance. 

In AS91942 (1.3) students will immerse themselves in dramatic texts.  They will perform scripts and embody the essence of diverse characters, from tragic heroes to comedic geniuses. Students will explore the depths of human emotions, combinating in a final performance for family and friends.

 In AS91943 (1.4) students will view performances by professionals, unpack their staging, choices and use of dramatic components. This will be submited to NZQA as a portfolio. 

Level 1 Drama is your gateway to unlocking the captivating realm of storytelling, self-discovery, and the transformative power of the dramatic arts. 

This academy operates at Level 1 and takes one option line. The students are introduced to mechanical engineering skills and techniques. This academy is the first step towards an engineering apprenticeship or a career in a similar field. The academy will lead directly to the Automotive Academy in Years 12 and 13. Both academies are in the Manufacturing and Technology sector.
Students will gain skills in basic engineering workshop techniques including, cutting, marking out, measuring, joining, assembly, and finishing of metal products. 

All the standards covered in this course will contribute to the Level 1 NCEA qualification plus students will have the opportunity of gaining the National Certificate in Mechanical Engineering Technology (Level 1).

Students doing this course should also consider doing: Graphics, Maths (compulsory), Physics or Science, and English (compulsory).

Credits: 19 (a mix of internal and external assessments)

This English course is designed to build your skills in reading, writing, and analysing a range of texts. You will explore how authors use language to influence audiences, and how different contexts shape the way we speak and write. You will also develop your ability to make meaningful connections between texts, themes, and ideas. Expect to read novels, short stories, film, poetry, and articles, and to respond creatively and critically.

You will complete the following assessments:

• AS91924 (Internal, 5 credits): Understand how context shapes verbal language use
  Analyse how time, place, and audience influence spoken or written language.
• AS91925 (External, 5 credits): Understand specific aspects of a studied text
  Explore character, theme, setting, or techniques in a written or visual text.
• AS91927 (External, 5 credits): Understand unfamiliar texts
  Read and respond to a range of unseen texts, including one based in a Māori context.
• AS91104 (Internal, 4 credits at Level 2): Analyse significant connections across texts
  Make insightful links between four different texts you have studied, including one of your own choosing.

This course will help prepare you for further study in English and give you a strong foundation in reading, writing, and critical thinking.

Pre-Intermediate level.
This course is designed to suit the needs of those students who are pre-intermediate speakers of English and have elementary reading and writing skills. Students who are assessed at ELLP Stage 2 or lower may be directed to this course. Literacy skills will be a focus for students and they will be offered NCEA Level 1 English Language standards.

Note: if a student chooses to do this course, they do not need to do another English course unless they want to.

In Materials and Processing Technology, we believe in learning by doing. This course isn't just about what you make; it's about how you think, create, and grow. You'll gain invaluable soft skills and explore diverse pathways as you bring your authentic self to every project. Get ready to unleash your creativity, follow your passions, and flourish as a technological designer and innovator!

This course is a pathway that includes university approved credits at Yr13.

This course cannot be taken in conjunction with Food technology or Resistant Materials Technology as they all teach the same standards.

This course will comprise of two internal standards and one external standard. 

Unit one will provide an opportunity for you to create a product for a celebration of your choosing.  The celebration can be Cultural, Religious, Traditional or Personal. This unit will focus on celebratory baked products. 

Unit two will focus on Manaakitanga, a behaviour that demonstrates that you care for someone. In this unit you will be challenged to use design thinking to design, create and refine a product for a person, whānau, or community group which demonstrates Manaakitanga.

Unit three will focus on different techniques that can be used to enhance and evaluate functional and physical attributes for an outcome. This unit will provide the evidence required for the external standard. The external standard will be a digital submission and will comprise of a series of questions related to unit 3.

Student's internal submissions need to be uploaded digitally and can be presented in the following formats:

• A digital slide presentation of 20 slides (size 12 font or bigger)
• A collection of scanned paper evidence i.e., a visual diary or portfolio. (A maximum of 10 A3 or 20 A4 sides of paper)
• A video or recorded oral presentation (3-4 minutes long)
• A combination of the above, totalling no more than 800 words

This course cannot be taken in conjunction with Level 1 Fabric Technology or Resistant Materials Technology as they all teach the same standards.

This course may be offered through Te Kura (Correspondence), depending on numbers. For information about this, see HOD Languages or Ms. Wilson. Ms. Wilson can also give information on topics etc if it should be run as a school class.

We welcome everyone to Level 1 Geography. Geography bridges the Sciences and the Arts. Throughout the year we explore how our environments are made, and how we interact with our environments. We study the places where we live, the places where we play and the places where we work. We use photos, texts, data and maps to describe and explain our environments. We do local research and study other locations in New Zealand, the Pacific and the world. You will complete a 5 credit internal assessment in Term 1 and another in Term 2. In Term 3 you will study examples of natural landscapes for the 5 credit External exam which will happen in November. Credits from Geography can also count towards your Literacy and Numeracy requirements for NCEA.

Level 1 Health Studies – Course Overview

Level 1 Health Studies introduces students to the holistic concept of hauora, which forms the foundation of understanding well-being in Aotearoa New Zealand. Through this course, students begin to explore the factors that influence personal and collective health and develop the knowledge, skills, attitudes, and values necessary to make informed and responsible decisions.

The course encourages students to reflect on their own well-being, build strong interpersonal relationships, and take actions that promote the health of themselves, others, and wider society. Key areas of learning include:

• Understanding hauora as a multi-dimensional concept
• Developing decision-making and interpersonal skills
• Investigating the concept of positive sexuality
• Exploring the influences and impacts of substance use on well-being

Curriculum Statement – Purpose of Level 1 Health Studies

According to the New Zealand Curriculum (NZC, 2007):

“In Health Education, students develop an understanding of the factors that influence the health of individuals, groups, and society. They examine how these factors—such as social, cultural, economic, and environmental influences—affect well-being. Through learning in Health Education, students develop the competencies to take responsible action to enhance their own well-being, the well-being of others, and that of wider communities.”

At Level 1, students begin to explore these concepts by applying health models, developing interpersonal capabilities, and critically examining health-related issues relevant to young people in Aotearoa.

Assessment Overview

• Models of Health

AS 90971 (1.1) – Internal – 5 Credits
Title: Demonstrate understanding of hauora in a health-related context through the application of a model of health
Focus: Students explore and apply a model of health (e.g. Te Whare Tapa Whā) to a real-world health issue or situation.

• Decision-Making

AS 90972 (1.2) – Internal – 5 Credits
Title: Demonstrate understanding of decision-making in a health-related situation
Focus: Students investigate how decisions are made in challenging health contexts and evaluate their short- and long-term consequences on hauora.

• Strategies to Enhance Well-being

AS 90973 (1.3) – External – 5 Credits
Title: Demonstrate understanding of strategies for enhancing hauora
Focus: Students explore strategies that support well-being and evaluate how they can be applied to real-life situations involving substance use, relationships, or personal safety.

Level One History will offer three standards for a total of 15 credits. Two of the standards (10 credits) are internal and will be completed by the beginning of Term Three; the final standard (5 credits) is externally assessed at the end of the year. 

1.1              AS92024   Engage with a variety of primary sources in a historical context                              Internal    5 credits

1.2              AS92025   Demonstrate understanding of the significance of a historical context                Internal    5 credits

1.4              AS92027 Demonstrate understanding of perspectives on a historical context                      External   5 credits

 Course Structure:

Students will examine a range of topics which may* include:

• Civil Rights in the United States of America and New Zealand
• The Vietnam War and New Zealand's involvement 
• Apartheid in South Africa and the 1984 Springbok Tour of New Zealand

* As the standards are still new, we may tinker with different topics to best fit the standards. The three listed above reflect the topics covered in 2025. 

Topics: Japanese homes and housing. Food: eating and drinking, at a restaurant. Activities: sports, free time, after school activities. My Town and Life: directions, daily routine, school life, shopping, health, weather, travel and holidays.

 All students at Massey High School will undertake a full Year 11 Mathematics course at Level 5/6 (Phase 4/5) of the NZC.

 The course will contain:

•  Mathematics - Number, Algebra, Geometry (Space) and Measurement 
•  Statistics - Statistical Reports and Probability 

 The course will be comprised of two internal assessments and one external assessment:

• Internal assessments: AS91944 (1.1) 5 credits - Explore data using the statistical enquiry process, and AS91945 (1.2) 5 credits - use mathematical methods to explore problems that relate to life in Aotearoa New Zealand or the Pacific.
• External assessment: AS91947 (1.4) 5 credits - Demonstrate Mathematical reasoning.

In Media Studies we will explore Social Issues and Fake News as well as film making and editing. We will look at social media, main stream media and teach you to be a savy media consumer.

In today's digital age, understanding the truth behind media messages is more important than ever. This course empowers you to become a savvy media investigator, equipped with the skills to uncover social issues, recognise fake news, and express your ideas through the power of documentary filmmaking.

Throughout this course, you will engage in dynamic discussions and interactive activities that explore the impact of media on society and equip you with critical thinking abilities. Here's what you can expect to explore:

1. Media and Social Issues: Discover how media shapes our understanding of important social topics, such as gender, race, inequality, politics, and the environment. Through fun and thought-provoking activities, you will analyse media content, understand its influence, and develop a broader perspective on the world around you. We look at the representation of gender in film and television and explore the impact this has
2. Social action: You will undergo a social action where you have the opportunity to promote a cause to the school community. We focus on Pink Shirt Day and the importance it has in our society and in our school. You will make an advert, tik tok video or short film to promote the cause. 
3. You will learn about a current social issue and learn the different perspectives on it. 

By the end of this course, you'll emerge as a discerning media consumer, capable of critically evaluating media messages, questioning narratives, and engaging meaningfully with social issues. You'll also gain practical skills in documentary filmmaking, giving you a creative outlet to express your perspectives on important topics.

You will perform on your chosen instrument (which may include voice) as a member of a group and as a soloist. You will compose a song, and study musical styles and their features. You will develop listening and notation skills.

NOTE: Students taking this subject are required to be having lessons on their chosen instrument, either through the school itinerant programme or privately. Participation in one of the school’s music groups is also strongly encouraged.

Level 1 Physical Education – Course Overview

Level 1 Physical Education supports the development of ākonga across multiple dimensions—social, emotional, intellectual, and cultural. Through engaging in movement experiences, students explore the concept of hauora and develop the capabilities necessary to participate confidently and respectfully in a range of physical activities.

Students will examine the role of tikanga (cultural practices), kotahitanga (unity and collective action), and interpersonal skills in movement contexts. By participating in diverse physical activities, students reflect on how physical activity influences their well-being and how it contributes to wider outcomes for individuals and communities.

This course includes both practical and theoretical components and is suitable for students who enjoy being physically active, working collaboratively, and learning through movement.

Curriculum Statement

In alignment with the New Zealand Curriculum (NZC, 2007):

“In Physical Education, students learn through movement in a wide range of contexts. They develop the knowledge, understanding, skills, and attitudes that enable them to participate in and contribute to physical activity and lifelong well-being. Through these experiences, students gain a deeper understanding of their own capabilities, of others, and of the social and cultural significance of movement.”

At Massey High School, Physical Education is grounded in the principles of hauora, active participation, cultural responsiveness, and student empowerment. These principles guide learning across NCEA Levels 1 to 3.

Learning Outcomes – NCEA Level 1 Physical Education

At Level 1, students will:

• Apply movement strategies in practical settings, showing an understanding of how these strategies contribute to successful performance
• Demonstrate how kotahitanga (unity and togetherness) can be promoted through movement by applying interpersonal, leadership, and cooperative skills in team contexts
• Critically reflect on how personal movement experiences impact all four dimensions of hauora: taha tinana (physical), taha hinengaro (mental & emotional), taha wairua (spiritual), and taha whānau (social)

Assessment Overview – 15 Credits

• Movement Strategies

AS 90962 (1.1) – Internal – 4 Credits
Title: Apply movement strategies in an applied setting
Focus: Demonstrate skill development and tactical awareness through participation in activities such as Turbo Touch, with application of skills like passing, catching, and spatial awareness in real-time game settings.

• Kotahitanga in Action

AS 90963 (1.2) – Internal – 4 Credits
Title: Demonstrate understanding of how kotahitanga is promoted in movement
Focus: Apply values such as co-operation, teamwork, leadership, and the understanding of vā (relational space) during collaborative physical activities.

• Influences on Hauora

AS 90964 (1.3) – Internal – 5 Credits
Title: Demonstrate understanding of the influence of a personal movement experience on hauora
Focus: Describe, explain, and evaluate how a chosen physical activity influences personal well-being across all dimensions of hauora. Students reflect on their growth and development through movement.

This course follows on from Year 10 Wood and Metal Technology.                      

Students will work with a range of hard materials; solid timber, timber products, metal, acrylic and more.

Economy of time, material and effort is encouraged - upcycling and repurposing supported and embedded in the Assessment Projects offered. 

Students will gain through experience an understanding of the properties of materials and develop the skills to manipulate them to produce high quality outcomes. 

There is a strong Design component as part of MPTR1 - design decision making and sketching having been introduced as a concept from Yr9 - and  Students have the opportunity to develop and grow their design decision making, drawing skills that communicate design ideas, and construction detailing.

Student Projects are driven by the individual's design decision making.

Students build their own designs and take the final product home.

Resources include traditional timber and metal workshop environments as well as an opportunity to use a laser cutter and 3D printers. 

Students will be assessed on their understanding and execution of basic technological processes and their application of health and safety within a workshop environment. Resistant Materials Technology is an approved University Entrance subject.

This course is offered through Te Kura (Correspondence). It is focused on 3 skills of learning listening speaking reading on Samoan culture.  Students are expected to be able to speak Samoan. It is not a course which teaches Beginner Samoan. Assessment - 2 internals and 2 externals. See HOD Languages in L1 for more information.

All Year 11 students are required to complete either Science - Sport, or Science - Home.  This will provide them with the foundational knowledge required to complete the Level 2 Sciences - BIO2, CHE2, ESS2, PHY2 and SCI2.  Students can additionally take Science - Advance.

All Year 11 students are required to complete either Science - Sport, or Science - Home.  This will provide them with the foundational knowledge required to complete the Level 2 Sciences - BIO2, CHE2, ESS2, PHY2 and SCI2.  Students can additionally take Science - Advance.

This course is for students who want to extend their knowledge in science further. This course also covers all four strands of science. Biology, Chemistry, Earth and Space Science and Physics.

Students will be able to progress to any of the Level 2 courses in science – BIO 2, CHE 2, ESS 2, PHY 2, AND  SCI 2.

This course may be offered through Te Kura (Correspondence), depending on numbers.  Please see HOD of Languages, Mr. Bidois or Ms. Wilson for more details.

Assessments: 3 internals and 2 externals.

Level 1 Sports Performance and Development – Course Overview

Level 1 Sports Performance and Development is designed for students with a passion for sport and a desire to enhance their athletic performance. This course focuses on developing students into high-performing athletes by providing sport-specific training and fostering a deeper understanding of how the body functions and adapts to exercise.

In addition to physical training, students will build key life skills such as leadership, effective communication, self-management, social responsibility, and problem-solving. The programme also supports students in exploring their personal values, understanding how these impact their hauora (well-being), and critically examining the environmental and social influences that shape their lives.

This holistic approach encourages students to grow not only as athletes, but also as resilient, reflective individuals capable of managing their own development in sport, study, and life.

Curriculum Statement

Aligned with the New Zealand Curriculum (NZC, 2007):

“In Physical Education, students learn through movement in a wide range of contexts. They develop the knowledge, understanding, skills, and attitudes that enhance well-being and promote lifelong participation in physical activity. Through these experiences, they gain a deeper understanding of themselves, others, and the significance of physical activity in society.”

At Massey High School, this course integrates the core concepts of hauora, kotahitanga, self-development, and physical literacy to promote both personal and athletic growth.

Learning Outcomes – NCEA Level 1 Sports Performance and Development

Students in this course will:

• Apply movement strategies in applied sporting contexts to enhance performance and decision-making
• Demonstrate interpersonal and self-management skills through the promotion of kotahitanga (unity and collective contribution)
• Evaluate how personal movement experiences influence all four dimensions of hauora: taha tinana (physical), taha hinengaro (mental/emotional), taha wairua (spiritual), and taha whānau (social)
• Reflect on personal values and how they contribute to personal development and well-being
• Develop a foundational understanding of how the body responds and adapts to physical training

Assessment Overview – 15 Credits

• Movement Strategies

AS 90962 (1.1) – Internal – 5 Credits
Title: Apply movement strategies in an applied setting
Focus: Students demonstrate skill application and tactical understanding in sport-specific performance environments.

• Kotahitanga in Action

AS 90963 (1.2) – Internal – 5 Credits
Title: Demonstrate understanding of how kotahitanga is promoted in movement through the application of strategies
Focus: Development of interpersonal skills, leadership, and self-management in team-based activities.

• Influence of Movement on Hauora

AS 90964 (1.3) – External – 5 Credits
Title: Demonstrate understanding of the influence of personal movement experiences on hauora
Focus: Students reflect on how physical activity impacts their overall well-being and personal development.

Te Ao Haka offers students a deep and immersive journey into the world of haka and Māori performing arts. Rooted in tikanga Māori and te reo Māori, this course explores the cultural, historical, and performance elements of haka, waiata, mōteatea, poi, and other forms of Māori expression. Students will develop their performance skills, strengthen their understanding of Māori identity and storytelling, and gain confidence as leaders and contributors to kapa haka and other cultural spaces.

This course encourages creativity, collaboration, and cultural pride. It supports students in developing skills in performance, composition, analysis, and reflection. Te Ao Haka is ideal for those interested in Māori performing arts, pursuing further study in the arts or te ao Māori, or contributing to cultural leadership in school and beyond

This is a full year course that is designed to develop Year 11 students in Te Reo Māori to enable them to build upon the language skills developed at Year 10. Students will be working toward a level where they will gain Excellence in Te Reo Māori at Level 1. 

Students will complete a range of Achievement Standards as well as Unit Standards.  
1.1 - Students are able to interact in spoken reo Māori to share and respond to information, ideas, and opinions.
1.2 - Students are able to communicate in te reo Māori in relation to a language vitality context.
1.3 - Students are able to demonstrate understanding of te reo Māori and its principles within a familiar context. 

Please note, students must be comfortable speaking te reo Māori infront of a camera as this is one of the assessments.

This Mahi a Toi course introduces tauira to the traditional Māori art of Rāranga through practical, hands-on learning and cultural immersion. Tauira will engage in weekly full-day sessions at Te Wānanga o Aotearoa under the guidance of a skilled and experienced Raranga artist. These wānanga will focus on tikanga, whakapapa, and the cultural framework of te Whare Pora – the traditional realm of weaving.

Through these sessions, tauira will:

• Explore the tikanga and kawa associated with gathering and preparing weaving materials
• Identify, harvest, and prepare harakeke following appropriate tikanga
• Learn the process of extracting muka (flax fibre) from harakeke
• Complete at least one whiri (woven cord), applying knowledge of traditional techniques

In addition to the weekly wānanga, tauira will participate in regular in-school sessions dedicated to guided reflection, documentation, and assessment preparation.

Key Learning Outcomes:

• Deepen understanding of Māori toi and its connection to whakapapa and identity
• Demonstrate knowledge of the tikanga and resources of Raranga as outlined in standard 29711
• Successfully complete a woven item (whiri) using muka, as assessed in standard 7879

Who is this course for?

This course is ideal for ākonga who have an interest in Māori art, cultural practice, and hands-on creative learning. It is especially beneficial for those wanting to strengthen their reo Māori and cultural identity through traditional practices.

Students will attend ECE centres to gain greater knowledge of work place practices and to complete some units of work.  

The course has a large practical component and also theory-based unit standard assessments.

Must have access to an infant, toddler or young child to do observations and work with on a regular weekly basis. Can be a sibling or family relative.

Topics include:

• Study child’s growth and development
• The value of play experiences
• Basic needs and nutrition
• Care practices for infants, toddlers and young children
• Health issues and services
• Personal and environmental hygiene and safety practices
• Attachment relationships and strategies
• Construct a young child’s garment
• Personal involvement in a social action related to rights and responsibilities
• Workplace involvement and knowledge

Students in this academy will enjoy working alongside young children gaining a knowledge of their basic needs of and other aspects including health and hygiene practices and how they are applied to young children. This course is both theoretical and practical.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Note in 2026, students in Yr 12 can participate in both the Yr 12 Tourism Plus and ECE academies. This is an exception to the rule of students only selecting one academy. However, when students are in Yr 13 they will only be allowed to be in one of the academies. Students can also select the Hospitality one hour option AND the Early Childhood academy for Yr 12.

MCA2 is for students who enjoy Mathematics and who may wish to study Calculus or Statistics at NCEA Level 3. The course consists of Level 2 Mathematics achievement standards including the external standards in Algebra, and Calculus. Successful completion of MCA2 is a pre-requisite for entry into MCAUE and can be used as a prerequisite for MSTUE. A course endorsement can be gained from this course.

The achievement standards included in each course will be a selection taken from the 14 Mathematics standards available at Level 2.

Welcome to the Level 2 Multi Skills Academy.
Nau mai ki te Whare Aronui o Tiriwa. The Multi Skills Academy welcomes you.
This academy is available to Years 11, 12 and 13 students who wish to learn renovation skills at MHS. The students will have the opportunity to renovate a house on site at MHS, learning the skills required as they go. The skills could include paving, plan reading, painting, landscape skills etc. 

This Academy is over-laid on the school timetable, meaning the students come out of their normal classes when the academy is on one day a week. Students select six other subjects plus the Multi Skills academy. The Academy runs all day one day of the week, (actual day TBC). The students are expected to catch up on the work they miss on the day they are doing Multi Skills.
All the standards covered in this course will contribute to the NCEA qualification at the given level. The standards in the course are unit standards. This course can lead to the full time Carpentry academy at Level 2 in the following year.

In the Multi Skills Academy the standards are at Level 1 and Level 2. 

The exact details change each year, depending on the situation with the building site.

Note: There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected]. When emailing please state which Academy course you wish to apply for.

This course builds upon the language skills learned at Level 1. Students will learn and practice oral, written and visual forms of Te Reo Māori. Topics include Ko wai au, Take o te wā, Tikanga and so on. Each topic will have a writing, reading, speaking and listening component. This course will require to do extra work outside of the classroom to ensure that you are able to keep up with the work load. The teaching environment will be bilingual.

This course utilises various unit standards and acheivement standards such as:

2.1 Whakarongo kia mōhio ki te reo o te ao torotoro (4cr)

2.2 Kōrero kia whakamahi i te reo o te ao torotoro (6cr)

2.3 Pānui kia mōhio ki te reo o te ao torotoro (6cr)

An emphisis is put on gaining Excellence in these papers.

Students will develop their knowledge of current trends and innovations in the Agriculture and Horticulture Sectors through analysis of a primary production environmental issue. Students will investigate primary production process and factors affecting profitability of a primary product.

There will be experiments as part of the investigation. Students will be expected to complete independent self-directed research on a primary product of their choice. 

The Gateway Programme offer Year 12 and 13 students a unique opportunity to gain valuable workplace experience while earning up to 20 NCEA credits. Designed to bridge the gap between school and future employment or tertiary study, Gateway combines classroom learning with structured work placements (one day a week for 5-10 weeks) in industries such as trades (TSS), hospitality (Kings Plant Barn), retail (Woolworths, Mitre10), Hair and Make Up, IT (Techtorium), and more.

Some of the courses available are: First Aid certificate, Workplace Health and safety, Techtorium, Forklift drivers' licence, Customer Service, ITC

You may already have part time employment and just require the extra credits offered by Gateway.

Each student will have a unique Learning Plan.

Gateway Coordinator: Miss Cork [email protected]
Gateway Administrator: Carol McIvor [email protected]
Gateway Office: In Careers office

To apply for GATEWAY you will also need to fill in an application form.  For a printed copy, please see Mrs McIvor in the Gateway Office.

This course is for all females who are interested in the Trades, particularly in building. It will be an all-female small group, learning renovation building skills and safe practices. It does not require any prior knowledge.

It is open to students from Yrs 11, 12 or 13.

The course will be overlaid on the weekly timetable for one day. This means that for the one day a week, students will come out of their school day and spend all day on the building site under the guidance of our female building tutor. They will need to arrive at school for that one day a week in their safety uniform. (Details for this, hi vis top, safety boots or shoes etc, will be given out later. Students will need to buy these items).

Please note that students already in an Academy at MHS will most likely not be able to be in another Academy. This is due to Ministry funding rules. However, if this is the case please still apply as funding situations can change.

Note: There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular Academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Level 2 Accounting

Dig deeper. Track the money. Make better business decisions.

In Level 2 Accounting, you’ll move beyond the basics and learn how real businesses use systems and financial information to make smart decisions. You’ll analyse key parts of a business like inventory and accounts receivable, and explore real-world issues that accountants deal with today.

This course is for students who enjoy working with numbers, making sense of patterns, and using financial data to explain what’s happening in a business.

Internal – Accounts Receivable Subsystem

AS91179 | 3 credits | Internal

You’ll explore how businesses manage money owed to them by customers (called accounts receivable). You’ll learn how this system works, how to track overdue payments, and what happens when customers don’t pay on time.

You’ll:

• Process source documents (invoices, credit notes, receipts)
• Record entries into journals and ledgers
• Explain how this system helps businesses maintain cash flow

Every business needs to get paid — this standard teaches you how that process works behind the scenes.

Internal – Inventory Subsystem

AS91386 | 3 credits | Internal

This standard is about managing the goods a business sells — its inventory. You’ll learn how businesses track stock levels, avoid losses, and ensure accurate records.

You’ll:

• Understand FIFO (first-in, first-out) inventory methods
• Process inventory transactions
• Explain why managing stock correctly is crucial for profitability

This is essential knowledge for anyone interested in retail, supply chain, or business management.

Internal – Contemporary Accounting Issue

AS91481 | 4 credits | Internal

This is a research-based standard where you choose a modern accounting issue (e.g. AI in accounting, ethical concerns, sustainability reporting) and explain how it affects business decision-making.

You’ll:

• Research a real accounting issue
• Explain how it impacts decisions for businesses, accountants, or investors
• Show your understanding using real-world examples

This standard bridges the gap between theory and the real world.

External – Interpreting Accounting Information

AS91177 | 4 credits | External

This exam is about reading and interpreting financial information from real businesses. You’ll analyse ratios, trends, and statements to make conclusions about performance and financial health.

You’ll:

• Work with income statements and balance sheets
• Calculate and interpret financial ratios (e.g. profitability, liquidity, financial stability)
• Make recommendations based on real data

This standard teaches you to see the story behind the numbers — a key skill in business.

External – Accounting Concepts

AS91174 | 4 credits | External

You’ll learn and apply key accounting concepts that guide how businesses record and report their financial data. These include things like accrual basis, consistency, and going concern.

You’ll:

• Explain accounting concepts using business scenarios
• Apply concepts to support financial decisions
• Use real examples in your exam

These concepts are the foundation of all good accounting — and are used in the real world every day.

Level 2 Accounting prepares you for Level 3 Accounting, Commerce at university, or careers in:

• Accounting and finance
• Business management
• Retail and inventory control
• Entrepreneurship
• Banking and financial advisory

If you enjoy working with real-world data, spotting trends, and understanding how money flows in and out of a business — this course is for you.

Agriculture and Horticulture are the heartbeat of the New Zealand economy and so this course is very topical and relevant to all our futures.

There will be hands on activities such as practical and experiments. Theory work will involve research skills and problem solving. There are several skills-based assessments linked to working in the agriculture and horticultural setting.

Level 2 and 3 Electrical Pathway Vocational Skills

Year 13 Students who are interested in the electrical trade are asked to register their interest here using school point. The course development is only in its early stages and is 50/50 whether it will go ahead. If it proceeds it will be based on the electrical trade, will operate one day or part of a day a week for some of the year. It will have standards that contribute to the NCEA and will be focused on practical skills of the electrical trades area. It will be run by Skills an industry orientated training organisation.

Students will come out of their normal timetable when the course is on, they will be expected to catch up on missed work from their normal subjects and the day might have different hours to a school day. There might be travel time involved but the school will pay for the travel and the course will be free. However, please note it is not definite that the course will run, and more details will be forthcoming if it does go ahead.

Students are encouraged to explore their own visual theme, experimenting with drawing and painting mediums to create a body of artworks that develop a successful painting approach for their external folio.  They will also study other artists' work in order to improve their own skill in art making methods and techniques.

This course will give the grounding required for Year 13 Art Design UE. It will involve students in a range of graphic design activities. By following a systematic approach they will develop their understanding of contemporary, typographic and illustrative design, the use of appropriate design tools and how to use established practice to develop their own ideas.

METHODS OF ASSESSMENT:
All work for the two internal assessments will be presented in an A4 Visual Dairy. The body of work for the external assessment is submitted across 2 x A1 folio boards. Work will be completed both by hand but mainly on a computer device using design software.

.

This course explores the rich and complex development of French art from the late 18th to the late 19th century, a period marked by revolution, industrialisation, and profound cultural change. Beginning with the disciplined classicism of Jacques-Louis David and moving through the emotional intensity of Romanticism, the social realism of Courbet and Millet, and the luminous innovations of the Impressionists, students will trace the ways in which artists responded to and challenged the values of their time. As France experienced political upheaval, urban expansion, and technological progress, artists turned their attention to new subjects: the lives of ordinary people, the fleeting effects of light, and the experience of modern life. The course culminates with the bold, expressive work of Vincent Van Gogh, whose style highlighted a move toward modernist thinking and individual expression. Through visual analysis, historical context, and critical discussion, students will gain a deeper understanding of how art reflects and shapes society. This course lays the foundation for appreciating the radical shifts that led to the birth of modern art.

The course explores the use of digital photographic processes as a means of generating and developing visual ideas. Students will study art ideas and gain practical knowledge through using SLR digital cameras and Photoshop image manipulation techniques. Students will produce a body of work for their external folio assessment based on a study of the urban environment - this will involve a field trip to photograph the downtown city environment.

METHODS OF ASSESSMENT:
Internally assessed assignment work. Externally assessed body of work presented on A1 folio panels.

Level 2 Automotive Academy - Year 1. (Yr 12) Double line option.

Welcome to the Automotive Academy

Nau mai ki te Whare Aronui o Tiriwa. The Automotive Academy welcomes you.

The AWVA Automotive Academy is offered over two school years for two lines per day five days out of six.  All unit standards count towards the NCEA.  Students will also be encouraged to be part of the Evolocity Electric Bike Competition group.

Year 1 is made up of Level 2 standards and Year 2 is made up of Level 2 and Level 3 standards, most will be delivered by MITO, (Motor Industry Training Organization), through their Ignition and Accelerate programes. There are some first aid standards in the course as well.

Highlight of Year 1

Students will build a mini motorcycle which they are able to take home on completion of the course, free of charge.

Successful completion of two years of this course will allow students entry into a Polytechnic Level 3 course in any applied technology such as Automotive or Engineering or assist in gaining an apprenticeship. Students will have the opportunity to gain the following certificates.

Level 2 NCEA endorsed with the Manufacturing and Technology Sector Vocational Pathway Award or Level 2 NCEA without the vocational pathway award.

Level 3 NCEA.

This course is varied and engaging, covering a wide range of practical skills as well as theory based biological learning. 

Content includes: 

*How cells divide, do photosynthesis and respire (Bio2.4)

*Evolution with how genetic variation changes and alters a population (Bio2.5)

* Practical investigation under supervision (Bio 2.1)

 *  To Study adaptations of various gropus of animals.( Bio 2.3)- This includes some intresting dissections 

*Ecology of the NZ forest, including a field trip to the Waitākere ranges to investigate how the plant species living there have changed over time ( Bio2.6)

This course is designed for students who will continue on with Biology at Level 3.

Level 2 Business

Understand how big businesses run — and get hands-on with running your own.

In this course, you’ll take what you learned in Level 1 and go deeper — learning how real businesses make decisions, motivate staff, launch products, and solve problems. You'll even run your own business and apply real business strategies to real-world situations.

Whether you're a future entrepreneur, manager, or just curious about how the world of business really works — this course gives you practical, hands-on insight.

Internal – Running a Business in the Real World

AS90848 | 9 credits | Internal

This is the major project of the year. You’ll work in a team to plan, run, and refine a real business activity, selling a product or service to real people — not just your classmates.

You’ll:

• Design a product or service
• Plan and budget the business
• Interact with real customers (e.g. at a community market)
• Gather feedback and refine your approach
• Evaluate what worked, what didn’t, and what you’d change

This is hands-on learning — where you experience the pressure and excitement of actually running a business.

Internal – Market Research Project

AS90846 | 3 credits | Internal

Can you prove there’s demand for your product? In this assessment, you’ll research whether people actually want what you're offering.

You’ll:

• Design a survey or questionnaire
• Collect real responses
• Analyse what your target market is saying
• Use that information to guide business decisions

These are skills real companies use before launching anything — and now you’ll learn how to use them too.

Internal – Motivation Theory in Action

AS90847 | 3 credits | Internal

Why do people work hard — and what makes them quit? This standard explores what really motivates employees and how businesses can create high-performing teams.

You’ll:

• Learn about real motivation theories (like Maslow, Herzberg, etc.)
• Investigate how a business applies these ideas
• Evaluate whether their approach is effective and suggest improvements

This teaches you what great leadership and management look like — and what happens when businesses get it wrong.

External – How Big Businesses Work

AS90843 | 4 credits | External

In this exam, you’ll bring it all together. You’ll learn how large businesses operate behind the scenes — and how each part connects to the others.

You’ll explore:

• How departments like HR, Marketing, and Finance work together
• How large businesses are structured and managed
• How they produce efficiently, solve problems, and keep staff productive

It’s like a blueprint of a big business — and gives you the big-picture view of how successful companies stay competitive.

Where This Leads

Level 2 Business prepares you for Level 3 Business Studies, and can lead to future pathways in:

• Business ownership or entrepreneurship
• Marketing, HR, or Management
• Retail, consulting, or logistics
• Or just knowing how to run your life and money like a pro

You’ll finish this course with real experience — and the skills to turn ideas into action.

Welcome to the Carpentry Academy

Could you see yourself in a building or construction career? Do you like working outdoors and with your hands? Would you like to be part of a 2- or 3-bedroom house build next year?

The Massey High School Carpentry Academy offers students the opportunity to learn foundational building knowledge and skills to kick start a building or trades career. 

The course contains the following.  

- Level 2 or 3 NCEA unit standards               - First Aid course                    - Technical drawing skills

- Paslode Certificate                                       - Site Safe certificate              - Quantity surveying skills

- Health & Safety training                              - Competence on carpentry tools (on-loan tools supplied)

No fees but you will be required to purchase an academy building uniform.

Students need to apply through the online selection process or see Mr Kanuta, Mr Hackett or Mr Tinling. Applications will be assessed, and interviews will follow. 

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

This course consists of three internals (10 credits) and 2 externals (9 credits).

You will cover the core chemistry knowledge needed to carry on with Chemistry in Year 13.

You will learn about the structure of the materials that make up our world and how their properties can be understood in terms of their structures. You will learn about organic chemistry including alcohols, amines, carboxylic acids and polymers. You will develop and understanding of oxidation-reduction chemistry which will lead to battery chemistry in Year 13. You will learn practical skills including titrations and determination of the ions present in a solution.

This course is on offer through Te Kura (Correspondence) to NZ residents. Please see the HOD of Languages or Mr. Bidois for more details.

In this course, students will explore the fascinating world of Ancient Greece, diving into its mythologies, art, values, and historical events. Through stories like the tragic fate of Oedipus, the heroics of the Greco-Persian Wars, and the founding myths of Athens, students will develop a deeper understanding of how the ancient Greeks thought about life, leadership, the gods, and themselves. They will examine Greek battle tactics, learn about different perspectives from the past, and analyse how Greek society expressed its beliefs through art and storytelling. A key part of the course involves critically thinking about how the ideas and achievements of Ancient Greece have shaped other important cultures throughout history, including the Roman Empire and the modern Western world, and how we still see Greek influence today in politics, literature, philosophy, and architecture. Students will develop their skills in analysis, comparison, and interpretation as they connect the ancient world to the present.

In this course you will learn how to write programs in Python. We will also learn how to create  databases with a website front end. The external covers a range of Computer Science concepts that change each year but are all fascinating.

You can take both TCCOM2 and TCDTI2.  For TCCOM2, the web / database standard is optional (ie: our priority is to complete the programming standards and the external).  For students who don't take TCDTI2, completing the web / database standard is a great way to earn an additional eight credits.  The web / database standard is offered as part of TCDTI2.

METHODS OF ASSESSMENT
This course is solely Achievement Standards which includes one external assessment.

This Academy creates real opportunities for enthusiastic students in Hospitality to achieve industry based skills in our commercial kitchens with a dedicated pathway into employment or further education.

In the first year, (Level 2), there are three options. All options run each day, one being one hour a day, another a two hour a day option and the possibility of a three hour a day option, (students need to see Ms Hanson for the three hour details). In the second year, (Level 3), there are also two options. One is two hours a day five days out of six and the other is full-time Hospitality. Students with satisfactory attendance and work ethic at Level 3 will also attend commercial training, one day a week and will be trained by their tutors at the restaurants etc, (limited places are available).

Students will also spend time in the school café working towards credits in both cookery, food and beverage, and customer service. Chef jacket, pants, cap and apron are required for all options; full-time students need two full uniforms.
In this academy students will gain knowledge, practical skills, develop confidence, passion and dedication for a career in the hospitality industry. As part of the second-year course structure, they will experience a selection of real work placements. The Hospitality Academy Programme offered in 2025 may include hours outside of normal school hours to make it possible for students to complete some of the units under realistic conditions. Students will also be encouraged to enter culinary competitions and partake in community service when appropriate.

All the standards contribute credits to the NCEA. Some English standards may be offered in a Hospitality context to allow students to develop their workplace literacy skills.

Places are limited in the academies and are not guaranteed until the application has been confirmed after the above.
Further information is available in the specific academy handbook.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for. 

Students can choose from the modules below, a minimum o

Students can choose from the modules below, a minimum of 25 credits.

Café Module

This following units will be taught in the school cafe

Standard Number

Level

Version

Domain

Unit Title

Credits

SR

167

2

9

Food Safety

Practise food safety methods in a food business under supervision

4

✓

13281

2

7

Cookery

Prepare and present basic sandwiches for service

2

✓

14440

2

7

F&B

Prepare and clear areas for counter food service in a commercial hospitality environment

2

✓

14443

2

7

Cookery

Pack food and beverage orders for takeaway in a commercial hospitality environment

2

✓

62

2

10

Service Delivery

Maintain personal presentation & a positive attitude in a workplace involving customer contact

3

✓

57

2

10

Service Delivery

Provide customer service

2

✓

                                                                        Sector Related Credits                              15

Cookery Module

Standard Number

Level

Version

Domain

Unit Title

Credits

SR

13285

2

6

Cookery

Handle and maintain knives in a commercial kitchen

2

✓

13271

2

6

Cookery

Cook food by frying

2

✓

13276

2

6

Cookery

Cook food by grilling

2

✓

13280

2

7

Cookery

Prepare fruit and vegetable cuts

2

✓

13272

2

5

Cookery

Cook food by baking in a commercial kitchen                         

2

✓

Sector Related Credits                                       10      

                                                                           Total credits offered                                          25

 SR = Sector Related                                                          

This Academy creates real opportunities for enthusiastic students in Hospitality to achieve industry based skills in our commercial kitchens with a dedicated pathway into employment or further education.
In the first year, (Level 2), there are two options. Both options run for five days over the six day timetable cycle. One being a one hour course and the other a two hour a two hour course. In the second year, (Level 3), there are also two options. One is two hours a day five days out of six and the other is full-time Hospitality.

Students will also spend time in the school café working towards credits in both cookery, food and beverage, and customer service. Chef jacket, pants, cap and apron are required for all options; full-time students need two full uniforms.
In this academy students will gain knowledge, practical skills, develop confidence, passion and dedication for a career in the hospitality industry. As part of the second-year course structure they will experience a selection of real work placements.
The Hospitality Academy Programme offered in 2026will include timetabled hours outside of normal school hours. This makes it possible for students to complete some of the units under realistic conditions. Students are encouraged to enter Culinary Competitions and participate in community service. Students will be required to assist in catering tasks that occur both during and after “normal school hours”.
All the standards contribute credits to the NCEA. Some English standards may be offered in a Hospitality context to allow students to develop their work place literacy skills.

Places are limited in the academies and are not guaranteed until the application has been confirmed after the above.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for. 

Students can choose from the modules below, a minimum o

This programme is designed to teach students essential skills required to work successfully in the hospitality industry.  

Standard Number

Level

Domain

Unit Title

Credits

SR

167

2

Food Safety

Practise food safety methods in a food business under supervision

4

✓

13281

2

Cookery

Prepare and present basic sandwiches for service

2

✓

14440

2

F&B

Prepare and clear areas for counter food service in a commercial hospitality environment

2

✓

14443

2

Cookery

Pack food and beverage orders for takeaway in a commercial hospitality environment

2

✓

62

2

Service Delivery

Maintain personal presentation & a positive attitude in a workplace involving customer contact

3

✓

57

2

Service Delivery

Provide customer service

2

✓

17285

2

F &B

Demonstrate knowledge of coffee origin and production

3

✓

13272

2

Cookery

Cook food by baking in a commercial kitchen

2

✓

13283

2

Cookery

Prepare and present salads for service

2

✓

13278

2

Cookery

Cook food by roasting

2

✓

13271

2

Cookery

Cook food by frying

2

✓

13276

2

Cookery

Cook food by grilling

2

✓

13285

2

Cookery

Handle and maintain knives in a commercial kitchen

2

✓

13280

2

Cookery

Prepare fruit and vegetable cuts

2

✓

                                                                                         Total credits                                               32

This course extends your ability to communicate in and through dance. At Level 2 we manipulate dance elements and devices to communicate ideas. You will create personalised movement unique to you. You will apply dance structures and choreographic principles in a group setting. You will extend your performance skills with advanced study of dance techniques in a range of theatrical, ethnic and social dance styles. You will learn to explain and describe dance in context. 

Performing in the annual dance show is compulsory.

The exam gives you literacy credits. 

This course prepares you for Level 3 and Scholarship Dance.

Level 2 DVC starts with a focus on two design eras. Understanding a bit of history and the influence culture has on design -and vice versa! We have 3 main projects, a kitchen product design, local spatial design and a presentation design.

Design knowledge is pushed into more sophistication along with your level of visual communication abilities. In Level 2 many students start to really embrace computer modelling technology for their design process alongside working on their drawing skills.

This course builds on TCDTI1 and focusses on Digital Information and Media. We will use a range of software applications (i.e. Photoshop, Illustrator and InDesign) to create original content. In this course we will create a detailed prototype infographic. We will also create a website with accompanying database. Our focus is on ensuring that our outcomes are easy to use and contain artwork that has been found in the public domain and then edited using Photoshop. Good design habits play an important part in what we do and you will learn how to create print and online media that could be used in the real world.

In the external we will write a summary on how we developed either our infographic or website.
RELATIONSHIP TO NATIONAL CERTIFICATE/TERTIARY QUALIFICATIONS
TCDTI2 leads to two Digital Technology courses at level 3 (TCCOUE[a] and DTIUE[a]).[a] = University approved subject. 

METHODS OF ASSESSMENT
This course involves four Achievement Standards which includes one external assessment.

Level 2 Drama builds on the skills developed in Level 1. Students will devise, craft and perform a drama piece, learn to use drama components convincingly. Students will perform extracts from plays and have the opportunity to perform for family and friends in the BRPAC.  Students will learn how to analyse professional performers choices throughout lessons on 'theatre studies' which links to our External Assessment.

METHODS OF ASSESSMENT:
 Recorded performances with accompanying portfolios, for each Achievement Standard plus an External exam.

Students will attend ECE centres to gain greater knowledge of work place practices and to complete some units of work.  

The course has a large practical component and also theory-based unit standard assessments.

Must have access to an infant, toddler or young child to do observations and work with on a regular weekly basis. Can be a sibling or family relative.

Topics include:

• Study child’s growth and development
• The value of play experiences
• Basic needs and nutrition
• Care practices for infants, toddlers and young children
• Health issues and services
• Personal and environmental hygiene and safety practices
• Attachment relationships and strategies
• Construct a young child’s garment
• Personal involvement in a social action related to rights and responsibilities
• Workplace involvement and knowledge

Students in this academy will enjoy working alongside young children gaining a knowledge of their basic needs of and other aspects including health and hygiene practices and how they are applied to young children. This course is both theoretical and practical.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Note in 2026, students in Yr 12 can participate in both the Yr 12 Tourism Plus and ECE academies. This is an exception to the rule of students only selecting one academy. However, when students are in Yr 13 they will only be allowed to be in one of the academies. Students can also select the Hospitality one hour option AND the Early Childhood academy for Yr 12.

What kind of things do we do?

Here are pictures from a few of the many activities that are part of the Earth and Space Science course:

If you are considering a future in the booming pathways of:

-environmental science / climate
-resource management
-aerospace
-geology
or are just interested to learn more about our own planet and how stars work, this is a great course for you!

Main topics for the year include: 

--Geology--Volcanoes and the Auckland volcanic field
--Earth Systems -- How light and heat cause different effects in the atmosphere, ocean, geosphere, and life
--Social Science Issues--The Great Pacific Garbage Patch
--Astronomy -- How Stars and Planetary systems form and die

ESS2 can be taken alongside any of the other specialist subjects (e.g. Physics 2, Bio 2, Chem 2, Geography 2)

Level 2 Economics

Understand the big forces that shape your future — inflation, unemployment, government decisions, and more.

In Level 2 Economics, you’ll explore some of the most important economic issues affecting your life, your whānau, and the wider country. You’ll learn how to analyse real data, use economic models to make sense of the world, and evaluate how government policies impact everyday people.

Whether you’re thinking about a future in business, law, policy, or just want to understand how the world works — this course builds powerful thinking and analysis skills.

Internal – Unemployment

AS91225 | 4 credits | Internal

What causes people to lose their jobs — and what can be done about it? You’ll dive into the causes and impacts of unemployment in New Zealand, and use real-world data and economic models to explain what’s going on.

You’ll:

• Identify different types of unemployment (frictional, structural, cyclical)
• Explain causes and effects using supply/demand models
• Suggest policy solutions that could reduce unemployment

This helps you understand the human side of economics — and what happens when the labour market breaks down.

Internal – Statistical Analysis of Two Economic Issues

AS91226 | 4 credits | Internal

You’ll pick two current economic issues (e.g. housing, income inequality, transport, interest rates), collect real data, and analyse what the numbers are telling us — and what might happen next.

You’ll:

• Learn how to gather and interpret economic statistics
• Compare and contrast two real-world issues
• Draw insights using trends, graphs, and data

You’ll get to explore topics you’re actually interested in — and use data to back up your thinking.

Internal – Government Policies and Economic Issues

AS91227 | 6 credits | Internal

This is a big one. You’ll look at how government policies (like taxes, subsidies, or welfare) are used to deal with contemporary economic issues — and whether those policies actually work.

You’ll:

• Pick a real issue (e.g. child poverty, climate change, housing)
• Analyse how the government is trying to fix it
• Explain the short- and long-term consequences for different groups in society

This standard connects directly to politics, social policy, and the decisions being made in Parliament today.

External – Inflation

AS91222 | 4 credits | External

You’ll learn all about inflation — what causes it, how it’s measured, and what it means for consumers, savers, businesses, and the government. This is one of the most important economic forces shaping our daily lives.

You’ll:

• Use models to explain cost-push and demand-pull inflation
• Analyse the Reserve Bank’s role in controlling inflation
• Evaluate the impact inflation has on different people and industries

By the end, you’ll understand why prices rise, who benefits, who suffers — and what the government can do about it.

Where does this lead to?

Level 2 Economics is a strong foundation for:

• Level 3 Economics, Accounting, or Business
• University study in Economics, Law, Politics, Business, or Public Policy
• Careers in government, finance, consultancy, or entrepreneurship

Economics gives you a deep understanding of the world — and the tools to shape it.

Level 2 English

Explore language, texts, and ideas in depth while building skills for NCEA success.

In Level 2 English, you'll deepen your understanding of the world through writing, reading, and viewing. This course is designed to help you communicate clearly and confidently, analyse texts thoughtfully, and craft written work with purpose and impact.

You will:

• Analyse studied written texts such as novels, poems, or short stories and explore their key ideas and techniques.
• Craft and refine your own writing, producing pieces that are purposeful, engaging, and structured.
• Investigate a topic of your choice, using research skills to reach thoughtful conclusions.
• Unpack unfamiliar texts through close reading to understand how language creates meaning.
• Examine films, speeches, or other visual/oral texts, looking closely at how they're constructed to influence an audience.

Assessment opportunities include:

• AS91098 (External) – Analyse studied written text(s)
• AS91100 (External) – Analyse unfamiliar written text(s)
• AS91101 (Internal) – Produce crafted and controlled writing
• AS91105 (Internal) – Use information literacy skills
• AS91107 (Internal) – Analyse visual/oral text(s)

Total credits available: 21
This course is a strong foundation for Level 3 English and is useful for pathways in media, law, journalism, teaching, and more.

This course is for ESOL / NESB students and supports language acquisition across all subject areas through developing basic skills in reading and writing, speaking and listening. Students begin preparing for University Entrance Literacy in this course.

Note: if a student chooses to do this course, they do not need to do another English course unless they want to.

METHODS OF ASSESSMENT:
Various oral and visual and written methods.
NCEA Unit Standards English Language Level 2 and 1 English for Academic Purposes Level 3 assessment.

Students may not do all the standards listed below. The course will be tailored to suit individual student needs.

Students choose and research an era of fashion between Victorian and the 1990’s. They will then design a range of outfits inspired by the fashion from their chosen era. One of the outfits will then be made.

Do you like working with food? Do you like creating new things? Are you interested in nutrition, health and wellbeing? Then this could be the course for you. 

This course focusses on the Food Manufacturing Industry and the development and manufacture of new +/or reformulated food products.

The technological skills and knowledge required when working with food are further developed in Year 12 Food Technology. Students will advance their knowledge of the manufacturing processes, testing and equipment needed to produce high quality outcomes. They will have the opportunity to experience a wide range of learning practices relating to Food Technology. 

Students will be assessed on their understanding of advanced technological processes and their application of food safety within food manufacturing. Food Technology is an approved University entrance subject.

Note: To take this course as well as TMF2, students must obtain prior approval from the HODs of both subject areas. Refer to the standards that are doubled up in other areas.

This course may be offered through Te Kura (Correspondence). Please see the HOD of Languages, Mr. Bidois or Ms. Wilson for more details.

Geography embraces the best of the Arts and the Sciences; we study how people interact with the environment. The Level 2 course introduces population and urban Geographies. We also explore a contemporary geographical issue that involves the environment and sustainability. We carry out research in the local area and there is also a global study of maritime piracy. Through Geography you will build a wide range of skills including research, map and photograph interpretation, statistical analysis and critical thinking. 

METHODS OF ASSESSMENT:
Five internally assessed assignments completed throughout the year (17credits), plus one externally assessed Achievement Standard examination completed at the end of the year (4 credits).

Level 2 Health Education – Course Overview

Building on the foundational knowledge from Level 1, Level 2 Health Education takes a deeper, more critical look at well-being through a socio-ecological lens. The course examines how various societal factors influence individual and community health, enabling students to explore the broader determinants of well-being.

Key areas of focus include:

• Adolescent health issues
• Influences on mental health and strategies for managing change
• Personal safety and responses to discrimination, with an emphasis on diversity and social justice
• Sexuality and gender at personal, interpersonal, and societal levels

This course is particularly suited to students who enjoy project-based learning and value opportunities to explore and express their own beliefs and perspectives in relation to real-world health issues.

Level 2 Health Education provides a strong foundation for further study at Level 3 and into tertiary education. It is also an approved subject for University Entrance.

Curriculum Statement

In line with the New Zealand Curriculum (NZC, 2007):

“In Health Education, students develop their understanding of the factors that influence the health of individuals, groups, and society: lifestyle, economic, social, cultural, political, and environmental factors.”

“Students learn across a range of contexts including mental wellness, positive sexuality, nutritional needs, personal identity, decision-making, and relationships. They use these skills and understandings to take critical action to promote personal, interpersonal, and societal well-being.”

At Massey High School, the core principles of hauora, socio-ecological perspectives, health promotion, and attitudes and values underpin learning across Health Education from NCEA Levels 1 to 3.

Learning Objectives – NCEA Level 2

At Level 2, students will:

• Analyse personal, interpersonal, and societal factors that influence well-being, making meaningful connections with the determinants of health
• Examine the role of personal choices and other factors on well-being in various contexts
• Evaluate the interplay between risk and protective factors during significant life changes
• Critically evaluate opinions, beliefs, and values that impact different groups in society
• Recommend and assess health-enhancing strategies that address personal, interpersonal, and societal influences
• Take informed action within their community to promote well-being

Course Expectations

To succeed in this course, students are expected to:

• Attend all classes consistently
• Engage thoughtfully and respectfully in class discussions
• Read and research beyond the classroom content
• Maintain accurate and organised records of learning
• Complete and submit all assessments by the required deadlines
• Take personal responsibility for catching up on any missed work
• Complete homework tasks diligently
• Continuously revise and reflect on learning progress

Course Details:   

Theme 1:  Mental Health 

AS 2.2 

Evaluate factors that influence people’s ability to manage change 

Theme 2: Taking Action 

AS 2.3 

Take action to enhance an aspect of people’s well-being within the school or wider community 

Theme 3: Sexuality and Gender Issues 

AS 2.5 

Analyse issues related to sexuality and gender to develop strategies for addressing the issues 

Theme 4: External 

AS 2.1  

Analyse an adolescent health issue 

Main topics covered:

- Samoan Independence / The Mau Movement

- Protest in New Zealand

- Causes and Consequences of the Holocaust

The skills of analysing sources and extended writing are woven throughout all the topics.

Two of the internal assessments focus on Protest in New Zealand (9 credits), while the other examines the Samoan Independence Movement (5 credits).

Students who are interested in a career in human rights, law, politics, or journalism in particular will benefit from this course, as will any student interested in a career where research, communication, and understanding different perspectives are required. 

This course may be offered through Te Kura (correspondence), depending on numbers. 

METHODS OF ASSESSMENT:
Three internal assessments and two external assessments

MCA2 is for students who enjoy Mathematics and who may wish to study Calculus or Statistics at NCEA Level 3. The course consists of Level 2 Mathematics achievement standards including the external standards in Algebra, and Calculus. Successful completion of MCA2 is a pre-requisite for entry into MCAUE and can be used as a prerequisite for MSTUE. A course endorsement can be gained from this course.

The achievement standards included in each course will be a selection taken from the 14 Mathematics standards available at Level 2.

MST2 is for students who may wish to study Statistics at NCEA Level 3 but not Calculus. The course consists of Level 2 Mathematics and Statistics achievement standards including an external standard in Probability Methods. Successful completion of MST2 is a pre-requisite for entry into MSTUE or MATUE. Only in very exceptional circumstances can a student move into MCAUE. A course endorsement can be gained from this course. 

This course covers many aspects of the media with a focus on film and television. 

There are both theory and practical elements to this course. 

You will learn how to closely read a film and look at how a cultural group are represented in NZ Media through various tv shows and films.

You will learn about the narrative of film. 

You will learn how to plan, write, film and edit your own short film.

There is one exam in this course which looks at a genre of film in the past we have done superhero films, horror films and road movies.

METHODS OF ASSESSMENT:
Theory tests, essay, practical assessment (film making), external exams

Welcome to the Level 2 Multi Skills Academy.
Nau mai ki te Whare Aronui o Tiriwa. The Multi Skills Academy welcomes you.
This academy is available to Years 11, 12 and 13 students who wish to learn renovation skills at MHS. The students will have the opportunity to renovate a house on site at MHS, learning the skills required as they go. The skills could include paving, plan reading, painting, landscape skills etc. 

This Academy is over-laid on the school timetable, meaning the students come out of their normal classes when the academy is on one day a week. Students select six other subjects plus the Multi Skills academy. The Academy runs all day one day of the week, (actual day TBC). The students are expected to catch up on the work they miss on the day they are doing Multi Skills.
All the standards covered in this course will contribute to the NCEA qualification at the given level. The standards in the course are unit standards. This course can lead to the full time Carpentry academy at Level 2 in the following year.

In the Multi Skills Academy the standards are at Level 1 and Level 2. 

The exact details change each year, depending on the situation with the building site.

Note: There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected]. When emailing please state which Academy course you wish to apply for.

This course develops four areas of your musicianship: Performance, Composition, Instrumentation and Musicology (the study of Music Works). You will decide whether you will perform as a soloist (2 pieces - 6 credits) and/or as a member of a group (1 piece - 4 credits). You must be learning from one of our itinerant teachers if you do not have a private teacher and must be prepared to perform in front of an audience. 

Note that students can select this course if they have not taken MUS101 but must send a short video to Mr Baldwin on Teams of them performing on their chosen instrument to ensure they are at a suitable performance level to take this course. If this is not done then you will be removed from the course.

Level 2 Physical Education – Course Overview

Level 2 Physical Education provides ākonga with a deeper understanding of the physical, social, and psychological dimensions of physical activity. The course explores the science behind movement through the study of biomechanics, exercise physiology, and training principles, while also examining the societal and individual significance of physical activity.

Students engage in both practical and theoretical learning experiences. These include the design and implementation of individualised training programmes, the analysis of movement patterns, and the critical evaluation of health and well-being outcomes. The course also promotes the development of leadership, communication, and risk management skills through collaborative physical activities and outdoor education opportunities.

Level 2 Physical Education fosters a holistic appreciation of physical activity, preparing students to make informed decisions about their own health, support others, and develop a lifelong commitment to physical well-being.

Curriculum Statement

According to the New Zealand Curriculum (NZC, 2007):

“In Physical Education, students learn through movement in a wide range of contexts. They develop knowledge, understanding, skills, and attitudes that enhance well-being and promote lifelong participation in physical activity. Students reflect on the impact of physical activity on themselves and others and explore the role of movement in contributing to individual and collective well-being.”

At Massey High School, Physical Education is guided by the key concepts of hauora, active participation, biophysical and socio-cultural understanding, and student leadership. These concepts underpin all learning experiences from NCEA Levels 1 to 3.

Learning Outcomes – NCEA Level 2 Physical Education

At Level 2, students will:

• Apply biophysical principles (e.g., biomechanics, anatomy, exercise physiology) to improve performance through personalised training
• Critically examine the role and significance of physical activity in the lives of young people in New Zealand
• Consistently demonstrate social responsibility, leadership, and teamwork through movement contexts
• Evaluate and apply risk management strategies in outdoor or challenging physical activities
• Perform to a high level in a selected physical activity, demonstrating technique, strategy, and resilience

Assessment Overview – 17 Credits

• Biophysical Principles

AS 91329 (2.3) – Internal – 4 Credits
Title: Demonstrate understanding of the application of biophysical principles to training for physical activity
Focus: Students apply principles such as overload, specificity, and biomechanics to a personalised training programme designed to enhance performance.

• Social Responsibility (Model Application)

AS 91334 (2.8) – Internal – 3 Credits
Title: Consistently demonstrate social responsibility through applying a social responsibility model in physical activity
Focus: Students apply a model (e.g., Hellison’s Social Responsibility Model) in practical settings, demonstrating values such as respect, effort, and inclusion.

• Risk Management

AS 91333 (2.7) – Internal – 3 Credits
Title: Analyse the application of risk management strategies to a challenging outdoor activity
Focus: Students critically examine and apply risk management principles to ensure safety and success during outdoor or adventure-based learning.

• Role of Physical Activity in Youth

AS 91327 (2.1) – Internal – 3 Credits
Title: Examine the role and significance of physical activity in the lives of young people in New Zealand
Focus: Students analyse trends, barriers, and benefits related to physical activity engagement among New Zealand youth.

• Performance in Physical Activity

AS 91330 (2.4) – Internal – 4 Credits
Title: Perform a physical activity in an applied setting
Focus: Students demonstrate advanced skill execution, decision-making, and tactical awareness in a competitive or applied environment.

This course enables students to develop foundation knowledge in mechanics, electricity and electromagnetism, atomic and nuclear physics.

In this course, we will cover the following:

Internals:

 Atomic and nuclear physics: (3cr) Models of the atom, nuclear transformations.

 Physics relevant to a selected context: (3cr) Seatbelts and airbags in car crashes.

Externals:

 Mechanics (6cr): Study of motion, forces, momentum and energy.

 Electricity (6cr): Static electricity and electric fields; DC electricity; electromagnetism.

The Phy2 course prepares students for Physics related vocational pathways such as: Engineering, aviation, medical and health professions, computer technology, telecommunication, education, renewable energy, architecture, manufacturing, seismology, astronomy, meteorology and geophysics.

This Course builds upon learnings gained in Level 1 - extending practical skills, but emphasising the design aspect required to achieve a Resistant Materials outcome. Students need to be prepared to commit to the design journey.

This course is offered through Te Kura (Correspondence). It is focused on 3 skills of learning listening speaking reading on Samoan culture.  Students are expected to be able to speak Samoan. It is not a course which teaches Beginner Samoan. Assessment - 2 internals and 2 externals. See HOD Languages in L1 for more information.

This course is made up of standards from Earth and Space Science, Physics, Chemistry and Biology. It is designed as a possible pathway for students who might do a university degree or just have a general interest in Science.

The course has 1 Externals and 5 Internals. An advantage of this course is that students can sit the externals and can use the entire three hours to do one standard, which makes it easy to achieve at a higher level to gain course and certificate endorsement.

Due to clashes with standards this is a standalone Science course and is not intended to be studied with BIO 2, CHE 2, PHY 2 or ESS 2.

This course may be offered on Te Kura (Correspondence). 

Three internal assessments - writing portfolio, conversation portfolio, spoken presentation. These are worked on throughout the year. 

Two external assessments - reading exam, listening exam.

Level 2 Sports and Outdoors – Course Overview

This course offers a unique opportunity for students to develop both personal and social capabilities through outdoor experiences that promote self-confidence, resilience, teamwork, and leadership. By engaging with a social responsibility model, students will learn to cooperate in group settings, manage adversity, and grow as leaders through practical challenges in natural environments.

The course is a blend of Outdoor Education and Leadership development, providing students with the skills, knowledge, and experiences to thrive in both physical and interpersonal contexts. Students will participate in a variety of outdoor activities such as tramping, white water rafting, snorkelling, and camping, all designed to extend their physical and emotional capabilities while fostering a deeper appreciation for Aotearoa’s natural environment.

A combination of Unit Standards and Achievement Standards will be assessed, with credits contributing towards NCEA Level 2.

Philosophy and Purpose

Outdoor Education has a proud and longstanding tradition at Massey High School, forming an integral part of our holistic approach to learning. Our philosophy is grounded in the belief that the outdoors is a powerful context for developing confident, capable, and connected young people. Through this course, students will:

• Cultivate a passion for physical activity and adventure in natural settings
• Strengthen self-management and independent decision-making skills
• Build resilience in response to physical and mental challenges
• Develop leadership through service and contribution to group success
• Grow capabilities aligned with the New Zealand Curriculum Key Competencies:
  • Thinking
  • Relating to others
  • Using language, symbols, and texts
  • Managing self
  • Participating and contributing

Learning Outcomes – NCEA Level 2

Students will:

• Demonstrate personal responsibility and leadership in challenging outdoor environments
• Apply social responsibility models in group activities and evaluate their effectiveness
• Perform a physical activity (e.g., snorkelling) with consistency and technical proficiency
• Gain practical outdoor survival and navigation skills, including tramping, camping, and first aid
• Reflect on the impact of outdoor experiences on their personal growth and well-being

Assessment Overview – 22+ Credits

• The Great Outdoors – Tramping and Camping Skills

Unit Standards – Internal – 10 Credits

• US 20159 – Gather and apply weather information for outdoor recreation
• US 32840 – Demonstrate navigation skills in the outdoors
• US 26249 – Demonstrate camping skills for overnight stays
• US 32843 – Prepare for and participate in a bushwalking experience

• Performance in Physical Activity – Snorkelling

AS 91330 (2.4) – Internal – 4 Credits
Title: Perform a physical activity in an applied setting
Focus: Demonstrate technical ability and safe practice in snorkelling or a comparable aquatic activity.

• Social Responsibility in Outdoor Contexts

AS 91334 (2.8) – Internal – 3 Credits
Title: Consistently demonstrate social responsibility through applying a social responsibility model in physical activity
Focus: Apply and evaluate cooperative behaviours, leadership, and respect for others in team-based outdoor activities.

• First Aid Certification

Unit Standards – Internal – 5 Credits
Focus: Students will complete a certified first aid course, gaining essential emergency response knowledge and practical skills.

If you enjoy adventure, value teamwork, and are passionate about exploring the outdoors, this course will challenge and inspire you while building essential life skills.

Level 2 Sports Performance and Development – Course Overview

The Sports Performance and Development Programme is designed for high-performing student-athletes at Massey High School who are committed to excelling both in sport and in their academic understanding of physical performance. The programme combines both practical and theoretical components to support the holistic development of elite athletes.

Practical Component

Students participate in high-level, sport-specific coaching sessions aimed at enhancing athletic performance. These sessions focus on skill refinement, conditioning, and applying tactical knowledge in competitive settings.

Theoretical Component

The theoretical aspect includes NCEA Physical Education Achievement Standards and focuses on key topics relevant to high-performance sport. These include leadership in sport, social responsibility, risk management in outdoor environments, and the significance of physical activity in the lives of young people. Together, these elements aim to build well-rounded, self-aware athletes with strong communication, leadership, and reflective skills.

Please note: Students enrolled in Sports Performance and Development Level 2 may not concurrently take Level 2 Physical Education, as several assessment standards are shared between the two courses.

Learning Outcomes – NCEA Level 2 Sports Performance and Development

Students in this programme will:

• Develop and apply leadership skills in a sports setting
• Analyse and implement risk management strategies during outdoor and adventure activities
• Demonstrate personal and social responsibility within team and training environments
• Critically examine the role of physical activity in youth development
• Perform at a high level in a selected sport, applying technical, tactical, and mental performance strategies

Assessment Overview – 17 Credits

• Leadership in Sport – Athletics Focus

AS 91332 (2.6) – Internal – 4 Credits
Title: Evaluate leadership strategies applied in physical activity
Focus: Develop and apply leadership roles within an athletics context.

• Risk Management – Outdoor Education

AS 91333 (2.7) – Internal – 3 Credits
Title: Analyse the application of risk management strategies to a challenging outdoor activity
Focus: Application of safety and risk assessment strategies during white-water rafting or similar outdoor activities.

• Social Responsibility

AS 91334 (2.8) – Internal – 3 Credits
Title: Consistently demonstrate social responsibility through applying a social responsibility model in physical activity
Focus: Engage in team-based activities, demonstrating cooperation, respect, and inclusiveness.

• Role of Physical Activity in Youth

AS 91327 (2.1) – Internal – 3 Credits
Title: Examine the role and significance of physical activity in the lives of young people in New Zealand
Focus: Investigate the physical, mental, and social benefits of physical activity for youth.

• Performance in Sport – Turbo Touch

AS 91330 (2.4) – Internal – 4 Credits
Title: Perform a physical activity in an applied setting
Focus: Demonstrate high-level performance, decision-making, and tactical execution in Turbo Touch.

Sustainable Food - Hospitality Academy Level 2 (3 hours per day)

This programme is designed for students to work sustainably with a food system that provides healthy food to people focussing on the concept of garden to table and sustainable food. There will be an emphasis on students growing some food in garden plots as well as cookery skills. 

Students will complete the Level 2 cooking essentials plus programme and attend one extra hour where they will attend work experience. This programme might also offer level three credits (Note some standards are TBC).

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Students wishing to select this option will need to see Ms Hanson for confirmation. It will still be subject to timetable constraints.

Te Ao Haka offers students a deep and immersive journey into the world of haka and Māori performing arts. Rooted in tikanga Māori and te reo Māori, this course explores the cultural, historical, and performance elements of haka, waiata, mōteatea, poi, and other forms of Māori expression. Students will develop their performance skills, strengthen their understanding of Māori identity and storytelling, and gain confidence as leaders and contributors to kapa haka and other cultural spaces.

This course encourages creativity, collaboration, and cultural pride. It supports students in developing skills in performance, composition, analysis, and reflection. Te Ao Haka is ideal for those interested in Māori performing arts, pursuing further study in the arts or te ao Māori, or contributing to cultural leadership in school and beyond

This course builds upon the language skills learned at Level 1. Students will learn and practice oral, written and visual forms of Te Reo Māori. Topics include Ko wai au, Take o te wā, Tikanga and so on. Each topic will have a writing, reading, speaking and listening component. This course will require to do extra work outside of the classroom to ensure that you are able to keep up with the work load. The teaching environment will be bilingual.

This course utilises various unit standards and acheivement standards such as:

2.1 Whakarongo kia mōhio ki te reo o te ao torotoro (4cr)

2.2 Kōrero kia whakamahi i te reo o te ao torotoro (6cr)

2.3 Pānui kia mōhio ki te reo o te ao torotoro (6cr)

An emphisis is put on gaining Excellence in these papers.

This course offers tauira a deep and hands-on exploration of Toi Māori, with a focus on whakairo (Māori carving). Tauira will engage in weekly full-day sessions at Te Wānanga o Aotearoa under the guidance of a skilled and experienced whakairo specialist.  This programme blends traditional knowledge with contemporary practice.

Tauira will be guided by experienced whakairo artists and kaiako who are respected practitioners in their field – many of whom run their own businesses and are recognised nationally for their mahi toi.

Through this course, tauira will:

• Learn the foundations of Māori design principles, symbolism, and kōrero tuku iho
• Develop and apply drawing techniques to express Māori visual ideas
• Generate and refine original whakairo designs from concept to completion
• Create a collection of three original works per tauira: two 2D designs and one 3D whakairo (carved piece)

School-based sessions will support the development of visual diaries, sketchbooks, artist statements, and reflective practices. These sessions will also provide structured time to prepare for assessments and receive feedback.

Key Learning Outcomes:

• Explain traditional and contemporary design elements of Toi Māori (2580)
• Demonstrate drawing techniques specific to Māori art and design (2594)
• Generate and refine whakairo concepts using visual storytelling (23010)
• Complete an original carved work informed by tikanga and kaupapa Māori (23013 – Level 3)

Who is this course for?

This course is for ākonga passionate about Māori art, design, and cultural expression. It suits learners who enjoy hands-on, creative work and are ready to challenge themselves artistically while grounding their practice in tikanga and te ao Māori. It’s also ideal for those considering future pathways in toi, design, creative industries, or mātauranga Māori.

The covid epidemic saw huge changes to the Tourism Industry in New Zealand and across the world.  In response to these changes, we have taken the backbone of the knowledge and skills from the Tourism Academy and added some futureproofing. The Tourism Plus Academy will also incorporate knowledge and professional skills from across the service sector. 

The new look academy will provide real opportunities for enthusiastic students to gain knowledge and skills relevant to the Tourism Industry and that are transferable across many customer service-based career pathways in an ever-changing world. This qualification works within the NCEA Level 2 and 3 frameworks whilst also meeting the requirements for the Level 2 Vocational Pathway. A close relationship with tertiary providers supports the pathway into further education.

The Tourism Plus Academy incorporates standards from Tourism, Workplace English, Customer Service, Personal Finance and Communications and Marketing. Targeted work experience will also provide clear avenues into employment. We will provide students with a breadth of understanding of the Service Sector Industry, both in terms of further study and employment.

Our aim is to produce reliable, resourceful, resilient leaders who can think for themselves. Students who can communicate effectively in a wide variety of situations, are customer focused and responsive to client needs. Students who can work as part of a team, who are able to communicate ideas and information and are confident to participate in new situations. Our graduates will leave us as independent, enterprising individuals with a clear direction for their future pathway.

The Tourism Plus Academy is a single option at Level 2 and a double option at Level 3. At Level 2 students can also select to do the single line Hospitality or ECE option. This Level 2 combination is an exception to the rule that students are only allowed to select one academy.

In the second year of the programme we begin to explore specific interest pathways, which allow us to better target student needs outside of the classroom. These pathways can be selected from courses run at Tertiary providers as well as AWVA based modules within school. Students are also encouraged to make full use of the Driver’s Licence programme and driving lessons that are an integral part of our Academy programme. All the courses are provided free of charge by AWVA.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Places are limited in the academies and are not guaranteed until the application form has been confirmed.

Note in 2026, students in Yr 12 can participate in both the Yr 12 Tourism Plus and ECE academies. This is an exception to the rule of students only selecting one academy. However, when students are in Yr 13 they will only be allowed to be in one of the academies.

Students will develop their knowledge of current trends and innovations in the Agriculture and Horticulture Sectors through analysis of a primary production environmental issue. Students will investigate primary production process and factors affecting profitability of a primary product.

There will be experiments as part of the investigation. Students will be expected to complete independent self-directed research on a primary product of their choice. 

This course runs for two periods a day, on five days out of the six-day timetable cycle. 

Students will go to day care centres, usually one day a week for approximately 1.5 terms for work experience and to observe workplace practices in operation. This will also relate to the student's unit standards and the gaining of Level 2 NCEA credits.

Academy = No Fees.

Practical and theory-based assessments

Must have access to an infant, toddler or young child to do observations and work with on a regular weekly basis. Can be a sibling or family relative.

Topics include:

• Study child’s growth and development
• Children’s play
• Practices to protect and promote the health and holistic wellbeing
• Caring for and coping with premature and multiple births
• Guiding child behaviour, responses and strategies
• Recognising the ECE types and philosophies and teaching practices
• Professionalism in the ECE workplace
• The New Zealand Early Childhood Curriculum Te Whāriki
• Working with families, parenting practices, behaviours and strategies
• Quantitative sociological enquiry
• Communicate with people from other cultures
• Teams and team leadership
• Construct a textile item for a Premature baby eg Sling, Bunting
• Practicums are an essential part of the course.

Students in this academy will enjoy working alongside young children gaining a knowledge of their basic needs of and other aspects including health and hygiene practices and how they are applied to young children. This course is both theoretical and practical.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

English – Level 3

Are you ready to challenge your thinking, sharpen your writing, and explore texts that matter? Level 3 English is designed for students who want to engage deeply with written, visual, and oral texts. You will explore powerful ideas, develop your voice, and learn to argue with insight and clarity.

Throughout the year, you’ll have the opportunity to:

• Analyse studied written texts such as novels, plays, or short stories, and craft critical essays in external assessments (AS91472, 4 credits).
• Explore unfamiliar texts and show your ability to interpret meaning through close reading (AS91474, 4 credits).
• Make connections across a range of texts you choose and respond critically to the big ideas they share (AS91478, 4 credits).
• Use critical theories and perspectives to investigate language and literature, forming your own argument supported by other critics (AS91479, 4 credits).
• Deliver a compelling speech or oral presentation that communicates your ideas with clarity and impact (AS91476, 3 credits).
• Analyse visual or oral texts such as film or spoken word, and explore how techniques shape meaning (AS91480, 3 credits).

This course is ideal preparation for university study and offers a balance of internal and external assessments. Whether you're passionate about books, film, speeches, or big ideas, Level 3 English will give you the tools to think critically and communicate powerfully.

MATUE is for capable students who do not wish to specialise in Calculus or Statistics. This course would benefit those students who will enter for example the business or finance sector. The content of the course will consist of internal achievement standards up to a maximum of 16 credits.

A course endorsement cannot be gained from this course.

MCAUE (Calculus) is for students who enjoy and are very capable at Mathematics. This course is essential and is a pre-requisite for those wishing to undertake Tertiary Studies in Engineering, Engineering Science, Physics, and Mathematics. The course consists of NCEA Level 3 achievement standards including external assessments in Differentiation, Integration and Complex Numbers. The majority of credits available are from external assessment. Successful completion of 14 or more credits from this course counts towards University Entrance. A course endorsement can be gained from this course.

A maximum of 26 credits can be gained from Level 3 Mathematics achievement standards (internal and external).

MSTUE (Statistics) is for capable students who enjoy solving problems and analysing data and are capable and willing to produce written reports. This course is useful for those wishing to undertake tertiary studies in Health Sciences, Commerce, Humanities and provides a good background for research methods. The course consists of NCEA Level 3 achievement standards including external assessments in Probability Distributions and the option of Probability Concepts. Successful completion of 14 or more credits from this course counts towards University Entrance.  A course endorsement can be gained from this course.

A maximum of 23 Level 3 credits can be gained from the Level 3 Statistics achievement standards.

The Gateway Programme offer Year 12 and 13 students a unique opportunity to gain valuable workplace experience while earning up to 20 NCEA credits. Designed to bridge the gap between school and future employment or tertiary study, Gateway combines classroom learning with structured work placements (one day a week for 5-10 weeks) in industries such as trades (TSS), hospitality (Kings Plant Barn), retail (Woolworths, Mitre10), Hair and Make Up, IT (Techtorium), and more.

Some of the courses available are: First Aid certificate, Workplace Health and safety, Techtorium, Forklift drivers' licence, Customer Service, ITC

You may already have part time employment and just require the extra credits offered by Gateway.

Each student will have a unique Learning Plan.

Gateway Coordinator: Miss Cork [email protected]
Gateway Administrator: Carol McIvor [email protected]
Gateway Office: In Careers office

To apply for GATEWAY you will also need to fill in an application form.  For a printed copy, please see Mrs McIvor in the Gateway Office.

This course is for all females who are interested in the Trades, particularly in building. It will be an all-female small group, learning renovation building skills and safe practices. It does not require any prior knowledge.

It is open to students from Yrs 11, 12 or 13.

The course will be overlaid on the weekly timetable for one day. This means that for the one day a week, students will come out of their school day and spend all day on the building site under the guidance of our female building tutor. They will need to arrive at school for that one day a week in their safety uniform. (Details for this, hi vis top, safety boots or shoes etc, will be given out later. Students will need to buy these items).

Please note that students already in an Academy at MHS will most likely not be able to be in another Academy. This is due to Ministry funding rules. However, if this is the case please still apply as funding situations can change.

Note: There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular Academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Level 2 and 3 Electrical Pathway Vocational Skills

Year 13 Students who are interested in the electrical trade are asked to register their interest here using school point. The course development is only in its early stages and is 50/50 whether it will go ahead. If it proceeds it will be based on the electrical trade, will operate one day or part of a day a week for some of the year. It will have standards that contribute to the NCEA and will be focused on practical skills of the electrical trades area. It will be run by Skills an industry orientated training organisation.

Students will come out of their normal timetable when the course is on, they will be expected to catch up on missed work from their normal subjects and the day might have different hours to a school day. There might be travel time involved but the school will pay for the travel and the course will be free. However, please note it is not definite that the course will run, and more details will be forthcoming if it does go ahead.

Level 2 Automotive Academy - Year 1. (Yr 12) Double line option.

Welcome to the Automotive Academy

Nau mai ki te Whare Aronui o Tiriwa. The Automotive Academy welcomes you.

The AWVA Automotive Academy is offered over two school years for two lines per day five days out of six.  All unit standards count towards the NCEA.  Students will also be encouraged to be part of the Evolocity Electric Bike Competition group.

Year 1 is made up of Level 2 standards and Year 2 is made up of Level 2 and Level 3 standards, most will be delivered by MITO, (Motor Industry Training Organization), through their Ignition and Accelerate programes. There are some first aid standards in the course as well.

Highlight of Year 1

Students will build a mini motorcycle which they are able to take home on completion of the course, free of charge.

Successful completion of two years of this course will allow students entry into a Polytechnic Level 3 course in any applied technology such as Automotive or Engineering or assist in gaining an apprenticeship. Students will have the opportunity to gain the following certificates.

Level 2 NCEA endorsed with the Manufacturing and Technology Sector Vocational Pathway Award or Level 2 NCEA without the vocational pathway award.

Level 3 NCEA.

Welcome to the Carpentry Academy

Could you see yourself in a building or construction career? Do you like working outdoors and with your hands? Would you like to be part of a 2- or 3-bedroom house build next year?

The Massey High School Carpentry Academy offers students the opportunity to learn foundational building knowledge and skills to kick start a building or trades career. 

The course contains the following.  

- Level 2 or 3 NCEA unit standards               - First Aid course                    - Technical drawing skills

- Paslode Certificate                                       - Site Safe certificate              - Quantity surveying skills

- Health & Safety training                              - Competence on carpentry tools (on-loan tools supplied)

No fees but you will be required to purchase an academy building uniform.

Students need to apply through the online selection process or see Mr Kanuta, Mr Hackett or Mr Tinling. Applications will be assessed, and interviews will follow. 

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

MST2 is for students who may wish to study Statistics at NCEA Level 3 but not Calculus. The course consists of Level 2 Mathematics and Statistics achievement standards including an external standard in Probability Methods. Successful completion of MST2 is a pre-requisite for entry into MSTUE or MATUE. Only in very exceptional circumstances can a student move into MCAUE. A course endorsement can be gained from this course. 

Welcome to the Level 2 Multi Skills Academy.
Nau mai ki te Whare Aronui o Tiriwa. The Multi Skills Academy welcomes you.
This academy is available to Years 11, 12 and 13 students who wish to learn renovation skills at MHS. The students will have the opportunity to renovate a house on site at MHS, learning the skills required as they go. The skills could include paving, plan reading, painting, landscape skills etc. 

This Academy is over-laid on the school timetable, meaning the students come out of their normal classes when the academy is on one day a week. Students select six other subjects plus the Multi Skills academy. The Academy runs all day one day of the week, (actual day TBC). The students are expected to catch up on the work they miss on the day they are doing Multi Skills.
All the standards covered in this course will contribute to the NCEA qualification at the given level. The standards in the course are unit standards. This course can lead to the full time Carpentry academy at Level 2 in the following year.

In the Multi Skills Academy the standards are at Level 1 and Level 2. 

The exact details change each year, depending on the situation with the building site.

Note: There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected]. When emailing please state which Academy course you wish to apply for.

This subject is a University Approved subject.

Level 3 Accounting

Track partnerships. Price jobs. Guide big decisions.

At Level 3, you’ll take your accounting skills to the next level - learning how larger businesses and partnerships operate, and how to make informed decisions based on financial reports and cost analysis.

This course is designed for students who are serious about business, finance, or entrepreneurship - and want to develop the skills to interpret data, solve problems, and guide smart decision-making.

Internal – Accounting for Partnerships

AS91405 | 4 credits | Internal

You’ll explore how businesses run when more than one person owns the business - known as a partnership. You’ll look at how profits are shared, what happens when a partner leaves or joins, and how accounts are managed fairly.

You’ll:

• Prepare financial statements for a partnership
• Record equity, drawings, and profit share
• Understand how partnerships are structured

This is real-world knowledge - many successful NZ businesses operate as partnerships.

Internal – Job Cost Subsystem

AS91409 | 4 credits | Internal

Some businesses (like construction or design) don’t sell products - they price and complete jobs. You’ll learn how businesses track the cost of individual jobs, and ensure they’re pricing work correctly to stay profitable.

You’ll:

• Understand how job costing works
• Allocate labour, material, and overhead costs to specific jobs
• Record and explain job cost data

This is perfect for students thinking about trades, project work, or running a service-based business.

Internal – Annual Report Interpretation

AS91407 | 5 credits | Internal

You’ll take a real NZ company’s annual report and write a report for an external user (e.g. an investor or potential partner) explaining what the numbers mean - and what decisions that person should make based on the financials.

You’ll:

• Analyse key information from an annual report
• Use ratios and trends to explain business performance
• Write a clear and purposeful report for a non-accounting audience

This is a real skill that accountants and advisors use every day.

External – Management Accounting for Decision-Making

AS91408 | 4 credits | External

In this exam, you’ll learn how managers use accounting data to make smart decisions. You’ll work through scenarios where businesses need to decide between options - like producing more, outsourcing, or changing prices.

You’ll:

• Apply break-even analysis and contribution margin
• Compare options using financial data
• Recommend and justify a business decision

This standard gives you a strategic edge — it’s all about making decisions that keep a business profitable.

Where does this lead to? 

Level 3 Accounting gives you a strong platform for:

• University study in Accounting, Finance, Commerce, or Law
• Careers in accounting firms, corporate finance, or entrepreneurship
• Roles like business advisor, financial analyst, or tax consultant

It’s not just about numbers — it’s about knowing how businesses work, how money flows, and how to make smart decisions with real impact.

Students will develop their knowledge of current trends and innovations in the Agriculture and Horticulture Sectors through analysis of a primary production environmental issue. Students will investigate primary production process and factors affecting profitability of a primary product.

There will be experiments as part of the investigation. Students will be expected to complete independent self-directed research on a primary product of their choice. 

Art Design UE Approved

This course helps students to develop skills to follow a pathway in Graphic Design, advertising, gaming or digital illustrations.

Themes are based on character design (game design and book illustrations) or Branding (Graphic Design and advertising).

Students will submit a 3 panel folio board or animation.

This course explores the early foundations of the Italian Renaissance, beginning in the 1300s with the late Medieval and International Gothic styles, and tracing the artistic innovations that paved the way for a new era in European art. Students will examine how the shift from symbolic, stylised forms to more naturalistic, human-centred approaches reflected broader changes in thought, religion, and society. Through the work of key artists such as Giotto, Duccio, Lorenzetti, and Donatello, students will explore how ideas of perspective, anatomy, emotion, and realism emerged gradually across painting and sculpture. They will also consider the influence of classical antiquity, the role of patronage (especially from the Church and wealthy families like the Medici), and the growing importance of the artist as an individual. By studying the period from the 14th to the mid-15th century, students will gain insight into how art responded to—and helped shape—a world in transition from the medieval to the modern. This course equips students with the skills to analyse visual language, engage with historical context, and trace the origins of the Renaissance as one of the most influential cultural movements in history.

The course builds on the drawing and painting strengths developed at Level 2. It involves Research of the working methods of existing artists. The students produce a Visual Diary of drawing studies to submit for an internal standard and paintings for their final external Folio submission.
METHODS OF ASSESSMENT:
Formative, feedback assessment of the internal standards and the external standard are at regular points during the course.
Final summative assessment of the internal standards is made late in the course.

Students will carry out a personal course of study that explores the use of digital photographic processes as a means of generating and developing visual ideas. The emphasis is in the use of photography as an artistic medium with reference to established artistic models. For their external Folio assessment students will produce a body of work based on a topic of their own choice. Work produced for assignments and folio may also be used for entry into visual arts / communications courses that require a portfolio of artwork.
METHODS OF ASSESSMENT:
Internally assessed assignment work. Externally assessed body of work presented on A1 folio panels.

In 2026 there might be changes to some aspects of this course, but the aims will still coincide with the description below. 

The AWVA Automotive Academy is offered over two school years. For 2026 this course will be aligned with the needs of MITO, (Motor Industry Training Organisation of NZ). Students will be carrying out vehicle servicing and repairs using the latest in workshop equipment and diagnostic tools. Changes should allow our students to gain credits that contribute to their motor apprenticeship in future years.

There is now a garage type set-up at MHS and students will be trained in doing pre-WOF service type work, tyre changing, balancing and using the hoist to change filters etc. Students will be involved in practical work that will include authentic vehicle auto servicing. This will involve using our onsite garage, which contains two hoists.

Students will complete unit standards, mainly through online work with MITO, and all the standards contribute credits towards the NCEA. 

Students will also be encouraged to be part of the Evolocity Electric Bike competition group.

During the course and after all credits are achieved there will be a project car to modify in the workshop.  There will also be practical work at Massey High School, in our school garage and through work experience opportunities.

Successful completion of this course can allow students entry into a Polytechnic Level 4 course in any applied technology such as Automotive, Engineering, Carpentry qualification, or assist in gaining an apprenticeship.

Some of the standards in the second year, (Yr 13) are Level 2 but the majority are Level 3 and those contribute to Level 3 NCEA.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Places are limited in the academies and are not guaranteed until the application has been confirmed after the above.

If a student wishes to only do a one-hour course in the Automotive Academy at Level 3, they will need to see Mr Hackett at the Academy Offices to see if this is possible or email [email protected]. This situation would only apply to students who are able to catch up on work they can do at home.

This course is varied and engaging, covering key aspects of Biology in preparation for further Biology related vocational pathways including Nursing, Pharmacy, Conservation work, Zoology, Medicine, Marine Science and more. 

In this course we will cover the following:

*Pattern seeking investigation in humans. We do this by asking questions like does playing loud music effect someone's concentration.

*How the body maintains a constant temperature even when its very hot or cold outside.

*We explore the way animals and plants respond to both the living and non-living environment. 

*The evolutionary processes that lead to new species (both plant and animal) being formed.

*The evolutionary origin of humans based on widely accepted scientific evidence.

This course also involves a day at the Auckland Zoo with hands on workshops covering the Evolution of NZ organisms and the trends in Human Evolution.

This course is designed to offer a pathway to further your understanding of Biological Sciences at University but is also a great stand-alone course for those interested in the study of life.

Welcome to the Building Academy

Nau mai ki te Whare Aronui o Tiriwa. The Building Academy welcomes you. 

This Academy creates real opportunities for enthusiastic students in carpentry and construction. Over the year, the students will be involved in building a three bedroom, 100m2 house on site at MHS. This is a one year, full time Academy which allows students to achieve NCEA Level 3 and the Level 3 BCATS in Carpentry upon successful completion.

In 2026 the programme will include some BCITO L4 standards, (we are the first school in NZ to be given these privileges). This will allow students to gain some credit towards their building apprenticeship, should they proceed in that direction. There will be some work experience involved, most likely in Semester Two, where students could be off - site at a local business/builders continuing their training, then back at MHS for the other three days of the week.

Entry into the Building Academy is at the discretion of the Building Tutor and Senior Management after an application is made. There will be a trial period which lasts to mid-Term 1.

All the standards covered in the course contribute to Level 3 NCEA or higher, plus students will have the opportunity of gaining the following certificates: Site Safe Passport, First Aid Certificate, Fork Hoist license, Ramset Powder Actuated Tool and the Paslode Nail Gun Certificate.

Students will also gain competency with a comprehensive range of building power tools. Also, they will be trained in the Health and Safety requirements of modern construction sites and familiarity with the requirements of both employers and employees under the Health & Safety Act and Regulations.

There are no course fees for the Building Academy, but students will need to purchase the Building Academy Uniform.

The Building Academy Uniform.

The regulation MHS Black Jersey (only for students who previously attended Massey High) plus the following items, some of which must be purchased through school. See Ms Maxwell or Mr Hackett at the Academy Offices.

• A good quality Orange hi viz polar fleece Parka or Orange Hi vis hoodie. (More are likely to use this colder option!)
• A set of Academy polo shirts
• Socks
• Orange Hi-vis Raincoat
• A good quality pair of safety boots
• Black cargo shorts or longs

The Academy uniform should not be purchased until acceptance into this academy is guaranteed.

Course Description: 

The Level 3 building academy is a continuation of the Level 2 carpentry course. The students will build a 3-bedroom house throughout the year as their major project. Although the practical component is similar, the Level 3 course has a larger focus on project management than carpentry theory. Students will understand the building process in terms of materials selection and how to manage different trades throughout the build. The course also has a large CAD (computer aided design) component. Students will learn how to draw the house with 3D software and produce a scaled set of plans to read from.

The course standards could change for 2026 but the focus on building the houses and getting ready for apprenticeships will still be the focus of the course.

Course structure. 

The course runs full time, (all day), five days a week. The start and finish of the day can be different to the rest of the school. There will be some extra days during the school year depending on the progress of the house build. The finish of the school year will also be dependent on the house build and students will be notified by the building tutor. The current existing standards are listed in the following tables. (Subject to change).

Individual education plans, IEPs. 

All students will have regular IEP meetings to check their progress towards their vocational pathways award and/or NCEA.

Preferred subject choices along with Building. 

The Level 3 Building Preference for Academy places will be given to students who have successfully completed Multi Skills or Level 2 Carpentry or have a desire to make a career in this employment area. 

Students may only select ONE academy.

To apply for an academy do the below.

• Complete the online MHS course selection process and select the Academy (AWVA), you wish to apply for.
• Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract. If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

This subject is a University Approved subject.

Level 3 Business

Lead with strategy. Think like a marketer. Run a real business that’s built to last.

This course is all about thinking like a business leader. You’ll explore what makes a business succeed — not just in New Zealand, but globally. You’ll plan marketing strategies, run a business with innovation and sustainability in mind, and learn how internal decisions shape long-term success.

If you’re ready to level up your practical business knowledge and leadership potential, this is your course.

Internal – Carry Out an Innovative and Sustainable Business Activity

AS91384 | 9 credits | Internal

You’ll plan, run, and refine a real business activity, just like in Level 2 — but this time with a twist: it must be innovative and sustainable. You’ll also be expected to consult with experts and reflect deeply on your decisions.

You’ll:

• Start a real business with your team (selling a product/service)
• Consult with experts and mentors
• Make innovative improvements during the activity
• Ensure your business considers people, planet, and profit (Triple Bottom Line)
• Evaluate the outcomes and how you could improve

This is the most challenging and rewarding project you’ll do in Business Studies — a real-world experience that shows what you’re capable of.

Internal – Develop a Marketing Plan

AS91382 | 6 credits | Internal

You’ll become a marketing strategist, creating a detailed marketing plan for a real or proposed product. It’s not just about making ads — it’s about doing the research, setting a realistic budget, choosing the right media, and planning how to reach your target audience.

You’ll:

• Identify your product’s target market
• Set goals for promotion and sales
• Decide on pricing, promotion, placement, and product features
• Use marketing data to back up your decisions
• Show how your plan connects to profit and strategy

These are the same steps used in professional marketing teams — and you’ll get to try them out yourself.

External – How Internal Factors Interact in a Global Business

AS91379 | 4 credits | External

In this exam, you’ll explore how large businesses that operate globally make smart internal decisions. You’ll look at how internal functions (like Marketing, HR, Finance, Production) all connect and affect each other — especially when a company is trying to grow or adapt in a global market.

You’ll:

• Study a global business (e.g. Air New Zealand, Nike, McDonald’s, etc.)
• Learn how its internal departments work together
• Analyse how internal decisions affect success (or failure)
• Apply real-world examples in your exam

This standard helps you understand how real businesses grow, adapt, and survive in competitive global markets.

Where This Leads

Level 3 Business sets you up for tertiary study or direct entry into business, entrepreneurship, or corporate pathways. It’s especially useful for careers in:

• Marketing, management, or business development
• International business or sustainability
• Startups and entrepreneurial ventures
• Commerce degrees and business diplomas

You’ll leave this course ready to enter the business world — with real experience and strategic know-how.

This course consists of 3 internal assessments (9 credits) and 2 external assessments (10 credits).

You will learn the key chemistry knowledge needed to continue with Chemistry at University.

A key part of the course covers organic chemistry. This includes the properties and reactions of alkanes, alkenes, haloalkenes, alcohols, aldehydes, amines, carboxylic acids, acid chlorides, amides, esters, proteins and polymers. You will also learn how to determine the structure of organic molecules from spectroscopic data and the environmental impacts of plastics. Outside of organic chemistry you will learn about equilibria in aqueous systems and oxidation-reduction chemistry.

This course is on offer by Te Kura (Correspondence) to NZ residents. Please see HOF Languages or Mr Bidois for more details.

This course explores the rich and complex world of Ancient Rome, focusing on how the Romans expressed their values, beliefs, and identity through art, religion, and politics. Students will examine key artworks such as the Ara Pacis Augustae and the Augustus of Prima Porta, analysing how these were used as powerful tools of propaganda during the reign of the first emperor, Augustus. The course also investigates Roman religion, including traditional state practices and the ways religious belief shaped public and private life. Students will explore key Roman concepts such as pietas, virtus, and imperium, and reflect on how these values were communicated visually and culturally to promote a unified Roman identity. By studying these historical sources, students will gain insight into how Augustus used art and religion to strengthen his leadership and transform Rome. The course also encourages students to think critically about how the legacy of Ancient Rome continues to influence modern culture, politics, and art.

This course is for students who want to study computing at tertiary level. 

For the programming assessment, students will use project management skills and a process of iterative development to create a complex program in Python which includes a graphical user interface. 

 For the database topic, students will learn how to create a MySQL database that is accessed via a web interface coded in PHP, HTML & CSS. Students will have the opportunity to implement complex procedures in this project.

You can take both TCCOUE and DTIUE.  For TCCOUE, the web / database standard is optional (ie: our priority is to complete the programming standards and the external).  For students who don't take DTIUE, completing the database standard is a great way to earn an additional eight credits.  The web/ database standard is offered as part of DTIUE.

For the external assessment students learn about two areas in Computer Science. These change from year to year but are always fascinating.

This course is on the approved University Entrance list and the standards are also included in Auckland University’s ‘Table B’.

METHODS OF ASSESSMENT
This course is solely Achievement Standards which includes one external assessment.

In this course, students will have the opportunity to expand and refine their dance skills by delving into the vocabularies, practices, and technologies of various dance forms. In choreography, you will apply advanced principles of unity, climax, contrast and balance to introduce ideas and develop them to resolution. Additionally, students will have the chance to investigate and appreciate the connections between dance and other disciplines, as they critically analyse and respond to their own, their peers', and professional dance works. Performance elements will be explored further with ensemble skills, audience projection and contrasting styles learnt to understand dance genres worldwide. Students will examine the contributions of selected individuals or groups to the realm of dance in New Zealand, deepening their understanding of the local dance scene and its historical and contemporary significance. 

Performing in the annual dance show is compulsory.

The exam gives you literacy credits. 

This course supports Scholarship Dance candidates.

Level 3 DVC has one main spatial design project for the year followed by an exhibition at the end of the year. Level 3 students are given lots of autonomy over the direction of their projects and are guided by staff to go deeper in their design knowledge and application of design thinking. Visual communication techniques can be dictated by the student and continue to improve over the course of the year.

It is important to be self-motivated and enthusiastic about design to take DVC in Level 3 -the more you enjoy it the better you will do in this course!

This course involves planning, designing and prototyping an ePub and implementing a website database. The outcomes will include artwork  that has been found in the public domain and then edited using Photoshop and it will be fit for purpose in the broadest sense. Along the way we will learn how to use complex techniques to edit images. The completed ePub will be viewable on a range of devices including desktops, laptops, tablets and smartphones. The completed website will be viewed on a desktop only. This course builds on the skills acquired in TCDTI2.

Our external involves undertaking an analysis of the development of either the eBook or website.

If you are taking TCCOUE as well as DTIUE, you will be able to do an additional Achievement standard worth 6 credits (Conceptual Design) as there is overlap in the courses (ie: TCCOUE students also do the database standard).

[This course is on the approved University Entrance list]
METHODS OF ASSESSMENT
This course is solely Achievement Standards which includes one external assessment.

Practical work: Drama and life skills are developed through working with others, line learning, devising scenes, improvisation, voice, movement, acting principles and history of Theatre.
A class play is rehearsed and performed in our theatre (BRPAC) for an audience.
Written content: Script writing, journal, research, portfolio, performance analysis and critique

METHODS OF ASSESSMENT:
Recorded performance with accompanying portfolios and external.

This course runs for two periods a day, on five days out of the six-day timetable cycle. 

Students will go to day care centres, usually one day a week for approximately 1.5 terms for work experience and to observe workplace practices in operation. This will also relate to the student's unit standards and the gaining of Level 2 NCEA credits.

Academy = No Fees.

Practical and theory-based assessments

Must have access to an infant, toddler or young child to do observations and work with on a regular weekly basis. Can be a sibling or family relative.

Topics include:

• Study child’s growth and development
• Children’s play
• Practices to protect and promote the health and holistic wellbeing
• Caring for and coping with premature and multiple births
• Guiding child behaviour, responses and strategies
• Recognising the ECE types and philosophies and teaching practices
• Professionalism in the ECE workplace
• The New Zealand Early Childhood Curriculum Te Whāriki
• Working with families, parenting practices, behaviours and strategies
• Quantitative sociological enquiry
• Communicate with people from other cultures
• Teams and team leadership
• Construct a textile item for a Premature baby eg Sling, Bunting
• Practicums are an essential part of the course.

Students in this academy will enjoy working alongside young children gaining a knowledge of their basic needs of and other aspects including health and hygiene practices and how they are applied to young children. This course is both theoretical and practical.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

This course runs for two periods a day, on five days out of the six-day timetable cycle. 

Students will go to day care centres, usually one day a week for approximately 1.5 terms for work experience and to observe workplace practices in operation. This will also relate to the student's unit standards and the gaining of Level 3 NCEA credits.

Unitec – 1 Semester per year - Optional and details are TBC.

Academy = No Fees.

Practical and theory-based assessments

Must have access to an infant, toddler or young child to do observations and work with on a regular weekly basis. Can be a sibling or family relative.

Internal assessment. Theory and Practical.

Level 3

2 hours per day for 5 daya out of 6 in the timetable cycle. 

Topics include.

Attachment theories, behaviours and transition.

Knowledge of, apply and reflect on age-related nutrition needs for a child in an ECE service

Professional behaviour and manage personal health and wellbeing in an ECE service

Ethical responsibility to guide practice

Development of respectful, reciprocal and responsive relationships in an ECE service

The use, and explain the importance, of te reo Māori in the workplace (possibly online)

Knowledge of te Tiriti o Waitangi, legislation and organisations relevant to ECE services in New Zealand.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

What kind of things do we do?

Here are pictures from a few of the many activities that are part of the Earth and Space Science course:

If you are considering a pathway in the booming industries of environmental science and climate, or simply super keen on astronomy, geology, and learning more about our planet and universe, this is the course for you.  ESSUE can be taken alongside any of the other specialist subjects (e.g. Physics UE, Bio UE, Chem UE, Geography UE) but should NOT be taken alongside Science UE.

Here are the topics we cover (each one is worth 4 credits):

External: Atmosphere Systems
External: Ocean Systems
Internal: Geological Dating
Internal: Late Stage Planet Formation

This subject is a University Approved subject.

Level 3 Economics

Use economics to analyse how markets really work — and what happens when they don’t.

At Level 3, Economics takes you deeper into how businesses, consumers, and governments interact. You’ll explore what happens when markets succeed or fail, and how government policies are used to fix real problems in society.

This course is ideal for students who enjoy thinking logically, arguing both sides of an issue, and backing up ideas with models and data.

Internal – Microeconomic Concepts

AS91401 | 5 credits | Internal

You’ll explore the choices individuals and businesses make, and how limited resources affect those choices. This is the foundation of all economic reasoning.

You’ll:

• Analyse decisions using marginal cost and benefit models
• Explain consumer and producer behaviour
• Apply models like PPCs and marginal utility to real situations

This gives you the tools to understand why people and firms make the decisions they do.

Internal – Government Intervention

AS91402 | 5 credits | Internal

Sometimes, the market doesn’t work — or works unfairly. You’ll examine what happens when governments step in to fix issues like pollution, housing shortages, or income inequality.

You’ll:

• Identify types of market failure
• Analyse how taxes, subsidies, regulations, and public goods work
• Evaluate the efficiency and fairness of government policies

This standard connects directly to public policy, law, social justice, and real-world debates.

External – Market Efficiency

AS91399 | 4 credits | External

You’ll learn how markets reach equilibrium — and what makes that equilibrium efficient. Using graphs and economic models, you’ll explore how resources are allocated and what causes changes.

You’ll:

• Use demand and supply curves with consumer/producer surplus
• Evaluate the effects of shifts in supply or demand
• Judge how efficient or fair the outcomes are

This helps you think critically about who gains and who loses in a changing market.

External – Market Structures and Marginal Analysis

AS91400 | 4 credits | External

Not all markets are the same — some are dominated by one firm, others by many. You’ll explore perfect competition, monopolies, and oligopolies, and assess which structures are most efficient using marginal analysis.

You’ll:

• Use marginal cost and marginal revenue to find profit-maximising output
• Compare the outcomes of different market types
• Analyse trade-offs between efficiency, innovation, and fairness

This gives you insight into how real markets operate — from supermarkets to phone providers to global tech giants.

Where does this lead to?

Level 3 Economics sets you up for:

• Tertiary study in Economics, Business, Law, Policy, Finance
• Careers in government, central banking, consultancy, and research
• Competitive advantage in business, entrepreneurship, or management

Economics teaches you how to think, not what to think — making you valuable in any future path.

This course prepares ESOL students in reading, writing, listening and speaking skills for academic university study. It is an option to get literacy credits for university entrance instead of Level 3 English. The class is smaller so more 1 on 1 attention is given to UE Literacy.

Note: if a student chooses to do this course, they do not need to do another English course unless they want to.

In this course there are assessments in reading, writing, listening and speaking skills.

English Level 2, English Language L3  and English for Academic Purposes Level 4 standards are offered.

Students may not do all the standards listed below. The course will be tailored to suit individual student needs.

English – Level 3

Are you ready to challenge your thinking, sharpen your writing, and explore texts that matter? Level 3 English is designed for students who want to engage deeply with written, visual, and oral texts. You will explore powerful ideas, develop your voice, and learn to argue with insight and clarity.

Throughout the year, you’ll have the opportunity to:

• Analyse studied written texts such as novels, plays, or short stories, and craft critical essays in external assessments (AS91472, 4 credits).
• Explore unfamiliar texts and show your ability to interpret meaning through close reading (AS91474, 4 credits).
• Make connections across a range of texts you choose and respond critically to the big ideas they share (AS91478, 4 credits).
• Use critical theories and perspectives to investigate language and literature, forming your own argument supported by other critics (AS91479, 4 credits).
• Deliver a compelling speech or oral presentation that communicates your ideas with clarity and impact (AS91476, 3 credits).
• Analyse visual or oral texts such as film or spoken word, and explore how techniques shape meaning (AS91480, 3 credits).

This course is ideal preparation for university study and offers a balance of internal and external assessments. Whether you're passionate about books, film, speeches, or big ideas, Level 3 English will give you the tools to think critically and communicate powerfully.

Ready to master the art of garment creation? In our first unit, you'll dive into complex textile procedures, experimenting with advanced techniques to craft your own waistcoat or skirt. Then, in the second unit, you'll unlock your full creative potential by learning to draft patterns directly from body measurements. You'll design and innovate a truly unique garment, testing it with a mock-up, and crucially, creating a pattern with clear instructions on how to construct your innovative design.

The achievement standards in this course are on the approved list for university entrance.

Following on from Level 2 Food Technology, FSTUE aims to advance the knowledge of manufacturing processes, testing and ingredients to a complex level of understanding. The aim of this would be to prepare students for tertiary study in Food Technology, Food Science or Food Manufacturing. The course will encompass a wide range of learning experiences including industrial, financial, scientific and technological. Students will be assessed on their understanding of complex technological processes and their application of food safety within food product development and manufacturing. Food Technology is an approved University Entrance course. Note: To take this course as well as TMF3, students must obtain prior approval from the HODs of both subject areas. Refer to the standards that are doubled up in other areas.

This course is offered through Te Kura (Correspondence). Please see HOD of Languages, Mr. Bidois or Ms. Wilson for more details. This course expands on the knowledge acquired in French 201.

This course will introduce and develop your expertise in aspects of human Geography. Internal assessments include a contemporary geographical issue, a planning problem and a global study. You will develop a wide range of geographic skills including research, map and photograph interpretation, statistical analysis and critical thinking. The course builds on knowledge and skills from Level 2 Geo. but we welcome everyone; it can be picked-up if you have not done Geo. before and are prepared to make an effort. For most students, a highlight is the 3 day residential fieldwork in Rotorua in August where we collect research data and prepare for the external exam.

METHODS OF ASSESSMENT:
Four internally assessed Achievement Standards completed throughout the year (14 credits), plus two externally assessed Achievement Standard examinations completed at the end of the year (8 credits).

This course is university approved and is an excellent choice for Maths/Science students or Arts/Business students wanting a humanities subject. Scholarship Geography is also popular; extra classes are available to Level 3 geographers wishing to extend their knowledge and skills.

Level 3 Health Education – Course Overview

Building on the critical thinking and analytical skills developed at Level 2, Level 3 Health Education focuses on the in-depth analysis of complex health issues that impact individuals, communities, and populations both nationally and globally. Students investigate how improved health outcomes can be achieved through informed strategies, health promotion models, and critical evaluation of diverse health practices.

Key areas of study include:

• Researching significant New Zealand health issues
• Analysing international health issues
• Investigating medical, complementary, alternative, and traditional health practices used in New Zealand
• Exploring ethical and contemporary issues that influence well-being

This course is ideal for students who are passionate about real-world issues, enjoy open discussion and debate, and are interested in the broader social, cultural, and political influences on health. It offers University Entrance Literacy (both reading and writing credits), is an approved subject for University Entrance, and provides an opportunity to prepare for and sit the Health and Physical Education Scholarship examination.

Curriculum Statement

As outlined in the New Zealand Curriculum (NZC, 2007):

“In Health Education, students develop their understanding of the factors that influence the health of individuals, groups and society: lifestyle, economic, social, cultural, political and environmental factors.”

“Students learn across a range of contexts including mental wellness, positive sexuality, nutritional needs, personal identity, decision-making and relationships. Students use these skills and understandings to take critical action to promote personal, interpersonal and societal wellbeing.”

At Massey High School, Health Education is grounded in the four underlying concepts of the curriculum: hauora, socio-ecological perspectives, health promotion, and attitudes and values. These are explored across all NCEA levels through relevant, meaningful contexts.

Learning Outcomes – NCEA Level 3

At Level 3, students will:

• Critically analyse complex health issues and evaluate solutions in relation to the determinants of health and the four underlying concepts of the Health Education curriculum
• Explore the direct and indirect effects of cultural, political, and economic factors on individual and collective well-being
• Apply independent inquiry methods, such as the action competence learning cycle, to investigate health-related issues
• Develop and justify strategies that promote well-being at a societal level, considering impacts on both directly and indirectly affected populations
• Evaluate health practices—traditional, contemporary, and alternative—used nationally and internationally to support well-being
• Assess how different health promotion models influence well-being outcomes

Assessment Overview

• Ethical Issue

AS 91464 (3.4) – Internal – 4 Credits
Title: Analyse a contemporary ethical issue in relation to well-being
Focus: Students explore an ethical dilemma that impacts well-being, considering various viewpoints and implications.

• Health Practices

AS 91463 (3.3) – Internal – 5 Credits
Title: Evaluate health practices currently used in New Zealand
Focus: An evaluation of different health practices—medical, complementary, and alternative—in the New Zealand context.

• New Zealand Health Issue

AS 91461 (3.1) – Internal – 5 Credits
Title: Analyse a New Zealand health issue
Focus: Investigation into a significant national health issue, with a focus on its causes, effects, and potential solutions.

• International Health Issue

AS 91462 (3.2) – External – 5 Credits
Title: Analyse an international health issue
Focus: Students examine a global health issue, comparing strategies used in different contexts to address it.

Course content is subject to change. In 2025 the topics covered included: 

 - The Bombing of Hiroshima

 - New Zealand's Involvement in World War One

 - Source Analysis

 The skills of source analysis & interpretation, research, and communication through writing are woven through all of the topics, as is the concept of historical perspectives. 

 There are three internal and two external assessments. Students are expected to complete all three internals (Research, Report, and Perspectives) and at least one of the externals. 

 This course is particularly useful for students who are interested in law, journalism, and / or politics. A detailed examination of Te Tiriti and the early contact period will provide a significant advantage to anyone intending to go to university (in any field). The research, communication, and perspectives assessments all develop skills which are important for university study and many professional careers.

This Academy creates real opportunities for enthusiastic students in Hospitality to achieve industry based skills in our commercial kitchens with a dedicated pathway into employment or further education. Students with satisfactory attendance and work ethic will attend work experience one or more days per week.

Students will also spend time in the school café working towards credits in both cookery, food and beverage, and customer service. Chef jacket, pants, cap and apron are required for all options; full-time students need two full uniforms.
In this academy students will gain knowledge, practical skills, develop confidence, passion and dedication for a career in the hospitality industry. As part of the second year course structure they will experience a selection of real work placements.

The Hospitality Plus Academy Full Time Programme offered in 2026 will include timetabled hours outside of normal school hours. This makes it possible for students to complete some of the units under realistic conditions. Students are encouraged to enter culinary competitions and participate in community service. Students will be required to assist in catering tasks that occur both during and after “normal school hours”.
All the standards contribute credits to the NCEA. Some English standards may be offered in a Hospitality context to allow students to develop their work place literacy skills.

20 credits will be offered during the work experience component.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Places are limited in the academies and are not guaranteed until the application has been confirmed after the above. Further information is available in the specific academy handbook.

This Academy creates real opportunities for enthusiastic students in Hospitality to achieve industry-based skills in our commercial kitchens with a dedicated pathway into employment or further education. Students with satisfactory attendance and work ethic will attend work experience one day per week. 

At Level 3, there are also two options. One double line option and the other option is full-time Hospitality.

Students will also spend time in the school café working towards credits in both cookery, food and beverage, and customer service. Chef jacket, pants, cap and apron are required for all options; full-time students need two full uniforms.
In this academy students will gain knowledge, practical skills, develop confidence, passion and dedication for a career in the hospitality industry. 

The Hospitality Academy Programme offered in 2026 will include timetabled hours outside of normal school hours. This makes it possible for students to complete some of the units under realistic conditions. Students are encouraged to enter culinary competitions and participate in community service. Students will be required to assist in catering tasks that occur both during and after “normal school hours”.

All the standards contribute credits to the NCEA. Some English standards may be offered in a Hospitality context to allow students to develop their workplace literacy skills.


All the standards contribute credits to the NCEA. Some English standards may be offered in a Hospitality context to allow students to develop their work place literacy skills.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Places are limited in the academies and are not guaranteed until the application has been confirmed after the above.
Further information is available in the specific academy handbook.

This course is offered through Te Kura (Correspondence). Please see HOD of Languages or Mr Bidois for more details.

Language Skills: Listening, speaking, reading and writing


METHODS OF ASSESSMENT:
Three internal assessments and two external assessments

MATUE is for capable students who do not wish to specialise in Calculus or Statistics. This course would benefit those students who will enter for example the business or finance sector. The content of the course will consist of internal achievement standards up to a maximum of 16 credits.

A course endorsement cannot be gained from this course.

MCAUE (Calculus) is for students who enjoy and are very capable at Mathematics. This course is essential and is a pre-requisite for those wishing to undertake Tertiary Studies in Engineering, Engineering Science, Physics, and Mathematics. The course consists of NCEA Level 3 achievement standards including external assessments in Differentiation, Integration and Complex Numbers. The majority of credits available are from external assessment. Successful completion of 14 or more credits from this course counts towards University Entrance. A course endorsement can be gained from this course.

A maximum of 26 credits can be gained from Level 3 Mathematics achievement standards (internal and external).

MSTUE (Statistics) is for capable students who enjoy solving problems and analysing data and are capable and willing to produce written reports. This course is useful for those wishing to undertake tertiary studies in Health Sciences, Commerce, Humanities and provides a good background for research methods. The course consists of NCEA Level 3 achievement standards including external assessments in Probability Distributions and the option of Probability Concepts. Successful completion of 14 or more credits from this course counts towards University Entrance.  A course endorsement can be gained from this course.

A maximum of 23 Level 3 credits can be gained from the Level 3 Statistics achievement standards.

This course is designed to follow on from Media Studies 201 however can be taken without having done Media Studies before.

It covers topics such as Media issues, close reading of films, an auteur study with a focus New Zealand Media. 

You will create a short film for the “Moscars” festival in Term 3 learning how to plan, write, film and edit your own short film.

There is also a trip to WETA workshop in order to get an insight into the NZ film industry.

METHODS OF ASSESSMENT:
Theory tests, practical assessment (short film), essays and external exams.

There are two courses available in Music at level 3: Making Music and Music Studies. A student taking Music as a subject at level 3 may form their own combination of standards for an individualised programme, selecting from either option. They are expected to attempt about 14 to 18 credits from a combination of the two courses. Each individualised programme must be approved by the subject teacher in the first week of the course. To be eligible for subject endorsement, at least one of the externals should be attempted.

Students who have not taken music at Level 1 and/or 2 can still apply for Level 3 music but they must send a short video to Mr Baldwin on Teams of them performing on their chosen instrument. This is to ensure they are at a suitable performance level to take this course. If this is not done, you will be removed from the course selection.

MUSIC ACADEMY – DOUBLE MUSIC
It is possible for a student to enrol in music as a double subject, having 2 periods a day timetabled for music. Entry to the Music Academy is on the basis of considerable success at level 2 and needs to be approved by the HOD. Students presenting themselves for double music need to attempt at least 28 credits from the two music options available. One period a day will be largely self-directed, working on composition, research, arranging and performing. The other will be more in a lecture setting, concentrating on the other standards. This course is ideal for those intending to embark on a Bachelor of Music degree or full time tertiary study in music, as it covers the full range of the academic and practical aspects of music at level 3.

Level 3 NZMA Healthcare and Nursing.

This hands-on healthcare program lets you gain real-world skills. Learn the foundations of patient care, health conditions, and support service, all designed to give you a head start toward nursing or other health careers.

WHY JOIN THE PROGRAMME?

Earn NCEA Level 3 Credits while gaining practical healthcare skills

Hands on Learning - Learn how to assist patients, support mobility, and understand health conditions

Pathway to Healthcare & Nursing careers - Build strong foundation for the future study in healthcare

Exclusive to secondary schools – Unique opportunity through your school’s partnership with NZMA at 100 Symonds Street Auckland City. Transport by bus will be provided free of charge by MHS, and students will need to leave MHS earlier than normal school time. Exact time TBC. 

Students will attend NZMA one day a week, for most of Terms 1,2, and 3. They will come out of their normal timetable for the day and then be expected to catch up on the work missed.

There is a total of 22 Level 3 credits in the course and the standards are unit standards. Students will be expected to do approximately two hours of self-directed learning each week.

 WHAT WILL YOU LEARN?

• Understanding human anatomy and health conditions
• Assisting with medication and chronic illnesses
• Supporting patients with personal care and mobility
• Mental health awareness and patient wellbeing
• Providing culturally responsive healthcare

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Level 3 Physical Education – Course Overview

This course provides a pathway to university and tertiary study, combining both theoretical and practical components to deepen students’ understanding of physical education. The curriculum focuses on the academic study of key areas including physical fitness, training principles, anatomy, exercise physiology, biomechanics, skill acquisition, and sports performance analysis.

Curriculum Statement

The NCEA Level 3 Physical Education course builds upon the foundational knowledge and skills developed in Levels 1 and 2. It aims to further develop students’ understanding of how the body functions and adapts to exercise through the application of biomechanical and biophysical principles. The course enhances knowledge of movement and skilled performance by exploring skill learning, development, and analysis.

Students will deepen their appreciation of hauora—the holistic concept of well-being—and the benefits of a healthy lifestyle, alongside strategies to promote lifelong wellness. The course also fosters an awareness of the social and environmental contexts in which physical activity takes place, encouraging students to develop values such as fairness, leadership, and social responsibility.

By creating a supportive, inclusive, and engaging learning environment, this course prepares students to become positive contributors to both the school community and wider society.

Course Objectives

• Develop an advanced understanding of the body’s response to exercise through biomechanical and biophysical principles
• Enhance knowledge of movement and skilled performance via skill acquisition and performance analysis
• Foster a comprehensive understanding of hauora and healthy lifestyle strategies
• Promote awareness of environmental and societal factors affecting physical activity
• Encourage the development of morals, values, and leadership qualities aligned with social responsibility and fair play
• Provide a learning atmosphere that is inclusive, enjoyable, and supportive

Assessment Overview

This Level 3 Physical Education course offers a rigorous and enriching learning experience for students interested in advancing their knowledge and skills in physical education and pursuing further education in related fields.

The PhyUE course prepares students for Physics related vocational pathways such as: Engineering, aviation, medical and health professions, computer technology, telecommunication, education, renewable energy, architecture, manufacturing, seismology, astronomy, meteorology and geophysics.

In this course, we will cover the following:

Internals: 

P3.5  AS91525  Demonstrate understanding of Modern physics. (3 cr)

P3.2  AS91522  Application of Physics to a selected context: (3cr) Geostationary and low Earth orbit satellites.

P3.7  AS91527  Response to a socio-scientific issue. Research and report on nuclear fusion and renewable energy. (3cr)

Externals

Mechanical systems (6cr): translational motion; circular motion and gravity; rotating and oscillatory systems.

Electrical systems (6cr): resistors, capacitors and inductors in direct current (DC) and Alternating current (AC) circuits.

Wave systems (4cr): Doppler effect; standing waves; resonance; diffraction.

Level 3 Resistant Materials Technology UE Approved

This Course builds on skills students have acquired over their learning journey in the Technology Department. It does require Level 2 experience and success in RMT/DVC and or Engineering.

Course participation requires a high level of student self management and direction. The class will be a combined year Level learning situation where student motivation is paramount to successful achievement.

This course will be offered to students through Te Kura (Correspondence). Students need to be able to speak Samoan to take this course. For more information, see HOD Languages or Mr. Bidois.

This course is made up of standards from Earth and Space Science, Physics, Chemistry and Biology. It is designed as a possible pathway for students who might do university degree or just have a general interest in Science.

It will count as a domain towards UE and contains credits towards UE literacy (reading) and UE Literacy (writing).

Due to clashes with standards this is a standalone Science course and is not intended to be studied with BIO UE, CHE UE, PHY UE and/or ESSUE. 

Our specific areas of study are: Impacts of climate change, how a speed gun works and how we know the universe is expanding, how we measure the distance to stars and galaxies, how the ozone layer forms and the ozone hole, and explores the evidence of human evolution.

This is the double music period and should only be selected if you have also selected the MUS301 course. Please see details on what is required for double music within the course description of MUS301.

This course may be offered through Te Kura (Correspondence). Please see the HOD of Languages, Mr. Bidois or Ms.Wilson for more details.

METHODS OF ASSESSMENT:
Three internal assessments and two external assessments

Outdoor Leadership and Coaching – Course Overview

This course provides students with valuable opportunities for personal and social development, building self-confidence through a social responsibility model that emphasizes group cooperation, resilience in facing challenges, and the development of leadership skills.

Designed for students who have a passion for the outdoors and a desire to engage in new adventures, this course combines practical coaching experience with applied knowledge in anatomy, physiology, and outdoor planning.

Please note, this course is not approved for University Entrance (UE).

Learning Outcomes and Assessment

Students will develop competence in coaching beginner-level participants, planning and leading outdoor activities, and understanding the physical and physiological demands of exercise. The course encourages reflective practice through the review and evaluation of coaching sessions, promoting continuous improvement in leadership and communication.

Assessment Overview

This course is ideal for students interested in developing leadership, coaching expertise, and outdoor management skills within a supportive and adventurous learning environment.

Level 3 Sports Performance and Development – Course Overview

The Level 3 Sports Performance and Development Programme is tailored for high-performing student-athletes at Massey High School who aspire to refine their physical capabilities while developing leadership and critical thinking skills relevant to sport and performance.

This course blends advanced practical training with theoretical exploration of key issues in sport. The practical component focuses on high-level, sport-specific coaching and applied performance, while the theoretical component includes Level 3 Physical Education Achievement Standards. Students investigate topics such as leadership in sport, outdoor education and risk management, and the role of sport in society.

The programme supports the development of well-rounded athletes who demonstrate strategic thinking, personal responsibility, teamwork, and a strong understanding of the broader impacts of sport.

Important note: Students enrolled in Level 3 Sports Performance and Development may not also take Level 3 Physical Education, as both courses include overlapping achievement standards.

Learning Outcomes – NCEA Level 3 Sports Performance and Development

By the end of the course, students will be able to:

• Apply and evaluate effective leadership strategies within sport contexts
• Develop and reflect on personal performance in a team or individual setting
• Apply risk management strategies in an outdoor, expedition-based environment
• Critically examine and debate the wider social, cultural, and personal significance of sport in society
• Demonstrate high-level technical and tactical performance in selected sporting activities

Assessment Overview – 16 Credits

• Leadership in Sport

AS 91505 (3.8) – Internal – 4 Credits
Title: Examine leadership strategies applied in physical activity
Focus: Students take on leadership roles in sport settings, reflect on their effectiveness, and evaluate outcomes based on peer and self-feedback.

• Tramping & Camping – Outdoor Education

AS 91789 (3.9) – Internal – 4 Credits
Title: Devise strategies for a physical activity outcome
Focus: Plan and participate in an outdoor expedition (e.g. tramping and camping), evaluating strategies to ensure personal and group success.

• The Role of Sport in Society

AS 91498 (3.1) – Internal – 4 Credits
Title: Evaluate physical activity and its impact on the well-being of New Zealand society
Focus: Analyse how sport influences individual identity, community engagement, and national culture.

• Performance in Physical Activity – Tchoukball

AS 91501 (3.4) – Internal – 4 Credits
Title: Demonstrate quality performance of a physical activity in an applied setting
Focus: Apply advanced technical and tactical skills in a performance setting (e.g. Tchoukball), with a focus on accuracy, decision-making, and contribution to team success.

Te Ao Haka offers students a deep and immersive journey into the world of haka and Māori performing arts. Rooted in tikanga Māori and te reo Māori, this course explores the cultural, historical, and performance elements of haka, waiata, mōteatea, poi, and other forms of Māori expression. Students will develop their performance skills, strengthen their understanding of Māori identity and storytelling, and gain confidence as leaders and contributors to kapa haka and other cultural spaces.

This course encourages creativity, collaboration, and cultural pride. It supports students in developing skills in performance, composition, analysis, and reflection. Te Ao Haka is ideal for those interested in Māori performing arts, pursuing further study in the arts or te ao Māori, or contributing to cultural leadership in school and beyond

This course continues to build upon the language skills developed at Level 2. Topics covered are, aspects of traditional Māori life, matters of social importance such as whakapapa, religion, politics and the Treaty of Waitangi. Students that do this course are self motivated and can committ 10hrs+ per week to speaking Te Reo Māori as this class will be taught mainly in Te Reo Māori.

This course utilises various unit standards and acheivment standards such as:

3.1 Whakarongo kia mōhio ki te reo Māori o te ao whānui (4cr)

3.2 Kōrero kia whakamahi i te reo Māori o te ao whānui (6cr)

3.5 Waihanga tuhinga whai take i te reo Māori o te ao whānui (6cr)

An emphisis is put on gaining Excellence in all of your papers.

Course Structure:

???? Phase 1: Whakairo Design (Short Course)
Duration: 4 weeks from 21 February
When: Fridays, 9.00am–1.00pm at TWOA (return to school for last period)
Standard Assessed:

• 2580 – Explain design elements used to generate Toi Māori design (Level 2, 4 credits)

Description:
This foundational course introduces tauira to the design principles of Whakairo Māori. Tauira will explore kōwhaiwhai, tāniko, and rauangi forms, building confidence in applying tikanga-based design thinking. Students will complete a painted whakairo design piece to take away and keep as a creative artefact of their learning.

???? Phase 2: Whakairo Drawing (Short Course)
Duration: 4 weeks (Term 1, immediately following Phase 1)
When: Fridays, 9.00am–1.00pm at TWOA (return to school for last period)
Standard Assessed:

• 2594 – Employ drawing techniques to create Māori art (Level 2, 4 credits)

Description:
Building on the design course, this short course focuses on practical whakairo drawing skills. Tauira will learn to apply traditional Māori drawing techniques to contemporary surfaces and complete a final artwork on an upcycled item that connects traditional kaupapa with modern context.

???? Phase 3: Mahi ā Toi – Whakairo (Level 3)
Duration: 15 weeks (Term 2 onwards)
When: Fridays, 9.00am–2.30pm at TWOA
Standards likely assessed (to be confirmed by TWOA):

• Whakairo-specific Level 3 standards (e.g., extensions of 23013 – Create whakairo)
• Visual design and refinement standards relevant to carving and Toi Māori

Description:
This intensive programme gives tauira the time, resources, and expert mentorship needed to develop, refine, and produce advanced whakairo works. Guided by experienced whakairo artists and kaiako, tauira will explore kaupapa Māori design, symbolism, cultural narratives, and carving techniques in depth. Final whakairo pieces will reflect personal and cultural meaning, advanced technical skill, and deep understanding of te ao Māori.

Additional Notes:

• Tauira must complete Phases 1 and 2 to be eligible for and successful in Level 3 mahi. These foundational courses build essential knowledge and skill that will support more advanced learning.

This dynamic programme offers a broad introduction to the world of tourism, perfect for students already in another academy or anyone with a passion for travel. Set in a supportive classroom environment, you’ll journey through key tourism hotspots including New Zealand, Australia, the Pacific Islands, Asia, and Europe.

With open-book, online assessments and interactive learning, this course is designed to be flexible, fun, and future-focused. Whether you're dreaming of travel or looking to build skills for a global career, this is your passport to possibility!

Tourism Academy: Future-Focused, Industry-Ready

The COVID-19 pandemic reshaped tourism worldwide and we’ve responded by redesigning our Tourism Academy to focus on future-ready skills, while keeping a strong foundation in industry knowledge.

We’re here to grow confident, resilient students who can lead, communicate, and thrive in diverse, real-world environments. Graduates will be independent, enterprising, and clear about their next steps.

This single-option Academy course is ideal for students on an academic (university-approved) pathway who still want the benefits of the Academy experience. Students complete most of the double-option workload in half the time.

We partner with tertiary providers and offer real-world experiences — from work at the school reception to volunteering and completing your Driver’s Licence programme. All courses are free through AWVA.

No separate AWVA form is needed this year, information will be collected via SchoolPoint, interview, or academy contract.

Questions? Email Sarah Maxwell at [email protected] and include the academy you're applying for.

⚠️ Places are limited and confirmed only after approval. More info in the Academy Handbook.

Tourism Academy: Future-Focused, Industry-Ready

The COVID-19 pandemic reshaped tourism worldwide — and we’ve responded by redesigning our Tourism Academy to focus on future-ready skills, while keeping a strong foundation in industry knowledge.

We’re here to grow confident, resilient students who can lead, communicate, and thrive in diverse, real-world environments. Graduates will be independent, enterprising, and clear about their next steps.

This dynamic double-option Academy course is perfect for students passionate about a future in tourism. Packed with industry-relevant skills and knowledge, the programme offers hands-on learning and strong links to leading tertiary partners, giving students a real head start on their tourism journey!

We partner with tertiary providers and offer real-world experiences — from work at the school reception to volunteering and completing your Driver’s Licence programme. All courses are free through AWVA.

No separate AWVA form is needed this year — information will be collected via SchoolPoint, interview, or academy contract.

Questions? Email Sarah Maxwell at [email protected] and include the academy you're applying for.

⚠️ Places are limited and confirmed only after approval. More info in the Academy Handbook.

This is a course to help Year 13 students  prepare their next steps in school and beyond.  

Based on feedback from students, teachers, and other community members, this is built around a series of opt-in modules for students, like:

• Finance - opening bank accounts, budgeting, paying bills, credit vs debit, buying houses, insurance, investing, saving, loans, how to manage student loans, taxes etc.
• Owning a car - drivers licensing (theory and possibly practical), basic vehicle maintenance, owning a car
• University Preparation - applying for universities, scholarships, applying for halls of residence
• Joining the workforce - finding a career, finding a job, applying for jobs
• Renting - applying for rentals, reading and understanding contracts, paying bills, renting rights and responsibilities
• Looking after yourself - including basic home fitness and nutrition, making good choices for the environment, how to deal with bullying and supporting your own mental health, civic engagement, staying motivated, legal rights
• Other opportunities such as - volunteer work, politics, current events, Te Reo Māori and tikanga, computer literacy, travelling.

These modules will be delivered along with a foundation of academic mentoring & counselling, careers counselling, and support in keeping on top of the work in your other classes to get you to the places you want to go.  

This course is an evolving programme based on student need.

The Gateway Programme offer Year 12 and 13 students a unique opportunity to gain valuable workplace experience while earning up to 20 NCEA credits. Designed to bridge the gap between school and future employment or tertiary study, Gateway combines classroom learning with structured work placements (one day a week for 5-10 weeks) in industries such as trades (TSS), hospitality (Kings Plant Barn), retail (Woolworths, Mitre10), Hair and Make Up, IT (Techtorium), and more.

Some of the courses available are: First Aid certificate, Workplace Health and safety, Techtorium, Forklift drivers' licence, Customer Service, ITC

You may already have part time employment and just require the extra credits offered by Gateway.

Each student will have a unique Learning Plan.

Gateway Coordinator: Miss Cork [email protected]
Gateway Administrator: Carol McIvor [email protected]
Gateway Office: In Careers office

To apply for GATEWAY you will also need to fill in an application form.  For a printed copy, please see Mrs McIvor in the Gateway Office.

Level 2 and 3 Electrical Pathway Vocational Skills

Year 13 Students who are interested in the electrical trade are asked to register their interest here using school point. The course development is only in its early stages and is 50/50 whether it will go ahead. If it proceeds it will be based on the electrical trade, will operate one day or part of a day a week for some of the year. It will have standards that contribute to the NCEA and will be focused on practical skills of the electrical trades area. It will be run by Skills an industry orientated training organisation.

Students will come out of their normal timetable when the course is on, they will be expected to catch up on missed work from their normal subjects and the day might have different hours to a school day. There might be travel time involved but the school will pay for the travel and the course will be free. However, please note it is not definite that the course will run, and more details will be forthcoming if it does go ahead.

Welcome to the Carpentry Academy

Could you see yourself in a building or construction career? Do you like working outdoors and with your hands? Would you like to be part of a 2- or 3-bedroom house build next year?

The Massey High School Carpentry Academy offers students the opportunity to learn foundational building knowledge and skills to kick start a building or trades career. 

The course contains the following.  

- Level 2 or 3 NCEA unit standards               - First Aid course                    - Technical drawing skills

- Paslode Certificate                                       - Site Safe certificate              - Quantity surveying skills

- Health & Safety training                              - Competence on carpentry tools (on-loan tools supplied)

No fees but you will be required to purchase an academy building uniform.

Students need to apply through the online selection process or see Mr Kanuta, Mr Hackett or Mr Tinling. Applications will be assessed, and interviews will follow. 

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

MST2 is for students who may wish to study Statistics at NCEA Level 3 but not Calculus. The course consists of Level 2 Mathematics and Statistics achievement standards including an external standard in Probability Methods. Successful completion of MST2 is a pre-requisite for entry into MSTUE or MATUE. Only in very exceptional circumstances can a student move into MCAUE. A course endorsement can be gained from this course. 

Welcome to the Level 2 Multi Skills Academy.
Nau mai ki te Whare Aronui o Tiriwa. The Multi Skills Academy welcomes you.
This academy is available to Years 11, 12 and 13 students who wish to learn renovation skills at MHS. The students will have the opportunity to renovate a house on site at MHS, learning the skills required as they go. The skills could include paving, plan reading, painting, landscape skills etc. 

This Academy is over-laid on the school timetable, meaning the students come out of their normal classes when the academy is on one day a week. Students select six other subjects plus the Multi Skills academy. The Academy runs all day one day of the week, (actual day TBC). The students are expected to catch up on the work they miss on the day they are doing Multi Skills.
All the standards covered in this course will contribute to the NCEA qualification at the given level. The standards in the course are unit standards. This course can lead to the full time Carpentry academy at Level 2 in the following year.

In the Multi Skills Academy the standards are at Level 1 and Level 2. 

The exact details change each year, depending on the situation with the building site.

Note: There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected]. When emailing please state which Academy course you wish to apply for.

This subject is a University Approved subject.

Level 3 Accounting

Track partnerships. Price jobs. Guide big decisions.

At Level 3, you’ll take your accounting skills to the next level - learning how larger businesses and partnerships operate, and how to make informed decisions based on financial reports and cost analysis.

This course is designed for students who are serious about business, finance, or entrepreneurship - and want to develop the skills to interpret data, solve problems, and guide smart decision-making.

Internal – Accounting for Partnerships

AS91405 | 4 credits | Internal

You’ll explore how businesses run when more than one person owns the business - known as a partnership. You’ll look at how profits are shared, what happens when a partner leaves or joins, and how accounts are managed fairly.

You’ll:

• Prepare financial statements for a partnership
• Record equity, drawings, and profit share
• Understand how partnerships are structured

This is real-world knowledge - many successful NZ businesses operate as partnerships.

Internal – Job Cost Subsystem

AS91409 | 4 credits | Internal

Some businesses (like construction or design) don’t sell products - they price and complete jobs. You’ll learn how businesses track the cost of individual jobs, and ensure they’re pricing work correctly to stay profitable.

You’ll:

• Understand how job costing works
• Allocate labour, material, and overhead costs to specific jobs
• Record and explain job cost data

This is perfect for students thinking about trades, project work, or running a service-based business.

Internal – Annual Report Interpretation

AS91407 | 5 credits | Internal

You’ll take a real NZ company’s annual report and write a report for an external user (e.g. an investor or potential partner) explaining what the numbers mean - and what decisions that person should make based on the financials.

You’ll:

• Analyse key information from an annual report
• Use ratios and trends to explain business performance
• Write a clear and purposeful report for a non-accounting audience

This is a real skill that accountants and advisors use every day.

External – Management Accounting for Decision-Making

AS91408 | 4 credits | External

In this exam, you’ll learn how managers use accounting data to make smart decisions. You’ll work through scenarios where businesses need to decide between options - like producing more, outsourcing, or changing prices.

You’ll:

• Apply break-even analysis and contribution margin
• Compare options using financial data
• Recommend and justify a business decision

This standard gives you a strategic edge — it’s all about making decisions that keep a business profitable.

Where does this lead to? 

Level 3 Accounting gives you a strong platform for:

• University study in Accounting, Finance, Commerce, or Law
• Careers in accounting firms, corporate finance, or entrepreneurship
• Roles like business advisor, financial analyst, or tax consultant

It’s not just about numbers — it’s about knowing how businesses work, how money flows, and how to make smart decisions with real impact.

Students will develop their knowledge of current trends and innovations in the Agriculture and Horticulture Sectors through analysis of a primary production environmental issue. Students will investigate primary production process and factors affecting profitability of a primary product.

There will be experiments as part of the investigation. Students will be expected to complete independent self-directed research on a primary product of their choice. 

Art Design UE Approved

This course helps students to develop skills to follow a pathway in Graphic Design, advertising, gaming or digital illustrations.

Themes are based on character design (game design and book illustrations) or Branding (Graphic Design and advertising).

Students will submit a 3 panel folio board or animation.

This course explores the early foundations of the Italian Renaissance, beginning in the 1300s with the late Medieval and International Gothic styles, and tracing the artistic innovations that paved the way for a new era in European art. Students will examine how the shift from symbolic, stylised forms to more naturalistic, human-centred approaches reflected broader changes in thought, religion, and society. Through the work of key artists such as Giotto, Duccio, Lorenzetti, and Donatello, students will explore how ideas of perspective, anatomy, emotion, and realism emerged gradually across painting and sculpture. They will also consider the influence of classical antiquity, the role of patronage (especially from the Church and wealthy families like the Medici), and the growing importance of the artist as an individual. By studying the period from the 14th to the mid-15th century, students will gain insight into how art responded to—and helped shape—a world in transition from the medieval to the modern. This course equips students with the skills to analyse visual language, engage with historical context, and trace the origins of the Renaissance as one of the most influential cultural movements in history.

The course builds on the drawing and painting strengths developed at Level 2. It involves Research of the working methods of existing artists. The students produce a Visual Diary of drawing studies to submit for an internal standard and paintings for their final external Folio submission.
METHODS OF ASSESSMENT:
Formative, feedback assessment of the internal standards and the external standard are at regular points during the course.
Final summative assessment of the internal standards is made late in the course.

Students will carry out a personal course of study that explores the use of digital photographic processes as a means of generating and developing visual ideas. The emphasis is in the use of photography as an artistic medium with reference to established artistic models. For their external Folio assessment students will produce a body of work based on a topic of their own choice. Work produced for assignments and folio may also be used for entry into visual arts / communications courses that require a portfolio of artwork.
METHODS OF ASSESSMENT:
Internally assessed assignment work. Externally assessed body of work presented on A1 folio panels.

In 2026 there might be changes to some aspects of this course, but the aims will still coincide with the description below. 

The AWVA Automotive Academy is offered over two school years. For 2026 this course will be aligned with the needs of MITO, (Motor Industry Training Organisation of NZ). Students will be carrying out vehicle servicing and repairs using the latest in workshop equipment and diagnostic tools. Changes should allow our students to gain credits that contribute to their motor apprenticeship in future years.

There is now a garage type set-up at MHS and students will be trained in doing pre-WOF service type work, tyre changing, balancing and using the hoist to change filters etc. Students will be involved in practical work that will include authentic vehicle auto servicing. This will involve using our onsite garage, which contains two hoists.

Students will complete unit standards, mainly through online work with MITO, and all the standards contribute credits towards the NCEA. 

Students will also be encouraged to be part of the Evolocity Electric Bike competition group.

During the course and after all credits are achieved there will be a project car to modify in the workshop.  There will also be practical work at Massey High School, in our school garage and through work experience opportunities.

Successful completion of this course can allow students entry into a Polytechnic Level 4 course in any applied technology such as Automotive, Engineering, Carpentry qualification, or assist in gaining an apprenticeship.

Some of the standards in the second year, (Yr 13) are Level 2 but the majority are Level 3 and those contribute to Level 3 NCEA.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Places are limited in the academies and are not guaranteed until the application has been confirmed after the above.

If a student wishes to only do a one-hour course in the Automotive Academy at Level 3, they will need to see Mr Hackett at the Academy Offices to see if this is possible or email [email protected]. This situation would only apply to students who are able to catch up on work they can do at home.

This course is varied and engaging, covering key aspects of Biology in preparation for further Biology related vocational pathways including Nursing, Pharmacy, Conservation work, Zoology, Medicine, Marine Science and more. 

In this course we will cover the following:

*Pattern seeking investigation in humans. We do this by asking questions like does playing loud music effect someone's concentration.

*How the body maintains a constant temperature even when its very hot or cold outside.

*We explore the way animals and plants respond to both the living and non-living environment. 

*The evolutionary processes that lead to new species (both plant and animal) being formed.

*The evolutionary origin of humans based on widely accepted scientific evidence.

This course also involves a day at the Auckland Zoo with hands on workshops covering the Evolution of NZ organisms and the trends in Human Evolution.

This course is designed to offer a pathway to further your understanding of Biological Sciences at University but is also a great stand-alone course for those interested in the study of life.

Welcome to the Building Academy

Nau mai ki te Whare Aronui o Tiriwa. The Building Academy welcomes you. 

This Academy creates real opportunities for enthusiastic students in carpentry and construction. Over the year, the students will be involved in building a three bedroom, 100m2 house on site at MHS. This is a one year, full time Academy which allows students to achieve NCEA Level 3 and the Level 3 BCATS in Carpentry upon successful completion.

In 2026 the programme will include some BCITO L4 standards, (we are the first school in NZ to be given these privileges). This will allow students to gain some credit towards their building apprenticeship, should they proceed in that direction. There will be some work experience involved, most likely in Semester Two, where students could be off - site at a local business/builders continuing their training, then back at MHS for the other three days of the week.

Entry into the Building Academy is at the discretion of the Building Tutor and Senior Management after an application is made. There will be a trial period which lasts to mid-Term 1.

All the standards covered in the course contribute to Level 3 NCEA or higher, plus students will have the opportunity of gaining the following certificates: Site Safe Passport, First Aid Certificate, Fork Hoist license, Ramset Powder Actuated Tool and the Paslode Nail Gun Certificate.

Students will also gain competency with a comprehensive range of building power tools. Also, they will be trained in the Health and Safety requirements of modern construction sites and familiarity with the requirements of both employers and employees under the Health & Safety Act and Regulations.

There are no course fees for the Building Academy, but students will need to purchase the Building Academy Uniform.

The Building Academy Uniform.

The regulation MHS Black Jersey (only for students who previously attended Massey High) plus the following items, some of which must be purchased through school. See Ms Maxwell or Mr Hackett at the Academy Offices.

• A good quality Orange hi viz polar fleece Parka or Orange Hi vis hoodie. (More are likely to use this colder option!)
• A set of Academy polo shirts
• Socks
• Orange Hi-vis Raincoat
• A good quality pair of safety boots
• Black cargo shorts or longs

The Academy uniform should not be purchased until acceptance into this academy is guaranteed.

Course Description: 

The Level 3 building academy is a continuation of the Level 2 carpentry course. The students will build a 3-bedroom house throughout the year as their major project. Although the practical component is similar, the Level 3 course has a larger focus on project management than carpentry theory. Students will understand the building process in terms of materials selection and how to manage different trades throughout the build. The course also has a large CAD (computer aided design) component. Students will learn how to draw the house with 3D software and produce a scaled set of plans to read from.

The course standards could change for 2026 but the focus on building the houses and getting ready for apprenticeships will still be the focus of the course.

Course structure. 

The course runs full time, (all day), five days a week. The start and finish of the day can be different to the rest of the school. There will be some extra days during the school year depending on the progress of the house build. The finish of the school year will also be dependent on the house build and students will be notified by the building tutor. The current existing standards are listed in the following tables. (Subject to change).

Individual education plans, IEPs. 

All students will have regular IEP meetings to check their progress towards their vocational pathways award and/or NCEA.

Preferred subject choices along with Building. 

The Level 3 Building Preference for Academy places will be given to students who have successfully completed Multi Skills or Level 2 Carpentry or have a desire to make a career in this employment area. 

Students may only select ONE academy.

To apply for an academy do the below.

• Complete the online MHS course selection process and select the Academy (AWVA), you wish to apply for.
• Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract. If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

This subject is a University Approved subject.

Level 3 Business

Lead with strategy. Think like a marketer. Run a real business that’s built to last.

This course is all about thinking like a business leader. You’ll explore what makes a business succeed — not just in New Zealand, but globally. You’ll plan marketing strategies, run a business with innovation and sustainability in mind, and learn how internal decisions shape long-term success.

If you’re ready to level up your practical business knowledge and leadership potential, this is your course.

Internal – Carry Out an Innovative and Sustainable Business Activity

AS91384 | 9 credits | Internal

You’ll plan, run, and refine a real business activity, just like in Level 2 — but this time with a twist: it must be innovative and sustainable. You’ll also be expected to consult with experts and reflect deeply on your decisions.

You’ll:

• Start a real business with your team (selling a product/service)
• Consult with experts and mentors
• Make innovative improvements during the activity
• Ensure your business considers people, planet, and profit (Triple Bottom Line)
• Evaluate the outcomes and how you could improve

This is the most challenging and rewarding project you’ll do in Business Studies — a real-world experience that shows what you’re capable of.

Internal – Develop a Marketing Plan

AS91382 | 6 credits | Internal

You’ll become a marketing strategist, creating a detailed marketing plan for a real or proposed product. It’s not just about making ads — it’s about doing the research, setting a realistic budget, choosing the right media, and planning how to reach your target audience.

You’ll:

• Identify your product’s target market
• Set goals for promotion and sales
• Decide on pricing, promotion, placement, and product features
• Use marketing data to back up your decisions
• Show how your plan connects to profit and strategy

These are the same steps used in professional marketing teams — and you’ll get to try them out yourself.

External – How Internal Factors Interact in a Global Business

AS91379 | 4 credits | External

In this exam, you’ll explore how large businesses that operate globally make smart internal decisions. You’ll look at how internal functions (like Marketing, HR, Finance, Production) all connect and affect each other — especially when a company is trying to grow or adapt in a global market.

You’ll:

• Study a global business (e.g. Air New Zealand, Nike, McDonald’s, etc.)
• Learn how its internal departments work together
• Analyse how internal decisions affect success (or failure)
• Apply real-world examples in your exam

This standard helps you understand how real businesses grow, adapt, and survive in competitive global markets.

Where This Leads

Level 3 Business sets you up for tertiary study or direct entry into business, entrepreneurship, or corporate pathways. It’s especially useful for careers in:

• Marketing, management, or business development
• International business or sustainability
• Startups and entrepreneurial ventures
• Commerce degrees and business diplomas

You’ll leave this course ready to enter the business world — with real experience and strategic know-how.

This course consists of 3 internal assessments (9 credits) and 2 external assessments (10 credits).

You will learn the key chemistry knowledge needed to continue with Chemistry at University.

A key part of the course covers organic chemistry. This includes the properties and reactions of alkanes, alkenes, haloalkenes, alcohols, aldehydes, amines, carboxylic acids, acid chlorides, amides, esters, proteins and polymers. You will also learn how to determine the structure of organic molecules from spectroscopic data and the environmental impacts of plastics. Outside of organic chemistry you will learn about equilibria in aqueous systems and oxidation-reduction chemistry.

This course is on offer by Te Kura (Correspondence) to NZ residents. Please see HOF Languages or Mr Bidois for more details.

This course explores the rich and complex world of Ancient Rome, focusing on how the Romans expressed their values, beliefs, and identity through art, religion, and politics. Students will examine key artworks such as the Ara Pacis Augustae and the Augustus of Prima Porta, analysing how these were used as powerful tools of propaganda during the reign of the first emperor, Augustus. The course also investigates Roman religion, including traditional state practices and the ways religious belief shaped public and private life. Students will explore key Roman concepts such as pietas, virtus, and imperium, and reflect on how these values were communicated visually and culturally to promote a unified Roman identity. By studying these historical sources, students will gain insight into how Augustus used art and religion to strengthen his leadership and transform Rome. The course also encourages students to think critically about how the legacy of Ancient Rome continues to influence modern culture, politics, and art.

This course is for students who want to study computing at tertiary level. 

For the programming assessment, students will use project management skills and a process of iterative development to create a complex program in Python which includes a graphical user interface. 

 For the database topic, students will learn how to create a MySQL database that is accessed via a web interface coded in PHP, HTML & CSS. Students will have the opportunity to implement complex procedures in this project.

You can take both TCCOUE and DTIUE.  For TCCOUE, the web / database standard is optional (ie: our priority is to complete the programming standards and the external).  For students who don't take DTIUE, completing the database standard is a great way to earn an additional eight credits.  The web/ database standard is offered as part of DTIUE.

For the external assessment students learn about two areas in Computer Science. These change from year to year but are always fascinating.

This course is on the approved University Entrance list and the standards are also included in Auckland University’s ‘Table B’.

METHODS OF ASSESSMENT
This course is solely Achievement Standards which includes one external assessment.

In this course, students will have the opportunity to expand and refine their dance skills by delving into the vocabularies, practices, and technologies of various dance forms. In choreography, you will apply advanced principles of unity, climax, contrast and balance to introduce ideas and develop them to resolution. Additionally, students will have the chance to investigate and appreciate the connections between dance and other disciplines, as they critically analyse and respond to their own, their peers', and professional dance works. Performance elements will be explored further with ensemble skills, audience projection and contrasting styles learnt to understand dance genres worldwide. Students will examine the contributions of selected individuals or groups to the realm of dance in New Zealand, deepening their understanding of the local dance scene and its historical and contemporary significance. 

Performing in the annual dance show is compulsory.

The exam gives you literacy credits. 

This course supports Scholarship Dance candidates.

Level 3 DVC has one main spatial design project for the year followed by an exhibition at the end of the year. Level 3 students are given lots of autonomy over the direction of their projects and are guided by staff to go deeper in their design knowledge and application of design thinking. Visual communication techniques can be dictated by the student and continue to improve over the course of the year.

It is important to be self-motivated and enthusiastic about design to take DVC in Level 3 -the more you enjoy it the better you will do in this course!

This course involves planning, designing and prototyping an ePub and implementing a website database. The outcomes will include artwork  that has been found in the public domain and then edited using Photoshop and it will be fit for purpose in the broadest sense. Along the way we will learn how to use complex techniques to edit images. The completed ePub will be viewable on a range of devices including desktops, laptops, tablets and smartphones. The completed website will be viewed on a desktop only. This course builds on the skills acquired in TCDTI2.

Our external involves undertaking an analysis of the development of either the eBook or website.

If you are taking TCCOUE as well as DTIUE, you will be able to do an additional Achievement standard worth 6 credits (Conceptual Design) as there is overlap in the courses (ie: TCCOUE students also do the database standard).

[This course is on the approved University Entrance list]
METHODS OF ASSESSMENT
This course is solely Achievement Standards which includes one external assessment.

Practical work: Drama and life skills are developed through working with others, line learning, devising scenes, improvisation, voice, movement, acting principles and history of Theatre.
A class play is rehearsed and performed in our theatre (BRPAC) for an audience.
Written content: Script writing, journal, research, portfolio, performance analysis and critique

METHODS OF ASSESSMENT:
Recorded performance with accompanying portfolios and external.

This course runs for two periods a day, on five days out of the six-day timetable cycle. 

Students will go to day care centres, usually one day a week for approximately 1.5 terms for work experience and to observe workplace practices in operation. This will also relate to the student's unit standards and the gaining of Level 2 NCEA credits.

Academy = No Fees.

Practical and theory-based assessments

Must have access to an infant, toddler or young child to do observations and work with on a regular weekly basis. Can be a sibling or family relative.

Topics include:

• Study child’s growth and development
• Children’s play
• Practices to protect and promote the health and holistic wellbeing
• Caring for and coping with premature and multiple births
• Guiding child behaviour, responses and strategies
• Recognising the ECE types and philosophies and teaching practices
• Professionalism in the ECE workplace
• The New Zealand Early Childhood Curriculum Te Whāriki
• Working with families, parenting practices, behaviours and strategies
• Quantitative sociological enquiry
• Communicate with people from other cultures
• Teams and team leadership
• Construct a textile item for a Premature baby eg Sling, Bunting
• Practicums are an essential part of the course.

Students in this academy will enjoy working alongside young children gaining a knowledge of their basic needs of and other aspects including health and hygiene practices and how they are applied to young children. This course is both theoretical and practical.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

This course runs for two periods a day, on five days out of the six-day timetable cycle. 

Students will go to day care centres, usually one day a week for approximately 1.5 terms for work experience and to observe workplace practices in operation. This will also relate to the student's unit standards and the gaining of Level 3 NCEA credits.

Unitec – 1 Semester per year - Optional and details are TBC.

Academy = No Fees.

Practical and theory-based assessments

Must have access to an infant, toddler or young child to do observations and work with on a regular weekly basis. Can be a sibling or family relative.

Internal assessment. Theory and Practical.

Level 3

2 hours per day for 5 daya out of 6 in the timetable cycle. 

Topics include.

Attachment theories, behaviours and transition.

Knowledge of, apply and reflect on age-related nutrition needs for a child in an ECE service

Professional behaviour and manage personal health and wellbeing in an ECE service

Ethical responsibility to guide practice

Development of respectful, reciprocal and responsive relationships in an ECE service

The use, and explain the importance, of te reo Māori in the workplace (possibly online)

Knowledge of te Tiriti o Waitangi, legislation and organisations relevant to ECE services in New Zealand.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

What kind of things do we do?

Here are pictures from a few of the many activities that are part of the Earth and Space Science course:

If you are considering a pathway in the booming industries of environmental science and climate, or simply super keen on astronomy, geology, and learning more about our planet and universe, this is the course for you.  ESSUE can be taken alongside any of the other specialist subjects (e.g. Physics UE, Bio UE, Chem UE, Geography UE) but should NOT be taken alongside Science UE.

Here are the topics we cover (each one is worth 4 credits):

External: Atmosphere Systems
External: Ocean Systems
Internal: Geological Dating
Internal: Late Stage Planet Formation

This subject is a University Approved subject.

Level 3 Economics

Use economics to analyse how markets really work — and what happens when they don’t.

At Level 3, Economics takes you deeper into how businesses, consumers, and governments interact. You’ll explore what happens when markets succeed or fail, and how government policies are used to fix real problems in society.

This course is ideal for students who enjoy thinking logically, arguing both sides of an issue, and backing up ideas with models and data.

Internal – Microeconomic Concepts

AS91401 | 5 credits | Internal

You’ll explore the choices individuals and businesses make, and how limited resources affect those choices. This is the foundation of all economic reasoning.

You’ll:

• Analyse decisions using marginal cost and benefit models
• Explain consumer and producer behaviour
• Apply models like PPCs and marginal utility to real situations

This gives you the tools to understand why people and firms make the decisions they do.

Internal – Government Intervention

AS91402 | 5 credits | Internal

Sometimes, the market doesn’t work — or works unfairly. You’ll examine what happens when governments step in to fix issues like pollution, housing shortages, or income inequality.

You’ll:

• Identify types of market failure
• Analyse how taxes, subsidies, regulations, and public goods work
• Evaluate the efficiency and fairness of government policies

This standard connects directly to public policy, law, social justice, and real-world debates.

External – Market Efficiency

AS91399 | 4 credits | External

You’ll learn how markets reach equilibrium — and what makes that equilibrium efficient. Using graphs and economic models, you’ll explore how resources are allocated and what causes changes.

You’ll:

• Use demand and supply curves with consumer/producer surplus
• Evaluate the effects of shifts in supply or demand
• Judge how efficient or fair the outcomes are

This helps you think critically about who gains and who loses in a changing market.

External – Market Structures and Marginal Analysis

AS91400 | 4 credits | External

Not all markets are the same — some are dominated by one firm, others by many. You’ll explore perfect competition, monopolies, and oligopolies, and assess which structures are most efficient using marginal analysis.

You’ll:

• Use marginal cost and marginal revenue to find profit-maximising output
• Compare the outcomes of different market types
• Analyse trade-offs between efficiency, innovation, and fairness

This gives you insight into how real markets operate — from supermarkets to phone providers to global tech giants.

Where does this lead to?

Level 3 Economics sets you up for:

• Tertiary study in Economics, Business, Law, Policy, Finance
• Careers in government, central banking, consultancy, and research
• Competitive advantage in business, entrepreneurship, or management

Economics teaches you how to think, not what to think — making you valuable in any future path.

English – Level 3

Are you ready to challenge your thinking, sharpen your writing, and explore texts that matter? Level 3 English is designed for students who want to engage deeply with written, visual, and oral texts. You will explore powerful ideas, develop your voice, and learn to argue with insight and clarity.

Throughout the year, you’ll have the opportunity to:

• Analyse studied written texts such as novels, plays, or short stories, and craft critical essays in external assessments (AS91472, 4 credits).
• Explore unfamiliar texts and show your ability to interpret meaning through close reading (AS91474, 4 credits).
• Make connections across a range of texts you choose and respond critically to the big ideas they share (AS91478, 4 credits).
• Use critical theories and perspectives to investigate language and literature, forming your own argument supported by other critics (AS91479, 4 credits).
• Deliver a compelling speech or oral presentation that communicates your ideas with clarity and impact (AS91476, 3 credits).
• Analyse visual or oral texts such as film or spoken word, and explore how techniques shape meaning (AS91480, 3 credits).

This course is ideal preparation for university study and offers a balance of internal and external assessments. Whether you're passionate about books, film, speeches, or big ideas, Level 3 English will give you the tools to think critically and communicate powerfully.

Following on from Level 2 Food Technology, FSTUE aims to advance the knowledge of manufacturing processes, testing and ingredients to a complex level of understanding. The aim of this would be to prepare students for tertiary study in Food Technology, Food Science or Food Manufacturing. The course will encompass a wide range of learning experiences including industrial, financial, scientific and technological. Students will be assessed on their understanding of complex technological processes and their application of food safety within food product development and manufacturing. Food Technology is an approved University Entrance course. Note: To take this course as well as TMF3, students must obtain prior approval from the HODs of both subject areas. Refer to the standards that are doubled up in other areas.

This course is offered through Te Kura (Correspondence). Please see HOD of Languages, Mr. Bidois or Ms. Wilson for more details. This course expands on the knowledge acquired in French 201.

This course will introduce and develop your expertise in aspects of human Geography. Internal assessments include a contemporary geographical issue, a planning problem and a global study. You will develop a wide range of geographic skills including research, map and photograph interpretation, statistical analysis and critical thinking. The course builds on knowledge and skills from Level 2 Geo. but we welcome everyone; it can be picked-up if you have not done Geo. before and are prepared to make an effort. For most students, a highlight is the 3 day residential fieldwork in Rotorua in August where we collect research data and prepare for the external exam.

METHODS OF ASSESSMENT:
Four internally assessed Achievement Standards completed throughout the year (14 credits), plus two externally assessed Achievement Standard examinations completed at the end of the year (8 credits).

This course is university approved and is an excellent choice for Maths/Science students or Arts/Business students wanting a humanities subject. Scholarship Geography is also popular; extra classes are available to Level 3 geographers wishing to extend their knowledge and skills.

Level 3 Health Education – Course Overview

Building on the critical thinking and analytical skills developed at Level 2, Level 3 Health Education focuses on the in-depth analysis of complex health issues that impact individuals, communities, and populations both nationally and globally. Students investigate how improved health outcomes can be achieved through informed strategies, health promotion models, and critical evaluation of diverse health practices.

Key areas of study include:

• Researching significant New Zealand health issues
• Analysing international health issues
• Investigating medical, complementary, alternative, and traditional health practices used in New Zealand
• Exploring ethical and contemporary issues that influence well-being

This course is ideal for students who are passionate about real-world issues, enjoy open discussion and debate, and are interested in the broader social, cultural, and political influences on health. It offers University Entrance Literacy (both reading and writing credits), is an approved subject for University Entrance, and provides an opportunity to prepare for and sit the Health and Physical Education Scholarship examination.

Curriculum Statement

As outlined in the New Zealand Curriculum (NZC, 2007):

“In Health Education, students develop their understanding of the factors that influence the health of individuals, groups and society: lifestyle, economic, social, cultural, political and environmental factors.”

“Students learn across a range of contexts including mental wellness, positive sexuality, nutritional needs, personal identity, decision-making and relationships. Students use these skills and understandings to take critical action to promote personal, interpersonal and societal wellbeing.”

At Massey High School, Health Education is grounded in the four underlying concepts of the curriculum: hauora, socio-ecological perspectives, health promotion, and attitudes and values. These are explored across all NCEA levels through relevant, meaningful contexts.

Learning Outcomes – NCEA Level 3

At Level 3, students will:

• Critically analyse complex health issues and evaluate solutions in relation to the determinants of health and the four underlying concepts of the Health Education curriculum
• Explore the direct and indirect effects of cultural, political, and economic factors on individual and collective well-being
• Apply independent inquiry methods, such as the action competence learning cycle, to investigate health-related issues
• Develop and justify strategies that promote well-being at a societal level, considering impacts on both directly and indirectly affected populations
• Evaluate health practices—traditional, contemporary, and alternative—used nationally and internationally to support well-being
• Assess how different health promotion models influence well-being outcomes

Assessment Overview

• Ethical Issue

AS 91464 (3.4) – Internal – 4 Credits
Title: Analyse a contemporary ethical issue in relation to well-being
Focus: Students explore an ethical dilemma that impacts well-being, considering various viewpoints and implications.

• Health Practices

AS 91463 (3.3) – Internal – 5 Credits
Title: Evaluate health practices currently used in New Zealand
Focus: An evaluation of different health practices—medical, complementary, and alternative—in the New Zealand context.

• New Zealand Health Issue

AS 91461 (3.1) – Internal – 5 Credits
Title: Analyse a New Zealand health issue
Focus: Investigation into a significant national health issue, with a focus on its causes, effects, and potential solutions.

• International Health Issue

AS 91462 (3.2) – External – 5 Credits
Title: Analyse an international health issue
Focus: Students examine a global health issue, comparing strategies used in different contexts to address it.

Course content is subject to change. In 2025 the topics covered included: 

 - The Bombing of Hiroshima

 - New Zealand's Involvement in World War One

 - Source Analysis

 The skills of source analysis & interpretation, research, and communication through writing are woven through all of the topics, as is the concept of historical perspectives. 

 There are three internal and two external assessments. Students are expected to complete all three internals (Research, Report, and Perspectives) and at least one of the externals. 

 This course is particularly useful for students who are interested in law, journalism, and / or politics. A detailed examination of Te Tiriti and the early contact period will provide a significant advantage to anyone intending to go to university (in any field). The research, communication, and perspectives assessments all develop skills which are important for university study and many professional careers.

This Academy creates real opportunities for enthusiastic students in Hospitality to achieve industry based skills in our commercial kitchens with a dedicated pathway into employment or further education. Students with satisfactory attendance and work ethic will attend work experience one or more days per week.

Students will also spend time in the school café working towards credits in both cookery, food and beverage, and customer service. Chef jacket, pants, cap and apron are required for all options; full-time students need two full uniforms.
In this academy students will gain knowledge, practical skills, develop confidence, passion and dedication for a career in the hospitality industry. As part of the second year course structure they will experience a selection of real work placements.

The Hospitality Plus Academy Full Time Programme offered in 2026 will include timetabled hours outside of normal school hours. This makes it possible for students to complete some of the units under realistic conditions. Students are encouraged to enter culinary competitions and participate in community service. Students will be required to assist in catering tasks that occur both during and after “normal school hours”.
All the standards contribute credits to the NCEA. Some English standards may be offered in a Hospitality context to allow students to develop their work place literacy skills.

20 credits will be offered during the work experience component.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Places are limited in the academies and are not guaranteed until the application has been confirmed after the above. Further information is available in the specific academy handbook.

This Academy creates real opportunities for enthusiastic students in Hospitality to achieve industry-based skills in our commercial kitchens with a dedicated pathway into employment or further education. Students with satisfactory attendance and work ethic will attend work experience one day per week. 

At Level 3, there are also two options. One double line option and the other option is full-time Hospitality.

Students will also spend time in the school café working towards credits in both cookery, food and beverage, and customer service. Chef jacket, pants, cap and apron are required for all options; full-time students need two full uniforms.
In this academy students will gain knowledge, practical skills, develop confidence, passion and dedication for a career in the hospitality industry. 

The Hospitality Academy Programme offered in 2026 will include timetabled hours outside of normal school hours. This makes it possible for students to complete some of the units under realistic conditions. Students are encouraged to enter culinary competitions and participate in community service. Students will be required to assist in catering tasks that occur both during and after “normal school hours”.

All the standards contribute credits to the NCEA. Some English standards may be offered in a Hospitality context to allow students to develop their workplace literacy skills.


All the standards contribute credits to the NCEA. Some English standards may be offered in a Hospitality context to allow students to develop their work place literacy skills.

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Places are limited in the academies and are not guaranteed until the application has been confirmed after the above.
Further information is available in the specific academy handbook.

This course is offered through Te Kura (Correspondence). Please see HOD of Languages or Mr Bidois for more details.

Language Skills: Listening, speaking, reading and writing


METHODS OF ASSESSMENT:
Three internal assessments and two external assessments

MATUE is for capable students who do not wish to specialise in Calculus or Statistics. This course would benefit those students who will enter for example the business or finance sector. The content of the course will consist of internal achievement standards up to a maximum of 16 credits.

A course endorsement cannot be gained from this course.

MCAUE (Calculus) is for students who enjoy and are very capable at Mathematics. This course is essential and is a pre-requisite for those wishing to undertake Tertiary Studies in Engineering, Engineering Science, Physics, and Mathematics. The course consists of NCEA Level 3 achievement standards including external assessments in Differentiation, Integration and Complex Numbers. The majority of credits available are from external assessment. Successful completion of 14 or more credits from this course counts towards University Entrance. A course endorsement can be gained from this course.

A maximum of 26 credits can be gained from Level 3 Mathematics achievement standards (internal and external).

MSTUE (Statistics) is for capable students who enjoy solving problems and analysing data and are capable and willing to produce written reports. This course is useful for those wishing to undertake tertiary studies in Health Sciences, Commerce, Humanities and provides a good background for research methods. The course consists of NCEA Level 3 achievement standards including external assessments in Probability Distributions and the option of Probability Concepts. Successful completion of 14 or more credits from this course counts towards University Entrance.  A course endorsement can be gained from this course.

A maximum of 23 Level 3 credits can be gained from the Level 3 Statistics achievement standards.

This course is designed to follow on from Media Studies 201 however can be taken without having done Media Studies before.

It covers topics such as Media issues, close reading of films, an auteur study with a focus New Zealand Media. 

You will create a short film for the “Moscars” festival in Term 3 learning how to plan, write, film and edit your own short film.

There is also a trip to WETA workshop in order to get an insight into the NZ film industry.

METHODS OF ASSESSMENT:
Theory tests, practical assessment (short film), essays and external exams.

There are two courses available in Music at level 3: Making Music and Music Studies. A student taking Music as a subject at level 3 may form their own combination of standards for an individualised programme, selecting from either option. They are expected to attempt about 14 to 18 credits from a combination of the two courses. Each individualised programme must be approved by the subject teacher in the first week of the course. To be eligible for subject endorsement, at least one of the externals should be attempted.

Students who have not taken music at Level 1 and/or 2 can still apply for Level 3 music but they must send a short video to Mr Baldwin on Teams of them performing on their chosen instrument. This is to ensure they are at a suitable performance level to take this course. If this is not done, you will be removed from the course selection.

MUSIC ACADEMY – DOUBLE MUSIC
It is possible for a student to enrol in music as a double subject, having 2 periods a day timetabled for music. Entry to the Music Academy is on the basis of considerable success at level 2 and needs to be approved by the HOD. Students presenting themselves for double music need to attempt at least 28 credits from the two music options available. One period a day will be largely self-directed, working on composition, research, arranging and performing. The other will be more in a lecture setting, concentrating on the other standards. This course is ideal for those intending to embark on a Bachelor of Music degree or full time tertiary study in music, as it covers the full range of the academic and practical aspects of music at level 3.

Level 3 NZMA Healthcare and Nursing.

This hands-on healthcare program lets you gain real-world skills. Learn the foundations of patient care, health conditions, and support service, all designed to give you a head start toward nursing or other health careers.

WHY JOIN THE PROGRAMME?

Earn NCEA Level 3 Credits while gaining practical healthcare skills

Hands on Learning - Learn how to assist patients, support mobility, and understand health conditions

Pathway to Healthcare & Nursing careers - Build strong foundation for the future study in healthcare

Exclusive to secondary schools – Unique opportunity through your school’s partnership with NZMA at 100 Symonds Street Auckland City. Transport by bus will be provided free of charge by MHS, and students will need to leave MHS earlier than normal school time. Exact time TBC. 

Students will attend NZMA one day a week, for most of Terms 1,2, and 3. They will come out of their normal timetable for the day and then be expected to catch up on the work missed.

There is a total of 22 Level 3 credits in the course and the standards are unit standards. Students will be expected to do approximately two hours of self-directed learning each week.

 WHAT WILL YOU LEARN?

• Understanding human anatomy and health conditions
• Assisting with medication and chronic illnesses
• Supporting patients with personal care and mobility
• Mental health awareness and patient wellbeing
• Providing culturally responsive healthcare

Note There will not be a separate AWVA application form this year as all the information will come through schoolpoint or be covered at an interview or in the particular academy contract.

If you have any questions email Sarah Maxwell on [email protected] . When emailing please state which academy course you wish to apply for.

Level 3 Physical Education – Course Overview

This course provides a pathway to university and tertiary study, combining both theoretical and practical components to deepen students’ understanding of physical education. The curriculum focuses on the academic study of key areas including physical fitness, training principles, anatomy, exercise physiology, biomechanics, skill acquisition, and sports performance analysis.

Curriculum Statement

The NCEA Level 3 Physical Education course builds upon the foundational knowledge and skills developed in Levels 1 and 2. It aims to further develop students’ understanding of how the body functions and adapts to exercise through the application of biomechanical and biophysical principles. The course enhances knowledge of movement and skilled performance by exploring skill learning, development, and analysis.

Students will deepen their appreciation of hauora—the holistic concept of well-being—and the benefits of a healthy lifestyle, alongside strategies to promote lifelong wellness. The course also fosters an awareness of the social and environmental contexts in which physical activity takes place, encouraging students to develop values such as fairness, leadership, and social responsibility.

By creating a supportive, inclusive, and engaging learning environment, this course prepares students to become positive contributors to both the school community and wider society.

Course Objectives

• Develop an advanced understanding of the body’s response to exercise through biomechanical and biophysical principles
• Enhance knowledge of movement and skilled performance via skill acquisition and performance analysis
• Foster a comprehensive understanding of hauora and healthy lifestyle strategies
• Promote awareness of environmental and societal factors affecting physical activity
• Encourage the development of morals, values, and leadership qualities aligned with social responsibility and fair play
• Provide a learning atmosphere that is inclusive, enjoyable, and supportive

Assessment Overview

This Level 3 Physical Education course offers a rigorous and enriching learning experience for students interested in advancing their knowledge and skills in physical education and pursuing further education in related fields.

The PhyUE course prepares students for Physics related vocational pathways such as: Engineering, aviation, medical and health professions, computer technology, telecommunication, education, renewable energy, architecture, manufacturing, seismology, astronomy, meteorology and geophysics.

In this course, we will cover the following:

Internals: 

P3.5  AS91525  Demonstrate understanding of Modern physics. (3 cr)

P3.2  AS91522  Application of Physics to a selected context: (3cr) Geostationary and low Earth orbit satellites.

P3.7  AS91527  Response to a socio-scientific issue. Research and report on nuclear fusion and renewable energy. (3cr)

Externals

Mechanical systems (6cr): translational motion; circular motion and gravity; rotating and oscillatory systems.

Electrical systems (6cr): resistors, capacitors and inductors in direct current (DC) and Alternating current (AC) circuits.

Wave systems (4cr): Doppler effect; standing waves; resonance; diffraction.

This course will be offered to students through Te Kura (Correspondence). Students need to be able to speak Samoan to take this course. For more information, see HOD Languages or Mr. Bidois.

This course is made up of standards from Earth and Space Science, Physics, Chemistry and Biology. It is designed as a possible pathway for students who might do university degree or just have a general interest in Science.

It will count as a domain towards UE and contains credits towards UE literacy (reading) and UE Literacy (writing).

Due to clashes with standards this is a standalone Science course and is not intended to be studied with BIO UE, CHE UE, PHY UE and/or ESSUE. 

Our specific areas of study are: Impacts of climate change, how a speed gun works and how we know the universe is expanding, how we measure the distance to stars and galaxies, how the ozone layer forms and the ozone hole, and explores the evidence of human evolution.

This is the double music period and should only be selected if you have also selected the MUS301 course. Please see details on what is required for double music within the course description of MUS301.

This course may be offered through Te Kura (Correspondence). Please see the HOD of Languages, Mr. Bidois or Ms.Wilson for more details.

METHODS OF ASSESSMENT:
Three internal assessments and two external assessments

Outdoor Leadership and Coaching – Course Overview

This course provides students with valuable opportunities for personal and social development, building self-confidence through a social responsibility model that emphasizes group cooperation, resilience in facing challenges, and the development of leadership skills.

Designed for students who have a passion for the outdoors and a desire to engage in new adventures, this course combines practical coaching experience with applied knowledge in anatomy, physiology, and outdoor planning.

Please note, this course is not approved for University Entrance (UE).

Learning Outcomes and Assessment

Students will develop competence in coaching beginner-level participants, planning and leading outdoor activities, and understanding the physical and physiological demands of exercise. The course encourages reflective practice through the review and evaluation of coaching sessions, promoting continuous improvement in leadership and communication.

Assessment Overview

This course is ideal for students interested in developing leadership, coaching expertise, and outdoor management skills within a supportive and adventurous learning environment.

Level 3 Sports Performance and Development – Course Overview

The Level 3 Sports Performance and Development Programme is tailored for high-performing student-athletes at Massey High School who aspire to refine their physical capabilities while developing leadership and critical thinking skills relevant to sport and performance.

This course blends advanced practical training with theoretical exploration of key issues in sport. The practical component focuses on high-level, sport-specific coaching and applied performance, while the theoretical component includes Level 3 Physical Education Achievement Standards. Students investigate topics such as leadership in sport, outdoor education and risk management, and the role of sport in society.

The programme supports the development of well-rounded athletes who demonstrate strategic thinking, personal responsibility, teamwork, and a strong understanding of the broader impacts of sport.

Important note: Students enrolled in Level 3 Sports Performance and Development may not also take Level 3 Physical Education, as both courses include overlapping achievement standards.

Learning Outcomes – NCEA Level 3 Sports Performance and Development

By the end of the course, students will be able to:

• Apply and evaluate effective leadership strategies within sport contexts
• Develop and reflect on personal performance in a team or individual setting
• Apply risk management strategies in an outdoor, expedition-based environment
• Critically examine and debate the wider social, cultural, and personal significance of sport in society
• Demonstrate high-level technical and tactical performance in selected sporting activities

Assessment Overview – 16 Credits

• Leadership in Sport

AS 91505 (3.8) – Internal – 4 Credits
Title: Examine leadership strategies applied in physical activity
Focus: Students take on leadership roles in sport settings, reflect on their effectiveness, and evaluate outcomes based on peer and self-feedback.

• Tramping & Camping – Outdoor Education

AS 91789 (3.9) – Internal – 4 Credits
Title: Devise strategies for a physical activity outcome
Focus: Plan and participate in an outdoor expedition (e.g. tramping and camping), evaluating strategies to ensure personal and group success.

• The Role of Sport in Society

AS 91498 (3.1) – Internal – 4 Credits
Title: Evaluate physical activity and its impact on the well-being of New Zealand society
Focus: Analyse how sport influences individual identity, community engagement, and national culture.

• Performance in Physical Activity – Tchoukball

AS 91501 (3.4) – Internal – 4 Credits
Title: Demonstrate quality performance of a physical activity in an applied setting
Focus: Apply advanced technical and tactical skills in a performance setting (e.g. Tchoukball), with a focus on accuracy, decision-making, and contribution to team success.

Te Ao Haka offers students a deep and immersive journey into the world of haka and Māori performing arts. Rooted in tikanga Māori and te reo Māori, this course explores the cultural, historical, and performance elements of haka, waiata, mōteatea, poi, and other forms of Māori expression. Students will develop their performance skills, strengthen their understanding of Māori identity and storytelling, and gain confidence as leaders and contributors to kapa haka and other cultural spaces.

This course encourages creativity, collaboration, and cultural pride. It supports students in developing skills in performance, composition, analysis, and reflection. Te Ao Haka is ideal for those interested in Māori performing arts, pursuing further study in the arts or te ao Māori, or contributing to cultural leadership in school and beyond

This course continues to build upon the language skills developed at Level 2. Topics covered are, aspects of traditional Māori life, matters of social importance such as whakapapa, religion, politics and the Treaty of Waitangi. Students that do this course are self motivated and can committ 10hrs+ per week to speaking Te Reo Māori as this class will be taught mainly in Te Reo Māori.

This course utilises various unit standards and acheivment standards such as:

3.1 Whakarongo kia mōhio ki te reo Māori o te ao whānui (4cr)

3.2 Kōrero kia whakamahi i te reo Māori o te ao whānui (6cr)

3.5 Waihanga tuhinga whai take i te reo Māori o te ao whānui (6cr)

An emphisis is put on gaining Excellence in all of your papers.

Course Structure:

???? Phase 1: Whakairo Design (Short Course)
Duration: 4 weeks from 21 February
When: Fridays, 9.00am–1.00pm at TWOA (return to school for last period)
Standard Assessed:

• 2580 – Explain design elements used to generate Toi Māori design (Level 2, 4 credits)

Description:
This foundational course introduces tauira to the design principles of Whakairo Māori. Tauira will explore kōwhaiwhai, tāniko, and rauangi forms, building confidence in applying tikanga-based design thinking. Students will complete a painted whakairo design piece to take away and keep as a creative artefact of their learning.

???? Phase 2: Whakairo Drawing (Short Course)
Duration: 4 weeks (Term 1, immediately following Phase 1)
When: Fridays, 9.00am–1.00pm at TWOA (return to school for last period)
Standard Assessed:

• 2594 – Employ drawing techniques to create Māori art (Level 2, 4 credits)

Description:
Building on the design course, this short course focuses on practical whakairo drawing skills. Tauira will learn to apply traditional Māori drawing techniques to contemporary surfaces and complete a final artwork on an upcycled item that connects traditional kaupapa with modern context.

???? Phase 3: Mahi ā Toi – Whakairo (Level 3)
Duration: 15 weeks (Term 2 onwards)
When: Fridays, 9.00am–2.30pm at TWOA
Standards likely assessed (to be confirmed by TWOA):

• Whakairo-specific Level 3 standards (e.g., extensions of 23013 – Create whakairo)
• Visual design and refinement standards relevant to carving and Toi Māori

Description:
This intensive programme gives tauira the time, resources, and expert mentorship needed to develop, refine, and produce advanced whakairo works. Guided by experienced whakairo artists and kaiako, tauira will explore kaupapa Māori design, symbolism, cultural narratives, and carving techniques in depth. Final whakairo pieces will reflect personal and cultural meaning, advanced technical skill, and deep understanding of te ao Māori.

Additional Notes:

• Tauira must complete Phases 1 and 2 to be eligible for and successful in Level 3 mahi. These foundational courses build essential knowledge and skill that will support more advanced learning.

This dynamic programme offers a broad introduction to the world of tourism, perfect for students already in another academy or anyone with a passion for travel. Set in a supportive classroom environment, you’ll journey through key tourism hotspots including New Zealand, Australia, the Pacific Islands, Asia, and Europe.

With open-book, online assessments and interactive learning, this course is designed to be flexible, fun, and future-focused. Whether you're dreaming of travel or looking to build skills for a global career, this is your passport to possibility!

Tourism Academy: Future-Focused, Industry-Ready

The COVID-19 pandemic reshaped tourism worldwide and we’ve responded by redesigning our Tourism Academy to focus on future-ready skills, while keeping a strong foundation in industry knowledge.

We’re here to grow confident, resilient students who can lead, communicate, and thrive in diverse, real-world environments. Graduates will be independent, enterprising, and clear about their next steps.

This single-option Academy course is ideal for students on an academic (university-approved) pathway who still want the benefits of the Academy experience. Students complete most of the double-option workload in half the time.

We partner with tertiary providers and offer real-world experiences — from work at the school reception to volunteering and completing your Driver’s Licence programme. All courses are free through AWVA.

No separate AWVA form is needed this year, information will be collected via SchoolPoint, interview, or academy contract.

Questions? Email Sarah Maxwell at [email protected] and include the academy you're applying for.

⚠️ Places are limited and confirmed only after approval. More info in the Academy Handbook.

Tourism Academy: Future-Focused, Industry-Ready

The COVID-19 pandemic reshaped tourism worldwide — and we’ve responded by redesigning our Tourism Academy to focus on future-ready skills, while keeping a strong foundation in industry knowledge.

We’re here to grow confident, resilient students who can lead, communicate, and thrive in diverse, real-world environments. Graduates will be independent, enterprising, and clear about their next steps.

This dynamic double-option Academy course is perfect for students passionate about a future in tourism. Packed with industry-relevant skills and knowledge, the programme offers hands-on learning and strong links to leading tertiary partners, giving students a real head start on their tourism journey!

We partner with tertiary providers and offer real-world experiences — from work at the school reception to volunteering and completing your Driver’s Licence programme. All courses are free through AWVA.

No separate AWVA form is needed this year — information will be collected via SchoolPoint, interview, or academy contract.

Questions? Email Sarah Maxwell at [email protected] and include the academy you're applying for.

⚠️ Places are limited and confirmed only after approval. More info in the Academy Handbook.

This is a course to help Year 13 students  prepare their next steps in school and beyond.  

Based on feedback from students, teachers, and other community members, this is built around a series of opt-in modules for students, like:

• Finance - opening bank accounts, budgeting, paying bills, credit vs debit, buying houses, insurance, investing, saving, loans, how to manage student loans, taxes etc.
• Owning a car - drivers licensing (theory and possibly practical), basic vehicle maintenance, owning a car
• University Preparation - applying for universities, scholarships, applying for halls of residence
• Joining the workforce - finding a career, finding a job, applying for jobs
• Renting - applying for rentals, reading and understanding contracts, paying bills, renting rights and responsibilities
• Looking after yourself - including basic home fitness and nutrition, making good choices for the environment, how to deal with bullying and supporting your own mental health, civic engagement, staying motivated, legal rights
• Other opportunities such as - volunteer work, politics, current events, Te Reo Māori and tikanga, computer literacy, travelling.

These modules will be delivered along with a foundation of academic mentoring & counselling, careers counselling, and support in keeping on top of the work in your other classes to get you to the places you want to go.  

This course is an evolving programme based on student need.